LEARNING ACTIVITY SHEETS (LAS)

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES/ G-12

(Learning Area and Grade Level)

Name of Learner: Score: _

Grade Level & Section: _ Date:
School:

Language Use of Various Academic Texts

Learning competency:
Differentiate language used in academic texts from various disciplines

Specific Objectives

At the end of this lesson, you are expected to do the following with 75%
proficiency level:
A. identify linguistic features used in an academic text read; and
B. differentiate the language used in academic texts from various discipline.

Explore
Activity 1: Say My Language
Directions: Read the following text. Answer the questions that follow.

As a learner-centered process approach to second language (L2) writing, peer

response has been widely adopted and studied since the 1990s (Hyland &
Hyland, 2006). The dialogic nature of peer response seems to foster multiple
support systems (Hyland, 2000) and communicative behaviours (Villamil & de
Guerrero, 1996). L2 research has shown that peer response can increase
chances for meaning negotiation and language practice (Lockhart & Ng, 1995;
Mendonca & Johnson, 1994), encourage collaborative reading and writing (Tsui
& Ng, 2000), and promote writing revisions (Berg, 1999; Mendonca & Johnson,
1994; Min, 2006, 2008; Stanley, 1992). These interactive practices appear to
draw upon and enhance interactional and writing skills.

Processing Questions:

1. What is the text all about? What made you say so?

2. Cite at least five words that helped you identify what the text is all about.

3. Can you classify the text as an academic text? Why?

 4. Based on the sample given, how do you define an academic text?

5. How do you find the language used in the text?

Learn

Academic texts are well-planned, organized, write-ups about a certain topic

and what you think about it and what evidence has contributed to that thinking. An
academic text is breaks down the ideas of the writer in a deductive way using third
person point of view. Academic texts are written for academic audience. They contain
serious thoughts, ideas, and concepts usually for academic and professional use. In
terms of sentences, academic texts use a variety of construction style that can range
from simple to complex sentence structure. One important feature of an academic
text is that it accurately uses subject-specific language for the specific discipline the
text is written for.
Activity 2: Read Me!
Directions:
Read the following excerpts carefully. Identify as to what discipline each text
is written for. Then, write down at least five (5) terms that helped you decide in
identifying the specific discipline the text is written for.

Text A

The story of the Bible in translation is, like the text itself, far from
straightforward. Private spiritual reading may well have lain at the heart of
Protestant piety but, as Lori Anne Ferrell has pointed out, the Bible was desperately
difficult to understand and Protestant writers of biblical text- books knew this only
too well. Their approach was to warn readers of the “knotty Passages” and ‘things
hard to be understood’ whilst, at the same time, steering them to ward readers of
the ‘Shallows where the Lambs may wade’ with the assurance (and encouragement)
that ‘the truths necessary to Salvation are plain, and of easy Access to the weakest
understanding.’
Text B

Panic attacks are a specific and severe form of anxiety disorder, typified by
the sudden onset of overwhelming anxiety that presents with a variety of physical
symptoms such as palpitations, shortness of breath, dizziness and nausea, and
may involve fears of ‘going crazy’ or of impending doom or death (Ohman, 2000).
The prevalence of panic attacks more than doubled in the population of the United
States from 5.3%in 1980, to 12.7% in 1995 (Goodwin, 2003). Panic attacks occur
in many anxiety disorders and may be associated with specific events or situations.
However, panic attacks as a central feature of panic disorder (PD) generally occur
‘out-of-the-blue’ (American Psychiatric Association, 2000). The prevalence of PD
appears to be relatively consistent across cultures at between 1% and 3%
(Weissman et al., 1997).

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Text C
Infection after consumption of fresh duck blood and undercooked poultry
products has been suspected in some cases of illness. Indeed, transmission to felids
was observed after experimental feeding of infected chickens to domestic cats, and
feeding tigers raw infected chicken led to outbreaks of illness in Thai zoos, in which
felid‐to‐felid transmissions were also implicated. Infected birds shed high
concentrations of virus in faeces. Direct intranasal or conjunctival inoculation while
swimming in contaminated water or, perhaps, inhalation or ingestion of water could
have been potential modes of transmission to some H5N1‐infected patients. As for
human influenza, hand contamination from fomites and self‐inoculation into the
eye or upper respiratory tract remain possible modes.

Guide Questions:

1. To what discipline do you think each academic text is written for?

2. What do you think each text is all about?

3. Highlight at least five (5) linguistic features from each text which helped you
decide in determining the discipline each text belongs.

4. How did the language used in the text help you identify the discipline to
which the text is written for?

Engage

Activity 3: Let’s Get Organized

Directions: Using your answers in the Guide Questions, fill in the matrix
below with the needed information.

Linguistic features found in the text

Text Discipline the text (words, register, jargon, idiomatic
is written for expressions)
A

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 Activity 4: In Other Words
Directions: Given with the different texts above, how do you differentiate the
languages used in academic texts from various disciplines? Write your answer on
the space provided.

Apply What You Have Learned

Activity 5: Let’s Dig Deeper!

Directions: Read the two Research Abstracts below. Study how each text use
specific language for the discipline the text is writer for. Apply what you have learned
from the lesson by answering the questions that follow.

Abstract 1:

In this 21st century, technology has become the knowledge transfer

highway in most countries including Philippines. Because of this, schools and
educational institutions alike need to consider ICT integration in their curriculum
(Ghavifekr, 2015). Watt (1980) states that beliefs and attitudes play a
fundamental role in the way that teachers deal with ICT in the classroom This
study investigates the teachers’ attitudes and perception towards the
effectiveness on the use of ICT in English language teaching. This also aims at
examining the relationship between teachers’ demographics such as age and
teaching experience to their perception towards the effectiveness of ICT
integration in language teaching. A modified questionnaire originally designed by
Gulbahar and Guven (2008) was used to gather data from the language teachers
of Alangalang, Leyte. The data for this quantitative research were analyzed for
both descriptive and inferential statistic using SPSS software. The results
indicate that teachers strongly agree that ICT integration is an important tool in
enhancing teaching and learning process. Most teachers in this study strongly
agreed that their students learn more effectively with the use of ICT as lessons
designed are more engaging and interesting.

- Espina, J. Merillo, J. Domingo, P. & Others (2020) Technology in Pedagogy: Teachers’

Perception towards the Effectiveness of ICT Integration in Language Teaching. ELT Vibes:
International E- Journal For Research in ELT. 6(1). 77-106

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Abstract 2:

This paper talks about generating a multi frame real time video from
smart phone using single camera. There are many existing solutions that talk
about the same phenomenon using multiple cameras. At the time of video
recording, there are multiple frames we want to switch and highlight but using
phone’s single camera video recording is not possible. This is generally generated
using multiple camera’s and combining their outputs. Existing process is also
manual and high chances of miss the complete scene that user want to shoot.
We can do the same using single camera image segmentation. Preview resolution
is set at background with full FOV (Field of View) and divided in to the multi
FOV0 s, based on the scene, objects will be decided. Weights are given based on
algorithmic relevance. In the same stream, the bounding box of the image having
maximum weight will be shown to fit in the display without loss of any pixel
information.

- Sunil Kumar, Digvijay Pandey, Nitin Setia. Generating High-Resolution Video Using
Single Camera in Android. International Journal of Engineering Trends and Technology, 68(4),32-
35.

1. To what discipline do you think each abstract is written for? Why did you
say so?

2. Cite at least five (5) linguistic features that were used in each of the
abstracts.

3. Explain how the language used in each text differ from each other.

References
Espina, J. Merillo, J. Domingo, P. & Others (2020) Technology in Pedagogy: Teachers’ Perception
towards the Effectiveness of ICT Integration in Language Teaching. ELT Vibes: International E- Journal
For Research in ELT. 6(1). 77-106

Sunil Kumar, Digvijay Pandey, Nitin Setia. Generating High-Resolution Video Using Single Camera in
Android International Journal of Engineering Trends and Technology, 68(4),32-35.

https://portal.uea.ac.uk/documents/6207125/6488950/introduction_academic_writing_exercise.pdf/6
c9780ed-13b3-4eb1-aa84-b35de17bf33b

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 The Structure of an Academic Text

Learning Competency:
Use knowledge of text structure to glean the information he/she needs.

Specific Objectives

At the end of this lesson, you are expected to do the following with 75%
proficiency level:

A. discuss the structure of an academic text;

B. gather needed information from the text read; and
C. explain the importance of knowing academic text structure.

Explore

Activity 1: 4 Pic, 1 Word

Directions: Using these four pictures, guess the magic word below.

T C U R

You guessed it right!

Now, you have learned in the previous lesson that an academic text is
organized in a specific way where the writer observes a clear structure. This structure
makes it easier for your reader to navigate your text and understand the material

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better. It also makes it easier for you to organize your material. The structure of an
academic text should be clear throughout the text and within each section,
paragraph and even sentence. As a reader, the structure should help you glean
important information that you need from a text.

Learn

Activity 2: Get to know me!

Directions. Read and study the concepts below to understand better the
structure of an academic text.

How is an academic text structured?

Most academic texts in the sciences adhere to the model called IMRAD, which
is an acronym for introduction, methods and materials, results, and discussion.
These parts/ sections should, however, be complemented with sections for aims and
research questions, as these make up the very backbone of an academic text. These
often appear towards the end of the introduction, but sometimes also after a separate
heading.

Below is an overview of what should be included in each of the sections of the

academic text, as well as advice on how to structure your text and make it more
coherent.
A. Aim
The aim determines the entire academic text and the content found in
each section. The aim captures what you intend to achieve with your study.
One example could be that the aim of the study was “to investigate how
effective nursing interventions are for smoking cessation”. It is crucial that the
aim is consistent with every other section of the text. The title should highlight
the same aspects of the study that your aim does, and all the subsequent
sections of the text should respond to the aim.
B. Research Questions
The aim is often specific rather general and may have to be narrowed
down with research questions. In other words, research questions are specific
questions that enable you to reach your aim. In the example given above,
research questions could be, “What nursing interventions exist?” and “How
many patients are still smoke free after one year?”. Remember that there must
be a clear link between your aim and your research questions, but they should
not be identical. Only ask questions that will help you fulfil your aim.
If you have several research questions, you should consider how to
order them. Is there a logical order, in other words, can some questions only
be understood after having read others? Are some questions more important
than others? Place the research questions in an order that makes sense to
you and then maintain that order throughout the rest of your thesis.
Your aim and your thesis must be delimited and narrow, as you can
only research a small part of the world in your studies. For this reason, the
sections that concern what has been done in the study – methods and results
– are narrow in the IMRAD model above.

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 C. Introduction
To make your delimited research interesting to others, however, you
must place it in a larger context. For that reason, the introduction of the text
must start with something much more general than your research questions.
It is often said that the introduction should be shaped like a funnel.This
means that you should start in a broad and general manner and then
gradually zoom in on your own, more specific topic. The text needs to start
with something that your reader can relate to, and that shows your reader
what field your research will contribute to, as well as how it will do so.
The introduction should provide everything the reader needs to know
to understand your aim as well as why the aim is important. Convincing your
reader that your aim is important often entails showing that there is
something we do not know, but that we would benefit from knowing – perhaps
in order to provide better care or develop a new drug or new treatment method.
It could also entail indicating that there is a problem with an existing method
and that alternative methods are needed. When you have accounted for the
context and pointed to the importance of new knowledge in the field, your
reader will be well prepared when you present your aim and research
questions towards the end of the introduction. (As mentioned above, the aim
and research questions are sometimes placed under a separate heading,
which may be placed right after the introduction.)
Please note that the introduction may also be called a background.
Sometimes the two terms are used to refer to the exact same thing; at other
times, they refer to different things. You may be asked to write a short
introduction that raises your reader's interest and gives a very short
introduction to the field, followed by a more extensive background section.
Sometimes your instructions will specify what sections your thesis or
assignment should include, and what should be included in each part;
sometimes they will not. In the latter case, always ask your instructor. If you
are writing a thesis you can also examine previous theses in your field in order
to get an idea of what they usually include. (Just remember that theses may
differ from each other significantly, so never use just one thesis as a template;
look at several. Also remember that instructions and instructor expectations
can change).
D. Methods and Materials
In the methods section you should show your reader exactly how you
have conducted your research, that is, what you have done to fulfill your aim
and answer your research questions. First, your reader should understand
how you got the results you did, and second, after reading this section, they
should be able to duplicate your research. But what is meant by "exactly" how
you conducted your research? Keep in mind the significant facts; how you got
your results, and what the reader would need to do to duplicate them.
Disregard irrelevant details: you do not, for instance, need to tell your reader
that you went to the library or that you talked to Barbro the librarian. Neither
do you need to tell your readers about all the ideas you had or things you
wanted to do but did not do. Focus on what you did, and account for the
choices you made, when necessary.
It is helpful if you begin your methods section by writing something
overarching about your method, such as mentioning your study design. If you
tell your readers right away that your work is a literature review or that your
method consisted of interviewing nurses using semi-structured interviews, it

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 is easier for the reader to understand the details that follow the overarching
statement. Your reader needs to be able to understand the purpose of the
details before being introduced to them.
E. Results
In the results section you should account for your results in an
objective manner, without interpreting them (interpreting your results is what
you do in the discussion part). If you posed several research questions, you
should account for the results in the same order that you posed your research
questions; the consistency will help make the text coherent and help your
reader understand the information you are presenting.
It may help your readers if you use illustrations such as tables and
charts when presenting your results. The illustrations should be clearly linked
to your text, but you should not repeat all the information provided in the
chart. Instead, account for the most important aspects or trends visible in the
tables or charts; in other words, tell your reader what you want them to
observe. Please note that tables and charts should be understandable without
reading the body text, so it is important that you include captions that indicate
what they illustrate.
F. Discussion
The discussion section of your text is where you interpret your results
for your reader. It is the section of your text that is usually most difficult to
write, for here you are not merely writing about something that you have
already done, you have to write and analyze at the same time. All parts of your
discussion should analyze your results. While you may occasionally need to
remind your reader of significant points accounted for in earlier sections of
your text, your discussion should not include too much repetition from your
background or introduction, your methods and materials, or from your
results. Please read the section about the principles of paragraphing and topic
sentences and make sure that each paragraph – except the very first one –
contains some analysis of your topic. A common outline of the discussion is
the following:
The first paragraph reminds your reader about the aim, preferably
hinting at how you will contribute to the field. You may for example write “This
is the first study to examine the correlation between …” Then you briefly
account for the most important parts of your results, perhaps linking them to
your hypothesis if you have one. You may say that the first paragraph makes
for a shortcut into the discussion: it should enable your readers to understand
the discussion without reading all the sections of your thesis.
The rest of the discussion should analyze and discuss your results. It
may be helpful to keep the following questions in mind:
What do your results mean?
How do they relate to previous research? What are the reasons for
potential differences between your study and previous research? What do
potential similarities indicate?
How may your method have affected your results?
What are the strengths and weaknesses of the study? How do they affect
your results?
How are your results important to future developments? What are the
clinical implications, for example?
What kind of research is needed in the field in the future, and why?

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 It is also common to divide the discussion into two parts: a results
discussion and a methods discussion. If you do that, you first focus on the
results of your study, and then scrutinize your methods.
G. Conclusion
In your conclusion you should fulfill your aim and account for what
you have found in your study. When you write your conclusion, you have a
golden opportunity to make sure that all the sections of your thesis are
connected and that the focus is consistent in each section.

Please remember that the conclusion is not merely a brief repetition of

your results. Focus instead on what your results may imply after careful
consideration (the consideration that you outlined in your discussion).

However, keep in mind that accounting for what you have found in your
study does not mean that you can or even should make absolute claims; these
cannot often be drawn from a small study, if ever. Focus instead on what your
results may imply – and it rarely hurts to note that more research is needed.

Engage

Activity 3: Let’s learn it one more time!

Directions: Accomplish the matrix below by supplying the needed information
based on what you understood from the concepts you read above. Make sure to write
you ideas in your own words.

Structure of an
academic text What should be included?

Aim

Research Question

Introduction

Methods and Materials

Results

Discussion

Conclusions

Why do we need to learn the structure of an academic text? How does it help
us in looking for information that we need from a text?

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 Apply What You Have Learned

Activity 4: Let’s assess our skills!

Directions: Read the following article. Answer the questions that follow.

Technology in Pedagogy: Teachers’ Perception towards the Effectiveness

of ICT Integration in Language Teaching

Introduction

In this 21st century, technology has become the knowledge transfer

highway in most countries. Technology integration nowadays has gone through
innovations and positively changed our societies that has totally reshaped the
way people think and work and live (Grabe, 2007). Because of this, schools and
educational institutions alike need to consider ICT integration in their
curriculum (Ghavifekr, 2015). ICT or Information and Communication
Technology plays a pivotal role in language teaching and learning process.
Hence, many educational institutions, including those in the Philippines, are
already incorporating ICT in their language classrooms.

ICT incorporation in education generally means technology-based

teaching and learning process that closely relates to the utilization of learning
technologies in schools. Due to the fact that students are acquainted with
technology and they will learn better within technology-based environment, the
issue of ICT integration in schools, specifically in the classroom is vital. This is
because, the use of technology in education contributes a lot in the pedagogical
aspects in which the application of ICT will lead to effective learning with the
help and supports from ICT elements and components (Jamieson-Procter et
al., 2013). It is right to say that almost all ranges of subjects‟ start from
mathematics, science, languages, arts and humanistic and other major fields
can be learned more effectively through technology-based tools and equipment.

The New Medium Consortium (2005a) mentioned the technological

areas that potentially contribute to the field of education as follows. The first
one is called Extended Learning, in which traditional teaching and learning is
enhanced through new communication tools or social networking sites such
as Facebook, Twitter, blogs, wikis, and instant messaging. In other words, the
process of teaching and learning is not confined to the classroom setting any
longer, it is enhanced beyond the classroom via these social networking sites
where learners can engage in a communicative platform that “facilitate
collaborative discussion, exchange of opinions, and critical thinking” (Cheng,
2012, p.2). The second area is called Ubiquitous Wireless, which deals with the
“the rapid penetration of wireless networks” (Jung, 2006, p.29), fostering
students‟ flexibility in learning via the use of their portable or mobile devices
including laptops, tablets, smart phones, and so on. Intelligent Searching,
which is the third area, enables learners to search, organize and retrieve data
in a more effective way. The fourth category is Educational Gaming, made up
of games and simulations, is deemed as a learning tool to have beneficial effects
on motivation, communication, critical thinking, and problem-solving skills
(Jung, 2006).

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 In specific fields like language arts, a considerable amount of literature
has highlighted the benefits of ICT in language teaching and learning.
Darasawang and Reinders (2010) stated that an online language support
system helps promote learner autonomy. Another contributing factor of ICTs is
motivation. The blossoming of multimedia technology including visual aids,
sounds, video clips, animations, and so on motivates learners, “attracts their
attention and elevates their interest in learning” (Kuo, 2009,p.25).

What is more, the Internet connection allows learners to gain access to

a huge amount of authentic materials to make English learning more enjoyable
(Dang, 2011). Hence, the application of the online resources available to the
inside and outside classroom activities can result in the enhancement of their
competences in listening, speaking, reading, and writing.
For example, according to Kelsen (2009, p.3), “YouTube has the potential
to connect learners with authentic English input through what is quite possibly
already a part of their life experience …and provides a context through which
they can interact, exchange ideas, share feelings, and participate in a web-
based environment”.

In the Philippines at present, the integration of ICT in teaching is also

strengthened. With the birth of its K to 12 program, the use of ICT is highly
promoted in teaching almost all learning areas including language teaching.
ICT curriculum standards for K to 12 schools in the Philippines will serve as
the framework for technology integration in various academic content area
instructions from kindergarten to senior high school, serve as a guide for
curriculum decisions by providing the students with performance expectations
in the areas of knowledge, skills, and attitudes, and provide examples of
classroom activities and instructional strategies utilizing ICT that will guide
teachers as they design instruction to help their students meet learning
expectations. ICTs are great source for language activities, material in teaching
and learning English language. However, many teachers may not have the
technical skills to make full use of these technological resources in their
References
instruction especially traditional teachers who patronize the conventional
instructions. Some teachers are also indifferent towards the use of ICT in
https://kib.ki.se/en/write-cite/academic-writing/structure-academic-texts
language instructions because of many factors.
This is to say that despite all the efforts, most of the countries, including
the Philippines, are facing similar problem whereby the teachers are not
maximizing the usage of the technology provided (Albirini, 2006). This has
become a serious matter as many previous studies have proven the usage of
ICT in teaching
Prepared by: and learning process could improve students’ achievement
(Nakayima, 2011, Jamieson-Proctor et al., 2013). Moreover, previous research
(Cassim & Obono,
JONATHAN 2011) MT-2
G. MERILLO, shows that the correlation of teachers‟ belief and the
use of ICT are high. Teachers’ role is getting more important especially in usage
of ICT in pedagogy which could increase the achievement of the students, their
creativity and thinking skills.
The teacher’s role in the integration of computers in schools is obviously
very important, and every educational reform effort should take into
consideration teachers’ knowledge, skills, beliefs, and attitudes (Cuban, 2000).
Shahan (1976) argues that one important concept of school reform is the
human element, which embraces emotions, feelings, needs, beliefs, and
pedagogical assumptions. Similarly, Fullan’s (1982, 1991, 2000) theory of
school change also emphasizes that the alteration of mindsets, such as
pedagogical assumptions, values, and beliefs, is a key factor to any educational
change effort. Watt (1980) states that beliefs and attitudes play a fundamental
role in the way that teachers deal with ICT in the classroom. In other words,

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 dealing effectively with ICT relates not only to knowledge of the capability,
limitations, applications, and implications of ICT, but also to individuals‟
attitudes and perceptions regarding ICT tools. Veen (1993) stated that the
effective implementation of ICT depends upon users having a positive attitude
towards it. He showed that schools can go only so far to encourage ICT use, and
that actual take-up depends largely on teachers’ personal feelings, skills, and
attitudes towards ICT. This implies that teachers who have positive attitudes
toward ICT and perceive it to be useful in promoting learning will evidently
integrate ICT in their classroom more easily than others (Becker & Riel, 2000;
Cox, Preston, & Cox, 1999; Pedretti, Smith-Mayer, &Woodrow, 1999; Sandholtz,
Ringstaff, & Dwyer, 1997).

Therefore, this study investigates the teachers’ attitudes and perception

towards the effectiveness on the use of ICT in English language teaching. This is
also aimed at examining the relationship between teachers‟ demographics such
as age, and teaching experience and their perception towards the effectiveness
of ICT integration in language teaching.

Research Questions
The main goal of this research is to determine the effectiveness ICT
integration in language teaching as perceived by teachers. Specifically, it aims to
answer the following questions:
1. What are the demographic profile of the teacher-respondents in terms
of the following?
1.1. Age
1.2. Sex
1.3. Number of Years of Teaching Experience
2. What are the language teachers‟ perceptions on ICT integration in
teaching language?
3. How effective is ICT integration in language teaching as perceived by
language teachers?
4. Is there a significant relationship between the teacher’ perception
towards the effectiveness of ICT integration to language teaching and their
demographic profiles in terms of the following?
4.1. Age
4.2. Teaching Experience

METHODOLOGY/ MATERIALS
In this chapter, the research design suitable in the conduct of the study
is presented. Further, this presents the description of participants and research
locale, and the sampling technique employed in identifying the respondents.
Moreover, this chapter also contains details about the data gathering procedure,
research instruments, and the analysis of the data gathered.
Research Design
This study employed a descriptive- correlation method to answer its
research questions. The descriptive aspect attempts to establish the range and
distribution of some social characteristics. In this study, this method will help
the researchers identify the demographic profiles of the respondents in terms of
13sex,
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ge and teaching experience; find out the teachers’ perception on ICT
 respondents in terms of sex, age and teaching experience; find out the teachers,
perception on ICT integration; and ascertain the effectiveness of ICT integration
in language teaching as perceived by the teachers. The correlational aspect was
used to answer the fourth research questions of the study which is aimed at
examining the relationship between the teachers‟ demographic profiles and their
perception towards the effectiveness of ICT integration in language teaching.

Locale of the Study

This study was conducted in in a secondary school in the municipality of
Alangalang, Leyte among the secondary language teachers. The school where
the study is conducted is under the Leyte Division of the Department of
Education, Region 8. The school offers both Junior and Senior High program,
thus, respondents from the locale of the study are comprised of language
teachers from both programs.

Respondents of the Study

The respondents of this study were the public school language teachers
in one of the municipalities in the division of Leyte, Philippines. Respondents
satisfied the following criteria for inclusion: 1) Must be secondary school teacher;
2) Must be teaching language subject; and 3) must be willing to participate in
the study. However, teachers were excluded as a respondent if: 1) He/ She is not
a secondary language teacher, and; 2) He/ she is not willing to participate in the
said activity.

Sampling Procedure
This study employed a non-probability sampling technique called
convenient sampling where participants of the study are those qualified
language teachers whom the researchers have accessed during the actual
conduct of the study. Because the time in conducting the study is relatively
limited, the researchers decided to include only those who were available and
accessible during the conduct of the study.

Research Instruments
The questionnaire used for this study was adopted and modified from the
original questionnaire designed by Gulbahar and Guven (2008) that is
considered suitable for this research. Some of the items are designed and
developed by the researchers accordingly with the title chosen so that the items
developed are able to provide the answers needed for both research questions.
The questionnaire is composed of three sections. The first section of the
questionnaire asks the respondents about their demographics such as age, sex,
and number of years in teaching service; the second section of the questionnaire
is composed of fifteen (15) items which asks the respondents on their perception
about ICT integration in language teaching; the third part is a ten-item
statements that asks the respondents about effectiveness of ICT integration in
language teaching as they perceive it.
Data Gathering Procedure
The study was conducted at Alang-alang, Leyte among teacher-
participants. The researchers sought first the permission from the Schools
Division Superintendent. After seeking permit from the Division Office through
its Superintendent, the researchers went to the target school and distributed
the questionnaires during the conduct of the study and were retrieved after the
respondents finished answering the questionnaire. Researchers then organized
the responses of the participants and analyzed the data gathered.
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 Analysis of Data
Descriptive and inferential statistics were employed in the study. For
descriptive statistics, mean, frequencies and percentages were used to describe
the profile variables taken into account in the study.
The study also employed the following inferential statistics: Spearma’s
Rank Order Correlation to describe the relationship between age profile and
the perception of teachers towards ICT integration. The same tool that was run
to examine the relationship between the respondents teaching experience and
their perception on the effectiveness of ICT integration in language teaching.
Spearman's correlation coefficient measures the strength and direction of
association between two ranked variables. Since the variables being associated
are ranked, then this statistical tool is deemed appropriate to use.

RESULTS AND DISCUSSION

This chapter discusses the interpretation and presentation of the
findings. The results of this study are derived from the responses of 24
participants from the seminar- workshop on language teaching strategies as
respondents of the study.
Demographic Profile of the Respondents
The first objective of the study was to identify the demographic profile of
the respondents in terms of sex, age, and number of years of teaching
experience. Results indicate that 29.2 % of the respondents have ages ranging
from 20-25 years old. The table also shows that 5 or 20.8% of the respondents
have ages from 41 years old and above. It can be gleaned from this result that
though many of the respondents are still young, there are also some of them
who are in the middle age making the participants of this study diverse in
terms of age profile. It is also interesting to note that 4 (16.7%) of the
respondents did not indicate their age profile. Table 1 (see p. 17) also shows
that the respondents are dominated by female teachers (83.3%). This
illustrates that language teachers in Alag-alang are mostly led by female. This
can be attributed to the theory than female individuals are more into language
and teaching than males who are more inclined to mathematics and
engineering.
With reference to their number of years of teaching experience, 37.5 %
of the respondents have less than 5 years of experience. This is followed by
respondents having 6-10 years of teaching experience (20.8%). The result
illustrates that majority of the respondents are relatively new in the teaching
field. This can be attributed to the fact that some of the teachers who
participated in the study are Senior High School teachers. In the Philippine
context, Senior High School program has just started in the year 2016, three
years before the conduct of this study. Interestingly, however, it can be
observed from the table that there are four (16.6%) respondents who did not
indicate their number of years of teaching experience.

Teachers’ Perception towards ICT Integration in Language Teaching

The information on teachers’ perception with respect to the integration
of ICT in language teaching were collected using a 15-item scale with four-
point scoring: strongly agree=4, agree=3, disagree= 2 and strongly disagree=1.

Result shows that 70.8% of the respondents feel confident in learning

new ICT skills which they can integrate in teaching. Also, 62.5% of them
strongly agree that it is easier to teach using ICT. Statements 3 and 4 talks
about teachers‟ ideas about how ICT supported teaching makes effective
learning among students. As revealed in the table, majority of the respondents
strongly agree that they are aware of the great opportunities ICT can make in

15 | P a ge
 Statements 5-9 ask respondents on their perception about how ICT improves
the quality of teaching using updated materials and students‟ active
engagement to the lessons. Table 2 (see p. 18) illustrates that 70.8% of the
respondents strongly agree that ICT helps prepare teaching resources and
materials; also, there are 70.8% of them who think that the use of ICT
improves the quality of their teaching. It can also be observed from the table
that 75% of the teachers think that the use of ICT helps them prepare
teaching resources and materials; and 79.2% strongly agree that the use of
ICT enables the students to be more active and engaged in the lessons being
taught. Among the sample studied, 58.3% reported that they have more time
to cater to students‟ need if ICT is used in teaching. The result is congruent
to the study of Ghavifekr & Rosdy (2015) where teachers view the use of ICT
in teaching and learning process as something positive where ICT is the aid
needed by teachers to ensure the effectiveness of both teaching and learning
process. Statements 10-15 are negatively stated items about the integration
of ICT in language teaching. As shown in the table, 45.8% agree that they can
still have an effective teaching without using ICT.

It can also be observed from Table 2 that majority of the respondents

disagree to the statements that ICT use is a waste of time (62.5%); students
learn best without the help of ICT (45.8%); classroom is out of control if ICT
is used in teaching (50.0%); and students make no effort for their lesson if
ICT is used in teaching (62.5%). This shows that language teachers regard
the use of ICT in a positive way since the items are stated in negative form
and most respondents disagreed to them.

The result backs the study of Ghavifekr & Rosdy (2015) that teachers
are aware of the goodness and usefulness of ICT in teaching. The result also
supports the study of Cox and Marshall (2007) that teachers believe that ICT
is a tool that could help in learning and teaching process.

Effectiveness of ICT Integration for Students’ Learning

The third objective of the study is to determine the effectiveness of ICT
integration for students‟ learning as perceived by language teachers using 4-
point Likert scale to the 10 items in the survey questionnaire. As presented in
Table 3, the data obtained shows that majority of the teachers strongly agreed
(79.2%) that ICT allows learners to be more creative and imaginative. There
are also 87.5% of the teachers who reported that ICT helps students to find
related knowledge and information for learning. One-third (75%) of the
respondents believe that the use of ICT encourages students to communicate
with their classmate. Using ICT also increases students‟ confidence to
participate actively in the class (87.5%). The respondents perceive ICT use as
effective for students‟ learning (83.3%).
Table 3 also exhibits that more than half of the total respondents
strongly agreed that: the use of ICT helps to broaden student’ knowledge
paradigm (75.0%); the use of ICT helps improve learners‟ ability specifically
in reading and writing (75.0%); students‟ are more behaved and under control
with the use of ICT (50%); the use of ICT enables students to express their
ideas and thoughts better (66.7%); and the use of ICT promotes active and
engaging lesson for students‟ best learning experience (79.2%). The findings
of the study corroborates Thamarana (2017) that teachers agreed that ICT
helps in better thinking and learning process of their learners.

16 | P a ge
 Relationship of Variables
To test the association between age profile and the perception
towards the effectiveness of ICT integration of the 20 teachers who indicated
their age, Spearman’s Rank Order Correlation was run. As shown in Table
4, the p-value (.028) of the correlation between the teachers‟ perception
towards ICT integration in language teaching shows no significant
relationship to their age profile, hence accepting the first null hypothesis,
HO1, of the study. The findings entail that teachers age affects with how
they perceive ICT towards its effectiveness in language teaching. This result
opposes Gorder (2012) that regardless of the diversity of their age profile,
teachers like to increase their integration of ICTs into instructions. This is
also in contrast with the findings of Massoud (1991) and Woodrow (1992)
which reported that there was no significant relationship between teacher’s
age and perception. The result supports Blakenship (1998) and Cavas
(2009) who reported that age had a critical effect to teachers‟ attitude
towards ICT integration.

To test the association between the teachers’ teaching experience

and their perception towards the effectiveness of ICT integration of the 20
teachers who indicated their number of years of teaching experience,
Spearman’s Rank Order Correlation was run. As shown in Table 4, the
p=value which is .002 shows that there is a significant correlation between
the teachers‟ perception towards ICT integration and their number of years
of teaching experience, hence, the third null hypothesis, HO3, is rejected.
This means that the length of teaching experience affects the way teachers
perceive the effectiveness of CT integration in language teaching. The
finding of this study opposes to that of Manisha„s (2012) and Gorder‟s
(2008) study which indicated that teaching experience showed no
relationship to teachers‟ perception on ICT integration in classroom
instructions.

Table 1. Demographic Profile of Respondents

17 | P a ge
 Table 2. Teachers’ Perception on ICT
Integration in Language Teaching

Table 3. Effectiveness of ICT Integration of

Students’ Learning

Table 4. Relationship between Teachers’

Perception towards ICT Integration and their
Demographic Profile

18 | P a ge
 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary
Results of the study revealed the following:
In respect with the demographic profiles included in the study, it was
found that the biggest percentage of language teacher- respondents have
ages ranging from 20-25 years old. This shows that majority of the
language teachers are young and are generally equipped with the know-
how of integrating ICT in language classrooms; most language teachers
are female with respect to their sex profile; and with respect to their years
in teaching service, majority of the respondents have 5 years and less
teaching experience which is parallel to their age profile.

By average, the language teachers strongly agree that ICT integration

is an important tool in enhancing teaching and learning process.
Furthermore, this study ascertained that teachers believe that their
students learn more effectively with the use of ICT as lesson designed
are more engaging and interesting. Accordingly, the participants agreed
that integrating ICT can foster students‟ learning.

Most teachers in this study strongly agreed that their students learn
more effectively with the use of ICT as lessons designed are more
engaging and interesting. Accordingly, the participants agreed that
integrating ICT can effectively foster students‟ learning.

Teachers‟ age as a profile variable was found to have a significant

relationship (p=.028) to their perception towards the effectiveness of ICT
integration in language classroom. Language teachers‟ teaching
experience also showed a p value of .002 to their perception towards the
effectiveness of ICT integration which shows a significant relationship.

Conclusions
Based on the findings revealed in the study, the following conclusions are
drawn:
Most language teachers have positive attitude towards ICT integration
in their language classrooms. ICT integration is vital in the 21st
century language classrooms.
Language teachers believe that ICT is an effective tool in fostering
effective teaching and learning among students; similarly, teachers
have positive perception towards the use of ICT in managing and
delivering language instructions.
Technology in pedagogy as a current trend in the 21st century
language classrooms is instrumental in effecting learning among
learners, hence the educational system needs a serious consideration
in incorporating ICT in pedagogy in order to increase national
competency as well as meet the demands of the 21st century.
Regardless of teachers’ demographic backgrounds, they have positive
perception towards the effectiveness of ICT. Since they have a positive
attitude towards its effectiveness in enhancing learning, teachers are
more likely to incorporate and integrate ICT in their language classes.

19 | P a ge
 Recommendations

In light of the findings derived and conclusions drawn from the study,
the following recommendations were made:
1. ICT integration can be strengthened by school leaders not only
among young teachers but also those who have already been in the
service for quite a time now in order to develop more learners so
that they will be engaged in learning activities that would enhance
their 21st skills which are needed in the present time. This can be
done through development and training programs which will be
provided to teachers across the board on integrating ICT in
instructions.

2. Educational leaders can make use of the teachers‟ positive attitude,

perception and beliefs towards the effectiveness in strengthening
the ICT integration. The Department of Education may provide
educational technology training courses incorporating the needs of
the teacher, both basic as well as pedagogical skills, which give the
teachers the enhanced skills in pedagogical and technical use of the
ICT-based learning, will help the teachers to integrate technology in
their instructions.

3. The Department of Education may not only promote the use of ICT
in language classrooms through papers and evaluation and
assessment tools as a way of measuring teachers‟ ICT integration
but more importantly, they may also provide opportunities like
advocacy campaigns, develop ICT training programs, and provide
ICT tools in schools for teachers to genuinely see the effect of ICT in
student learnings and how important its role is in catering the 21st
century skills needed in the present time.

4. Sex, age, length of service and other factors should not be the only
bases in sending teachers to ICT trainings as all teachers across the
field need to see ICT as an effective means of fostering learning
among students. Trainings, seminar-workshop on integrating ICT
in instructions as well as pedagogical skills for teachers should be
provided for all teachers in order not only to have positive
perception about it but, more importantly, to integrate it in actual
classroom instructions, maintain its use, and sustain the effective
implementation of ICT integration.

5. Further and profounder research studies be conducted in terms of

ICT integration which may include the level of actual and evident
use of ICT in classrooms, the factors or challenges hindering
teachers from incorporating ICT in instructions, learners‟ perceived
effectiveness of ICT towards their learning, as well as the support
given by government and other external stakeholders to teachers in
trying to integrate ICT in the teaching and learning process.

Questions:

1. Give at least two (2) highlights in the Introduction part.

20 | P a ge
 2. Based on the Introduction of the text, what does ICT incorporation in
education mean?

3. Still in the Introduction section, how is ICT integration in teaching

strengthened in the Philippines?

4. How many research questions does the paper have? Do you think those
research questions are essential? Why?

5. Where was the study conducted? Who were the respondents?

6. Based on the Methodology, how did the researcher come up with the
respondents of the study?

_
7. Do you think the respondents are appropriate to provide the information the
researcher needed?

8. What were the instruments used in gathering the data? Do you think these
were appropriate tools? Why?

9. “Results indicate that 29.2% of the respondents have ages ranging from 20-
25.” Which part of the text can you see this line?

10. Give a summary of the findings of the study on how the respondents
regarded ICT integration in teaching.

21 | P a ge
 _

11. Pick one conclusion from the academic text. Explain how the researcher
was able to conclude such.
_

12. “Language teachers believe that ICT is an effective tool in fostering effective
teaching and learning among students; similarly, teachers have positive
perception towards the use of ICT in managing and delivering language
instructions.” This is one of the conclusions drawn by the researcher. What
particular part of the paper is his basis in writing this conclusion?

13. What were the recommendations made by the researcher to educational

leaders? Give at least three.

14. Why do you think there is a need to recommend after getting the findings of
your research?

15. With all the structure of the given text, how do you find reading an academic
text?

References:
Espina, J. Merillo, J. Domingo, P. & Others (2020) Technology in Pedagogy: Teachers’ Perception towards the Effectiveness of ICT
Integration in Language Teaching. ELT Vibes: International E- Journal For Research in ELT. 6(1). 77-106

https://www.google.com/search?q=structure&sxsrf=ALeKk03IJ0DjR5mliCg3g-
CQAW6NF1mLSg:1594362273846&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiV5OanhsLqAhXBfXAKHYVBC0UQ_AUoAXoECA
0QAw&biw=1366&bih=608#imgrc=ms3cOVeKG-kLlM

https://www.google.com/search?q=structure&sxsrf=ALeKk03IJ0DjR5mliCg3g-
CQAW6NF1mLSg:1594362273846&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiV5OanhsLqAhXBfXAKHYVBC0UQ_AUoAXoECA
0QAw&biw=1366&bih=608#imgrc=wpBH1bywgNS4IM

Prepared by:
| JONATHAN G. MERILLO | MT-II | 09219371924 | FB: Jonathan Gudes Merillo |
| ODESSA G. OPERARIO | SST-II | 09278580800/09997519480| FB: Odessa Operario |

22 | P a ge
 Techniques in Summarizing Academic Texts

Learning Competency:
Uses various techniques in summarizing a variety of academic texts

Specific Objectives

At the end of this lesson, you are expected to do the following with 75%
proficiency level:
A. discuss the different techniques in summarizing academic texts; and
B. summarize variety of academic texts using various techniques.

Explore

Activity 1: Tell Me What You Know

Directions: Observe the image below. What does it remind you? Can you
think of any instances in your academic journey where you were asked to write a
summary?

Now, accomplish the K-W-L chart below given the topic Summarizing.

K W L

What I Know What I Want to Know What I Have Learned

23 | P a ge
 Processing Questions:
1. How did you find the activity?

2. Is there a part of the chart which you find hard to accomplish?

3. What do you think should you do to accomplish the chart easily?

4. What is the most significant learning you have about summarizing so far?

Learn

What is a Summary?
A summary is a shortened passage, which retains the essential information
of the original text. It is a fairly brief statement—in your own words—of the
contents of a passage or text. This means that when you write a summary, you
simply report back what the writer has said, without making value judgments. A
summary can also be used when highlighting important information from an
academic text that you have read.

A good summary of an academic text can be understood even without

reference to the original text. It is a faithful reproduction of, or contains only the
ideas or information of, the original academic text. In addition, a good summary
must not contain any unnecessary details as it is generally brief; it is a readable
unified whole.

TECHNIQUES IN WRITING AN ACCURATE SUMMARY

To be able to come up with a laudable summary after reading an academic

text, you need to employ some important techniques that can help you write a
summary without much worries. The following are the various techniques you can
use in writing a summary:

1. Preview the text. Gather the information needed to focus and set goals.
2. Read, think about, and understand the text. Review the material to make
sure you know it well. Use a dictionary or context clues to find the meaning of
any important words.
3. Read for the thesis, main idea, and evidence. Annotate as you usually do.
If necessary, map or outline part or all of the text to find the thesis, main idea
and evidence.
4. Identify and paraphrase the thesis or topic sentence (which contains the
main idea), or compose one if the topic sentence is implied. The main idea
is the most important information or concept in a text. The statement that you

24 | P a ge
 write should mention the underlying meaning of the article, not just the
surface details.
5. Group the details (minor details). Organize your evidence by grouping the
article into sections. Not all information is equal: some of the information is
clearly more important that the rest.

Topic Sentence:
Evidence:
#1:
#2:
#3:

6. Within your groups of information, write a word or phrase that can

replace a list of items (avoid using the word “things”) or individual parts
of an action. You can do this in the margin. For example: rose, daisy, and
mum becomes “flowers.”

7. Use basic signal words. ASK YOURSELF:

Who? What? Where? When? Why? How?

(subject) (action) (location) (time) (reason) (procedure)

8. Change the words but never the meaning. A summary uses paraphrased
sentences, with only occasional quotes from the original text.

Write the summary

1. Begin your summary with statement of the thesis. Begin with an

introductory sentence that mentions the author, title, and thesis.

2. Write the main idea of each section in one well-developed sentence. Make
sure that what you include in your sentences are key points, not minor details.

3. Follow the order of ideas in the original text. After stating the thesis, you
should mention the first main idea that you come across and then major
details that back it up. Then you would mention the second main idea and so
on.

4. The amount of detail you include, if any, depends on your purpose for
writing the summary. For example, if you are writing a summary of a
magazine article for research paper, it might be more detailed than if you were
writing it to jog your memory for class discussion.

5. Summary should be no more than ¼ the original text. It can be one

sentence, one paragraph or multiple paragraphs depending on the length of
the original and your purpose for writing the summary.

6. Do not include unnecessary or material that says the same thing as

another part of the passage.

7. Do not use phrasing such as “This article is about” or “In this paragraph
the author says …”

25 | P a ge
 8. Do not plagiarize or bring in your opinion. Summarizing is about restating
what the author says. Save your own ideas for another time.

9. Make sure that your summary includes the meaning of the original
passage and does not change the author’s purpose or tone. Identify the
main idea and double check that your summary does not change or add to it.

10. Read and revise the content.

 Have you captured the main point of the article?

 Have you included the most important details?
 Make sure that you have included all the supporting details or mentioned
all of the events, however briefly.
 Group these details as outlined previously; do not omit key information
that was in the original passage.
 Check for an accurate topic sentence and the five Ws and an H.

11. Read over your summary edit for grammatical and spelling errors.
 Is the verb tense consistent?
 Are all names spelled correctly and capitalized?
 Have you avoided writing run-on sentences and sentence fragments?
 Is there sentence variety?
 Have you avoided writing short, choppy sentences? Are there transitional
words and phrases to connect ideas?

Engage

Activity 2: Let’s Organize It!

Directions: Using the information that you will put in the matrix below,
summarize the text that follows. Your summary will be rated using the rubric
on page 30.

The Performance of Luxury and Clothes in The Awakening

Title and Author Author’s Purpose Main Idea Supporting Details

26 | P a ge
 The Performance of Luxury and Clothes
in The Awakening
By Frances Solá-Santiago

The 19th century is recognized as the epitome of Victorian style. Big

skirts and bustiers adorned women’s bodies accompanied by flamboyant hats
and gloves. Women were expected to be motherly, delicate, sociable and
likable, especially upper-middle class women whose sole existence revolved
around motherhood and parading their beauty as a reflection of their
husbands’ wealth. In The Awakening, clothes represent a major symbol of
class and status that if often ignored. The performativity of luxury in the
women of this novel is central to understanding the complex constructions of
the female characters.

It might seem like this thesis only applies to Adèle Ratignolle, as she is
the model of womanhood in Grand Isle and Edna’s influence towards
assuming her role as mother and wife. But, it’s relevant to think about the
part that clothes and fashion play in the construction of identity and the
performance of gender. Equally, we need to ask ourselves how this ideal of
womanhood was built and how it might have affected Edna’s awakening. If
there is no standard, there is no reason to rebel.

The most important fashion and lifestyle magazine of the 19th century
was Godey’s Magazine, published by Louis A. Godey. One of its most
distinguished elements was the publication of fashion plates and garment and
beauty ads that celebrated white skin and a tiny waist. “Add grace to any
figure. Add style to any gown.” reads an advertisement of Braided Wire Bustles
and Forms in May of 1899. Godey’s not only revolved around fashion and
beauty but also published texts that exemplified the ideal of motherhood and
womanhood in the 19th century. “The lessons of Godey’s visual texts were
conformists. They embodied an ideology of domesticity, maternal instruction
and the power of sentiment”, wrote Isabelle Lehuu in “Sentimental Figures:
Reading Godey’s Ladies’ Book in Antebellum America”.

If such images were bombarded to women — much like they are in the
21st century — it’s easier to understand the desperation in Edna as she
realizes that her beliefs and desires don’t fall in line with society’s
expectations. Therefore, she looks for role models that might help her escape
her misery and awake her true calling.

Adèle Ratignolle is one of them. She is described by Kate Chopin as a

“luxuriant beauty” who wore “dogskin gloves with gauntlets that protected her
wrists” and dressed in “pure white with a fluffiness of ruffles” (26). According
to Elizabeth LeBlanc in her essay “The Metaphorical Lesbian: Edna Pontellier
in The Awakening”, Adèle is the “myth of woman, the angel of the house”.
What LeBlanc refers to is the construction of the female ideal that in
represented in texts like Godey’s Magazine.

Considering that clothes are a device of performance, it’s worth

analyzing the psychological value of fashion in the construction of gender. “We
act and walk and speak and talk in ways that consolidate an impression of

27 | P a ge
 being a man or being a woman”, argues Judith Butler. Furthermore, clothes
are a symbolism, not only of gender, but of class.

In her essay, LeBlanc talks about the restrictions of wealth and

womanhood that keep Edna locked: “The other side of Edna’s terror of
solitude, however, is the bondage of class as well as gender that keeps her in
a prison of the self” (217). The cage Edna was confined in came in the form of
exuberant rings, gloves, ruffled skirts and tight bustiers. At the same time,
her appearance was significant not only for the construction of her
performance as a woman, but as Mr. Pontellier’s property. “The women are
valued according to their level of self-effacement, according to how well they
reflect, respond and submit to masculine ideals”, writes LeBlanc.

But Edna was not one of these women. She did not submit to masculine
ideals. Feeling trapped, she succumbed to the sea as a way to free herself from
these expectations, naked. He bare skin represents her letting go of society’s
standards for the first time and recognizing her body as a device for liberty to
represent herself however she wanted. The performance was over and she had
rebelled in the nude.

Apply What You Have Learned

Activity 3: Let’s Show Our Skill!

Directions: Read and summarize the following excerpts from academic texts.
Make sure to use various summarizing techniques to come up with a laudable
summary. Your summary will be rated based on the rubric on page 30.

1.
Germany’s centrality to all the key debates past and present which
have preoccupied EU and Member State policy-makers – not the least of
which is securing the future of the single currency – is clear. It is and will
remain essential to the success of integration in all its guises. However, its
evolution as an actor in foreign and security policy represents perhaps the
most interesting example of how it has changed since 1990. Having initially
been anxious to reassure its neighbours and European partners that
unification would not threaten the peace and stability of Europe, the
trajectory of change within Germany has been dramatic in the post-
unification period. While it has not been alone in seeking to wrestle with the
security challenges thrown up first by the collapse of Yugoslavia, then the
War on Terror, and more recently by the need for a coherent and effective
crisis management mechanism to respond to instability in the EU’s near-
abroad, these have posed an additional and unique set of political and moral
dilemmas.

(Wright, N. ‘Germany and the CFSP: the accidental leader?’ Draft paper( unpublished)r
prepared for the 37th Annual Conference of the International Association for the Study of

28 | P a ge
 2.

Though our international chess game has many variants in many

countries, the most popular one played today around the world started to
become a pastime in Europe around 1000 AD. According to
Ancientchess,com, “…the chess which came to Europe from Asia, passing
from one culture to another, remained virtually unchanged for almost a
millennium. Even as pieces changed shape and identity, the rules of the
game remained remarkably stable. The first known printed occurrence of
the new rules is dated 1497 — but that manuscript seems to indicate that
the new game was already generally known” (“Chess History”). Chess spread
like a wildfire throughout Europe after the rules had been changed so that
the queen and bishop had greater mobility, and was even called “mad queen
chess” and other variations on this title. With the newfound speed of chess,
the game become more exciting and nuanced. This was the start of our
modern chess, and it seems the popularity and growth of chess has not
stopped since (Naval, Saini).
- Retrieved from https://academichelp.net/samples/academics/essays/expository/the-history-of-
chess.html

3.

On the side of practicality, uniforms are often seen as less

comfortable than normal clothes. They can be tight and not adjustable to
different weather conditions. The temperatures in winter and summer can
be unbearable in a standard school uniform. Many students have expressed
through surveys that they do not feel comfortable in their uniforms, and
they this type of clothing does not adjust well to varying weather conditions
(“Research on School Uniforms – It’s Clear, They Disadvantage Girls”).

Another practical concern is that paying for uniforms wastes the

money of parents, when their children can simply wear the clothes they
have. Also, schools could be selling uniforms for more than necessary. In
the United Kingdom, for instance, the Guardian reports that, “Parents could
be spending millions of pounds more than they need to on school uniforms
because of exclusive deals between schools and suppliers, the government’s
competition watchdog has warned. Headteachers and school governing
bodies were told by the Competition and Markets Authority (CMA) on
Thursday that they must let parents “shop around” for affordable uniforms
for their children, using supermarkets if they wish rather than be forced to
buy more expensive items in exclusive arrangements with suppliers”
(Smithers, Rebecca). This means that not only do parents have to spend
extra money on an outfit, but also the uniforms schools are selling are
overpriced.

- Retrieved from https://academichelp.net/samples/academics/essays/persuasive/students-not-wear-

uniforms.html

29 | P a ge
 Rubric on rating a summary

References:
https://www.slideshare.net/tondion/summary-writing-tips-and-techniques
Monterey Peninsula College, Reading Center
https://academichelp.net/samples/academics/essays/persuasive/students-not-wear-
uniforms.html

https://academichelp.net/samples/academics/essays/expository/the-history-of-chess.html

Wright, N. ‘Germany and the CFSP: the accidental leader?’ Draft paper( unpublished)r prepared for
the 37th Annual Conference of the International Association for the Study of German Politics,
London, United Kingdom, 16th-17th May, 2011

https://www.bcit.cc/cms/lib04/NJ03000372/Centricity/Domain/141/Response%20Writing%20R
ubric.pdf

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 The Thesis Statement of Academic Texts

Learning Competency:
States the thesis statement of an academic text

Specific Objectives

At the end of this lesson, you are expected to do the following with 75%
proficiency level:
A. discuss what an academic text is;
B. elucidate the use of a thesis statement in an academic text; and
C. state the thesis statement of an academic text.

Explore

Activity 1: Concept Me up!

Directions: Write as many words as you can associate to the word found
inside the ring. Then, write a short paragraph using the words that you have listed.
You may use some more words to make sense of your paragraph.

THESIS

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 Learn

A thesis statement:
• tells the reader how you will interpret the significance of the subject matter
under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect
from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a
question or subject, not the subject itself. The subject, or topic, of an essay
might be World War II or Moby Dick; a thesis must then offer a way to
understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at
the end of the first paragraph) that presents your argument to the reader. The
rest of the paper, the body of the essay, gathers and organizes evidence that
will persuade the reader of the logic of your interpretation.

How do I state the thesis?

A thesis is the result of a lengthy thinking process. Stating or formulating a
thesis is not the first thing you do after reading an academic text. Before you
develop an argument on any topic, you have to collect and organize evidence, look
for possible relationships between known facts (such as surprising contrasts or
similarities), and think about the significance of these relationships. Once you do
this thinking, you will probably have a “working thesis” that presents a basic or
main idea and an argument that you think you can support with evidence. Both
the argument and your thesis are likely to need adjustment along the way.

How do I know if my thesis is strong?

If there’s time, it would be wise to let your teacher check your work from time
to time to get some feedback. Even if you do not have time to get advice elsewhere,
you can do some thesis evaluation of your own. When reviewing your first draft
and its working thesis, ask yourself the following:
 Do I answer the question? Re-reading the question prompt after
constructing a working thesis can help you fix an argument that misses
the focus of the question.
 Have I taken a position that others might challenge or oppose? If
your thesis simply states facts that no one would, or even could,
disagree with, it’s possible that you are simply providing a summary,
rather than making an argument.

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  Is my thesis statement specific enough? Thesis statements that are
too vague often do not have a strong argument. If your thesis contains
words like “good” or “successful,” see if you could be more specific: why
is something “good”; what specifically makes something “successful”?
 Does my thesis pass the “So what?” test? If a reader’s first response
is likely to be “So what?” then you need to clarify, to forge a relationship,
or to connect to a larger issue.
 Does my entire text support my thesis specifically and without
wandering? If your thesis and the body of your essay do not seem to
go together, one of them must change. It’s okay to change your working
thesis to reflect things you have figured out during writing your paper.
Remember, always reassess and revise your writing as necessary.
 Does my thesis pass the “how and why?” test? If a reader’s first
response is “how?” or “why?” your thesis may be too open-ended and
lack guidance for the reader. See what you can add to give the reader a
better take on your position right from the beginning.

USEFUL SITE: For additional input, visit

http://www.cws.illinois.edu/workshop/writers/tips/thesis/

Engage

Activity 2: Let’s Try it!

Directions: Plan out your thesis statement using the organizer below. You
can choose any social issues as your topic for this activity.

1. Pose a question or restate the question posed by writing prompt.

Example: What are the primary causes of climate change?

2. Make a claim. Or state your opinion (using the personal pronoun “I”). Make sure
to write your answer in complete sentence, not a question or phrase.

Example: Climate change is caused primarily by human activities.

3. Write down the three main points (pieces of evidence) that you will explore in your
paper. These will become topic sentences in the body of your essay.

A.

B.

C.

Examples:
A. The burning of fossil fuels, such as coal and oil, releases carbon pollution
into the atmosphere.

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 B. Deforestation means fewer trees exist to absorb carbon dioxide and release
oxygen into the air.
C. Farming contributes to climate change because livestock produce methane,
a greenhouse gas.

4. Now, put it all together.

Example Thesis: Climate change is caused by human activities, such as the burning
of fossil fuels, deforestation and farming.

Apply What You Have Learned

Directions: Choose one (1) from the given topics. Write a paragraph about the
topic that you have selected. State the thesis statement of your text. Then,
organize your ideas using the graphic organizer below.

TOPICS:
1. The government’s effort in battling against COVID 19 pandemic
2. The Anti-terrorism Act of 2020 and the dangers some people think about it
3. How Filipinos are getting by amidst the pandemic
4. Education status in the Philippines in the time of pandemic

Thesis Statement:
Reason 1: Reason 2:

Support/Evidence 1: Support/Evidence 2:

References:
https://writingcenter.unc.edu/tips-and-tools/thesis-statements/

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 https://www.ebsco.com/sites/g/files/nabnos191/files/acquiadam-assets/Thesis-
Statements-Handout.pdf

Outlining Various Reading Texts

Learning Competency:
Outline reading texts from various disciplines

Specific Objectives

At the end of this lesson, you are expected to do the following with 75%
proficiency level:
A. explain the types, components and importance of an outline; and
B. write an outline of a text from a particular discipline

Explore

Activity 1: Let’s Get Started!

Directions: Read the selection below and answer the questions that follow.

The Southwest shrub Juniperus communis (Juniper Berry) has

many significant medicinal value in the Native American culture that
has not been proven scientifically. One of the popular uses of Juniper
berries aside from its detoxifying action is its potential to repel insects.
This study focuses on the development of insect repellant from its
essential oil obtained through steam distillation.

Processing Questions:

1. What is the excerpt all about?

2. For what discipline the text is written for?

3. What can be the best thesis statement of the excerpt?

Learn

Last time, the lesson centered on writing thesis statements in academic

texts. Thesis statement is one of the components of the so-called “outlining
process”.
What is an outline?

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 An outline is a tool used to organize your written ideas about a topic
into a logical order. It is meant to help you establish a structure for a paper
you are going to write or those written already. Also, it shows the relationships
among ideas and constructs an ordered overview of your writing.
What are the two types of outline?

There are two main types of outlines: Topic and Sentence outlines.
Both types are hierarchical outlines but a topic outline is far more brief. A
topic outline provides a quick overview of topics to be included in an essay. In
a sentence outline, the thesis and topic sentence of each supporting
paragraph are fully written out.

What makes an outline?

A topic outline summarizes only the main topics and subtopics in words
or phrases. On the other hand, sentence outlines have introduction which
includes the thesis statement, body which is made up of several sentences
where topics and subtopics are written and conclusion is a one-sentence
summary of the paper.

Activity 2:
Directions: Study the two entries below. Notice the parts which made up the
entries.

Entry A Entry B

I. Man-made pollution is the primary

I. Choosing your desired college courses cause of global warming.
A. Greenhouse gas emissions are
A. Visit and evaluate college widely identified by the
campuses; scientific community to be
B. Visit and evaluate college harmful.
websites.
1. The burning of coal and fossil
1. Look for interesting classes
fuels are the primary releasers
2. Note important statistics
of hazardous greenhouse
gases.
Questions to Ponder

1. Do the two entries have different parts?

2. Which of the two entries is a sentence outline?
3. Which of the two entries is a topic outline?

Engage

In writing an outline, you need to follow some steps. First, you need to identify
the main topic. Next, search and gather information about it. Then, identify the main
categories and subcategories. Lastly, decide on what outline you would like to make.

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Remember that effective outlines are in parallel structure, well-coordinated and
topics should be in general form while subtopics are in specific form.

Now, do the activity that follows to exercise your outlining skill.

Activity 3: Make Me Whole

Directions: Read carefully the selection inside the box. Complete the simple
outline below it.

Despite its rapid spread, Islam is not a religion for those who are casual
about regulations. On the contrary, adhering to the rules of Islam takes effort
and discipline. One must rise before dawn to observe the first of five prayers
required daily, none of which can take place without first cleansing oneself
according to an established ritual or ceremony. Sleep, work, and recreational
activities take second place to prayer. Fasting for the month of Ramadan
undertaking the pilgrimage to Mecca at least once in a lifetime, paying tax for
relief of the Muslim poor, and accepting Islam’s creed require a serious and
an energetic commitment. On the whole, the vast majority of Muslims
worldwide do observe those tenets.

Thesis Statement:

Supporting ideas

1. They perform ritualized cleansing and say the first of five daily prayers.

2.

3. They practice fasting for the month of Ramadan.

4. _

5.

Conclusion

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 Apply What You Have Learned

What makes an effective leader? To be sure, no one characteristic or trait defines an

effective leader. It is true, however, that effective leaders get the most out of
employees or group members by holding them to very high standards or
expectations. Setting high standards increases productivity because people tend to
live up to the expectations set for them by superiors. This is an example of the
Pygmalion effect, which works in a subtle, often unconscious way. When a
managerial leader believes that a group member will succeed, the manager
communicates this belief without realizing that he or she is doing so. Conversely,
when a leader expects a group member to fail, that person will not usually disappoint
the manager. The manager’s expectation of success or failure becomes a self-
fulfilling prophecy. Thus it pays for a manager to expect the best from employees.

I. Introduction
A. Thesis Statement:

II. Body
Main ideas

1. _
2.
3.

III. Conclusion

You are about to do two writing tasks in order to apply what you have learned.
You will read two different texts and write outlines respectively. A rubric will be used
to grade your output.

Activity 4: Fill Me Up!

Directions: For Text A, write a sentence outline by filling up the format below.
Text A:

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For Text B, write a topic outline by filling up the format below.
I. FIRST MAIN TOPIC

A. Subtopic 1:
B. Subtopic 2:

II. SECOND MAIN TOPIC

A. Subtopic 1:
B. Subtopic 2:

III. THIRD MAIN TOPIC

A. Subtopic 1:
B. Subtopic 2:

RUBRICS IN GRADING THE OUTLINES

5 points 4 points 3 points 2 points

Standard outline
format used. Incomplete
Thesis is clearly Standard outline headings.
Headings
stated at top of format used. Unclear how
only, missing
outline. Clear headings for subheadings
Outline subheadings.
Clear headings for each paragraph. relate to
format Missing
each paragraph. Clear subheadings. headings.
details below
Clear subheadings. Missing details Missing
subheadings.
Details below below subheadings. details below
subheadings relate subheadings.
to paragraph topic.

Many people don’t know the difference between a patent and a trademark. However, the
terms trademark and patent aren't synonyms, they refer to different things. Granted for
a specific number of years, a patent protects both the name of a product and its method
of manufacture. In 1928, for example, Jacob Schick invented and then patented the
electric razor in an effort to maintain complete control of his creation. Similarly, between
1895 and 1912, no one but the Shredded Wheat company was allowed to make shredded
wheat because the company had the patent. A trademark is a name, symbol, or other
device that identifies a product and makes it memorable in the minds of consumers.
Kleenex, JELL-O, and Xerox are all examples of trademarks. Aware of the power that
trademarks possess, companies fight to protect them. They do not allow anyone else to
use one without permission. Occasionally, though, a company gets careless and loses
control of a trademark. Aspirin, for example, is no longer considered a trademark, and
any company can call a pain-reducing tablet an aspirin.

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 Information Missing
Accurate information Missing important
Accuracy missing or accurate
included in outline information.
inaccurate. information

Only few of
Most of the The outline
Mechanics in Writing them
Mechanics mechanics in lacks
were highly- mechanics in
in Writing writing were mechanics in
observed. writing were
observed. writing.
observed.

References:
https://academicguides.waldenu.edu/writingcenter/writingprocess/outlining
https://owl.purdue.edu/owl/general_writing/the_writing_process/developing_an_outline/ind
ex.html https://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=3777&context=etd-
projecthttps://bcourses.berkeley.edu/courses/1357555/pages/b-dot-6-2-topic-and-
sentence-outlines-which-type-of-outline-is-best-for-the-
assignment?module_item_id=13261248
The Critical Approaches to Writing a Critique

Learning competency:
Use critical approaches in writing a critique

Specific Objectives

At the end of this lesson, you are expected to do the following with 75%
proficiency level:
A. discuss the different approaches to writing a critique;
B. explain when to use each of the approaches; and
C. write a critique using appropriate approaches.

Explore

Activity 1: Let’s Ad This Up!

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 Directions: Study the printed ad below. Then, answer the questions that
follow.

Processing Questions:

1. What is the ad all about?

2. What is the author’s purpose in making the advertisement?

3. How does the ad portray the role of women at home or in the society?

4. If you were to give/write a comment, feedback, or suggestion to the

author about the ad, what would that be?
_

Learn

Activity 2: Let’s Get Acquainted!

Directions: Read the following concepts and be ready to accomplish the
activities that follow.

Let’s Learn This!

When you wrote a comment or feedback about the ad in the previous activity,
you were making your first step in evaluating the advertisement. When you evaluate
something, you are giving you judgement or critique about that thing. Writing a
critique is a skill you would need to develop as it is one of the academic papers
required in academic studies. Your skills in writing a critique will give an edge over
those who can barely write something about what they see, read, or engage with.
What is then a critique? It is a genre of academic writing that briefly
summarizes and critically evaluates a work or concept. Critiques can be used to
carefully analyze a variety of works such as books, movies, works of arts like poems
as well as research and media reports.

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 When you write a critique, you may be geared to develop knowledge of the
work’s subject area, understand the purpose, style and audience of a work and
recognize its strengths and weaknesses. That is why writers use critical approaches
in writing this quite sophisticated genre.

CRITICAL APPROACHES TO WRITING A CRITIQUE

When you write a critique, you do not only consider your opinion, your
sources, the appropriateness of language you use, and how convincing you are. A
critique is not also like a simple summary. It is also not about highlighting cynicism
and doubt on the subject. It does not rely only on mere opinions and language play.
A good critique adheres to one or more approaches in writing. Following are
the critical approaches to writing a critique:
1. Formalism.
 It has mainly to do with structural purposes of a particular text. It
is the study of a text without considering any outside influence.
 The name of the author is not important.
 The time in which the author lived is not important.
 The political beliefs of the author are not important.
 The actual reader is not important.
 The intrinsic properties that treat each work as a distinct work of
art.
 The key to understanding a text is through a text itself.
Common aspects looked into in Formalism:
 Author’s techniques in resolving contradictions within the work.
 Central passage that sums up the work.
 Relationship of the form and the content.
 Unity in the work.

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 2. Feminism/ Feminist Criticism.
 It is the advocacy of women’s rights based on the equality of the
sexes.
Common aspects looked into in Feminism:
 How culture determines gender.
 How gender equality is presented in the text.
 How gender issues are presented in literary works.
 How women are socially, politically, psychologically and economically
oppressed by patriarchy.
3. Reader Response Criticism.
 This is an approach that focuses on the reviewer’s reaction as an
audience of a work.
 A text does not have meaning until the reader reads it.
Common aspects looked into in reader response:
 There is an interaction between the reader and the text in creating
meaning.
 The impact of reader’s delivery of sounds and visuals on enhancing
and changing meaning.
4. Marxist Criticism
 It is the belief that literature reflects this class struggle and
materialism.
 It investigates how literature can work as a force for social change.
 It looks into the difference between economic classes and
implications of a capital system.
 It also investigates the continuing conflicts between the working
class and the elite.
Common aspects looked into in (reader response) Marxist Criticism:
 Social class as represented in the work.
 Social class of the characters.
 Conflicts and interactions between economic classes.

OTHER CRITICAL APPROACHES YOU CAN USE:

1. Postmodern criticism 6. Ecocriticism

2. Post colonialism 7. Biographical Criticism
3. Structuralism 8. Historical Criticism
4. Psychological criticism 9. Mythological Criticism
5. Gender criticism

USEFUL SITE. For more details about the other critical approaches in writing a
critique, you may visit this link:https://sites.google.com/site/estesinversos/Home/uesc-
--universidade-estadual-de-santa-cruz/anglophone-literature/critical-approaches-to-
literature

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 Engage

Activity 3: Let’s Get Organized!

Directions: From the concepts you have read, accomplish the matrix below
using your own words.

Matrix on Critical Approaches to Writing a Critique

Examples of
Critical Definition Focus on the Stories that can
Approaches review be critiqued
using this
approach
1. Formalism

2. Feminism

3. Reader
Response
Criticism
4. Marxist
Criticism
5. Historical
Criticism

Activity 4: Which is Which?

Directions. Read the following statements. Identify what critical approach in
critique writing was used in each situation. Write only the letter of your
answer on the space before the number.

A. Formalist Approach C. Reader Response Approach

B. Feminist Approach D. Marxist Approach

1. A writer looked into how male novelists incorporate demeaning treatment or

marginalisation of female characters in their stories.
2. Jessie wrote a critique on one of the literary works he has read. He focused
his critique on the language and symbols used by author in order to demonstrate the
paradoxes, ambiguities, and tensions of the text.
3. Jonathan examined how the careful images patterning, symbolic narrative
techniques and strong narrative point of view in ‘The Scarlet Letter’ affected the entire
story.
4. Rome wrote a reaction paper about the essay he read. He included his
agreement and disagreement on some points of the essay and reflected on the
author’s experiences.
5. Jiggy investigated what social classes the characters represent in a story he
read. He wrote a critique on how different classes interact and resolve conflicts in the
society.

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 Apply What You Have Learned

Activity 5: Say Something!

Directions: Examine the advertisement below. Write a critique about
this ad using an appropriate approach in writing a critique. You may
refer to the questions provided as your guide in writing your critique.
Your output will be rated using the rubric on page 47.

Guide Questions:

1. What do you think was the purpose of creating the advertisement?

2. What message does the advertisement bring to the audience?

3. Does the advertisement stress the role of men and women? Does it
portray the importance of capitalism, investments, savings?

4. Does the ad illustrate the role of men and women? Or is it portraying

something else?

5. Does the advertisement contain social or political messages?

6. Or if you keep your focus on the texts and linguistic features used in
the text, do you think it was used effectively?

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 Activity 6: Critic who Critiques
Directions: Read the poem “The Road Not Taken” by Robert Frost below. Write
a critique paper about the poem. Be sure to use an appropriate approach in
writing a critique. The same rubric on page 47 will be used to rate your work.

The Road Not Taken

by Robert Frost

Two roads diverged in a yellow wood,

And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.

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 MY CRITIQUE 1 (Act.
5)

MY CRITIQUE 2 (Act.
6)

47 | P a ge
 Rubric for Evaluating a Critique Paper

15-20 points 8-14 points 0-7 points Grade

Thesis The thesis is well written Thesis was present, but Thesis is confusing or
(20 points) and clearly indicates the was simplistic, confusing, underdeveloped
direction of the critique. or underdeveloped.
Introduction The introduction is clear The introduction provided The introduction
and Conclusion and interesting with some information and provided little or no
(20 points) excellent information and was moderately relevant information,
appeal(r). The conclusion interesting. The while the conclusion is
relates back to the thesis conclusion does not underdeveloped and
and leaves the reader a contribute well to the not thought out well.
final thought. thesis.
Evidence and The thesis is supported The thesis is supported There is minimal,
Analysis with relevant, accurate, with limited evidence. The irrelevant, or
(20 points) and substantial evidence. analysis is present, but it insufficient evidence.
There is an effective is simplistic or There is little analysis;
analysis of the evidence superficial. there is more
and it addresses all summary than
aspects of the thesis. analysis.
Organization The critique has strong There is a weak structure, The critique has
and Mechanics structure, logical flow, and but an understandable wandering, incoherent,
(20 points) a clear progression of thought of process. Some or unorganized with
ideas. There is little to no errors are observable, but little agreement
errors; it demonstrates a they don’t detract from between ideas; major
high degree of skill, the overall critique. errors are observable
complexity, and style. that distract the
reader.
Formatting There is an excellent use There are some errors in There are many errors
Style of citation style that parenthetical citations in parenthetical
(20 points) conform to a specific and in reference listing. citations and in
format. Referencing is well referencing.
accomplished.

References:

https://u.osu.edu/englishblog/2018/03/29/6-ways-ads-sterotype-women-
that-we-have-all-seen/

https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/l
iterary_theory_and_schools_of_criticism/feminist_criticism.html

https://www.citewrite.qut.edu.au/write/critique.jsp

48 | P a ge
 Writing the Review Paper

Learning Competency:
Uses an objective/ balanced review or critique of a work of art, an event, or a
program;

Specific Objectives

At the end of this lesson, you are expected to do the following with 75%
proficiency level:
A. differentiate critique and a review paper; and
B. write a review paper for a particular work of art.

Explore

Activity 1: True or False

Directions: Read the sentences carefully and distinguish if it is true or false.
Write T if the statement is True or F if it is not.

1. A critique is usually written by a critic while a review by most people

who have interests in the subject.
2. A review can look at separate components of a work as well as the
overall impression while a critique describes, analyses and evaluates a work.
3. A critic is an expert in a particular field while a reviewer has only
interest with the subject.
4. A critique may contain in-depth analysis of the separate components of
the work or theory while a review may contain general information, overall
impression, and personal opinion.
5. In order to criticize a work, critical approaches must be used, this is
also true to reviews.
6. A review is more reliable than a critique paper.
7. Both review and critique make use of work of art like books, art pieces
and films as subjects of study.
8. Critique may not be read and understood by everyone while reviews can
be read and understood by anyone.
9. A review analyzes a work scientifically or technically while a critique is
consumer-oriented.
10. Both critiques and review needs many opinions to make the critical
evaluation more evident.

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 Learn

Although the two terms critique and review are often used
interchangeably, there is a subtle difference between critique and review. The
main difference between critique and review is the writer; critiques are written
by experts in the relevant field whereas reviews are written by people who are
interested in that particular field. Therefore, critiques are considered to be
more reliable than reviews.
What is a review?
A review describes, analyses and evaluates a work. A review may give
you the main information about a piece of work. For example, if the review is
about a play, it will describe who created the play, who were the actors, where
was the play performed, what genre is it, what is the theme of the play, etc.
The reviewer will also comment on the quality of the work, overall impression,
and his personal opinions. But he will not go into a deep, technical analysis.
Critique may contain in-depth analysis of the separate components of the
work or theory. Review may contain general information, overall impression,
and personal opinion.
A review and a critique paper use similar formats adhering to some
parts like introduction, summary and critical evaluation. However,
parameters vary from one work of art to another. Book reviews tackle literary
elements while film or art reviews focus on style, principles of arts and design.

Engage
Activity 2: Scrutinize That!
Directions: The next task for you is to study an example of a review. Focus
on answering the questions in to distinguish how types of review are written.

Let’s Roll! Ordinary People, Extraordinary Courage is a biography written by Lisa

Beamer with Ken Abraham. Beamer’s husband, Todd, was one of the brave heroes on
United Flight 93 on September 11, 2001. This is not the typical 9/11 story, though.
Already the mother of two boys, Lisa was pregnant when Todd died. Unlike some
Americans who dealt with the tragedy simply by despising the terrorists and seeking
vengeance, Lisa relied on her faith in God to help her through this horrific experience.
This memoir not only features the life of the Beamer family, it gives shocking details
of all the events of that day. Looking back, I never knew what actually happened. Now,
after reading Let’s Roll! I have deeper empathy for those lost lives. This book has made
me question my faith, and what my actions would be in a similar situation. I read this
book when a friend recommended it, and now I know why she did! You become addicted
to it from page one. Beamer uses language that is easy to comprehend yet creates vivid
images. You too will return to what you were doing in the moments the terrorists
attacked.
All Americans could benefit from reading this book. Too many of us stay hooked on
the past, yet Lisa is using this tragedy as a way to move forward. This book taught me to
always move on, yet never forget.

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Processing Questions:

1. What work of art is being reviewed by the author?

2. How did the author start, expand and wrap up the review?

3. What information about the work was revealed by the author to complete
the review?

4. Do you think the author was impressed by the work?

5. Does the review contain recommendations from the author?

Activity 3: Let’s Do It Again!

Directions: Reviews can also be applicable when writing objective
assessments about graphic designs or communication materials. Examine the
following billboards/ posters. Choose one, then write a simple review/reaction
about it.

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 Apply What You Have Learned

Activity 4: Art Review!

Directions: Study the artwork painted by Pablo Picasso, “The Weeping
Woman”. Beside it, is a brief background which will help you in writing the
review. A list of guide questions is also provided. Remember that writing a
review involves the parts of a critique paper.

Guide Questions

1. What does the art work show?

2. What materials, tools or process did the painter use to complete the art work?
3. What is the art work all about?
4. What does the painter would like to express through the art work?
5. What does the artwork reveal about human conditions in the contemporary
times?
6. What message does the art work brings to its audiences?

The Weeping Woman series

is regarded as a thematic
continuation of the tragedy
depicted in Picasso's epic painting
Guernica. In focusing on the
image of a woman crying, the
artist was no longer painting the
effects of the Spanish Civil War
directly, but rather referring to a
singular universal image of
suffering.

It came at the end of the

series of paintings, prints and
drawings that Picasso made in
protest. It has very personal,
Spanish sources. In May 1937
Picasso's mother wrote to him
from Barcelona that smoke from
the burning city during the
fighting made her eyes water. The
Mater Dolorosa, the weeping
Virgin, is a traditional image in
Spanish art, often represented in
lurid baroque sculptures with
glass tears, like the very solid one
that flows towards this woman's
right ear. Picasso's father, an
artist, made one for the family
home.

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 Picasso’s Weeping Woman: A Review

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 RUBRICS IN GRADING ART REVIEW

5 points 4 points 3 points 2 points

Writing is
Writing is
Writing is smooth, confusing
clear, but
skillful, and coherent. and
could use a
Sentences are strong Writing is clear and hard to
little more
and expressive with sentences have varied follow.
Style sentence
Contains
varied structure. structure, Diction is
variety to
Diction is consistent consistent. fragments
make the
and words are well and/or
writing more
chosen. run-on
interesting.
sentences.

Writing is
Logical Progression of not
ideas with a clear Organization organized.
structure that Logical progression of is clear. The
enhances the thesis. ideas. Transitions are Transitions
transitions
Organization Transitions are present throughout are present
effective and vary the essay, but lacks at times, but
between
throughout the variety. there is very ideas are
paragraph, not just in little variety. unclear or
the topic sentences. non
existent.
Only few of
The
Most of the them
Mechanics in outline
Mechanics mechanics in mechanics
Writing were highly- lacks
in Writing writing were in writing
observed. mechanics
observed. were
in writing.
observed.

References:

Let’s Roll by K H., Carmel, IN, sourced out from www.teenink.com

https://pediaa.com/difference-between-critique-and-review/
https://www.pablopicasso.org/the-weeping-woman.jsp
https://16julianas.weebly.com/art-critique-example.html

Prepared by:

JONATHAN G. MERILLO
Master Teacher 2
Sulat National High School

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