English for Academic and Professional Purposes Teacher's Guide

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English for
Academic and
Professional
Purposes
Teacher’s Guide
Department of Education
Republic of the Philippines
This learning resource was collaboratively developed and
reviewed by educators from public and private schools, colleges, and/or
universities. We encourage teachers and other education stakeholders
to email their feedback, comments, and recommendations to the
Department of Education at action@deped.gov.ph.
We value your feedback and recommendations.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

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English for Academic and Professional Purposes
Teacher’s Guide
First Edition 2016
Republic Act 8293. Section 176 states that: No copyright shall subsist in any work
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office wherein the work is created shall be necessary for exploitation of such work for profit.
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Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
Printed in the Philippines by _______________
Department of Education-Bureau of Learning Resources (DepEd-BLR)
Office Address: Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
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E-mail Address: blr.lrqad@deped.gov.ph; blr.lrpd@deped.gov.ph
Development Team of English for Academic and Professional Purposes Teacher’s Guide
Ma. Milagros C. Laurel, PhD Adelaida F. Lucero, PhD
Rosalina T. Bumatay-Cruz, PhD
Cover Design: Jason O. Villena Fermin M. Fabella, Jr
Sharlyn P. Sanclaria
Management Team of English for Academic and Professional Purposes Teacher’s Guide
Bureau of Curriculum Development
Bureau of Learning Resources

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PREFACE
The articles in the Reader vary in subject matter, length, and style of writing
in order to give the students a wide range of reading exposure. Some are light in
tone but informative; others are serious and content-heavy. The reading materials
thus provide exciting opportunities for learning.
The recommended activities contained in this accompanying teacher’s guide
train the students to become effective readers. The activities are grouped into 1) a
motivating introduction that builds up on the learner’s schema, their prior
knowledge and their skills required in their earlier years of schooling, 2) the lesson
proper, where guide questions lead to activities that develop and enhance the
learning competencies of the students, and 3) concluding activities that encourage
the students to apply their new learnings to practical situations independently.
The teacher’s are encouraged to use this guide as a springboard for lively
classroom discussions. For this reason, most of the selections contain only general
instructions to give room for the teachers to innovate and adapt the materials to
their classroom conditions.
Some reactions include more detailed explanations to facilitate discussions
on more specialized topics. The expanded activities found in these actions serve as
lesson exemplars.

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TABLE OF CONTENTS
CHAPTER 1 – Reading Academic Texts
From Hand to Mouth 4
Brief History of English 5
Understanding Calories 7
Wrigley’s Chewing Gum 9
Golden Age of Comics 10
Competition and Cooperation 11
On Various Kind of Thinking 12
From the Autopsy Surgeon’s Report 13
Legal Indictment 16
Newspaper Account: Local Girl Found Slain by Rejected
Lover
18
The Sob Sister’s Story 19
Porphyria’s Lover 20
Quiapo: The Procession of the Black Nazarene 22
Black Nazarene Procession Awes American Tourist 23
CHAPTER II – Writing a Reaction Paper / Review / Critique
Art 30
Four Values in Filipino Drama and Film 34
The Digital Divide: The Challenge of Technology and
Equity
37
Ang Bayan Muna Bago ang Sarili 40
Why JFK’s Inaugural Succeeded 44
Dead Water 49
Four Perspective on Heneral Luna 56

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CHAPTER 3 – Writing a Concept Paper
Boondocks 70
Months of the Year and Days of the Week 80
Ketchup 86
Mercury Pollution 91
Hormones in the Body 95
Paleolithic Art 100
Words to the Intellectuals 103
Why Sinigang? 106
The Sentiments of Kundiman 109
Our Very Own Arnis 112
Fusion vs. Fission 114
Things: Throw Away Society 121
CHAPTER 4 – Writing a Position Paper
The Case for Short Words 138
Doubts about Doublespeak 140
The Other Side of E-mail 142
Women Talk Too Much 143
r u online? 144
Is Bad Language Unacceptable on TV 147
Good English and Bad 149
With These Words I Can Sell You Anything 152
The Great Global Warming Swindle 154
The Hazards of Industrial Agriculture 158
More Energy 159
Mahatma Gandhi’s Hunger Strike 161
I Have a Dream 163
Detecting Propaganda 165

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CHAPTER 5 – Writing a Report
Fast Food Addiction 171
Nonverbal Behaviour 176
Philippines 2013 International Religious Freedom Report
Executive Summary
185
Guides for Physics Lab Report 192

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Chapter I
Reading Academic Texts

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Reading Academic Texts
Reading is one skill that is put into good use everyday. As soon as we
go to the kitchen and open the cupboard to prepare our first meal for the day,
we start reading the labels on the boxes and cans found on the shelves. We
pick a box of cereals and read the instructions written on the package. With
proper understanding of these directions, we can enjoy a hearty breakfast.
This section aims to enhance the students’ skills in reading academic
texts. In the earlier years the students were taught reading strategies. These
strategies can give them a better grasp of the reading texts.
The first two selections provide an account of the history of language;
one discusses language development from gestures to speech, the other
gives a broad perspective of the periods in the history of the English
Language. The chronological presentation of facts can help explain how
languages change through time.
The four selections that follow are a sharp contrast to the first two in
terms of length. These selections though brief, provide sufficient information
on a variety of topics. The longer selections require skills that enable the
reader to determine text structures as the key to understanding meaning and
gathering information.
This section also contains texts that illustrate the use of the English
language in different disciplines. The language registers as these varieties of
English in the different fields of learning are called, are distinctly shown in the
selections that include the language of medicine, law, journalism, and
literature.

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“From Hand to Mouth”
Motivating Introduction
1. Ask the students to observe people talking to one another. Tell them to pay
attention to the hand movements of these people in conversation.
2. Let the students communicate to one another without using oral language.
Find out how long the students can sustain their “silent conversation.”
Lesson Proper
1. Ask the students to prepare an outline of the selection. Let them identify the
main headings of the article.
2. Make the students list the evidence that vocal language was a development
later than gesture or signed language.
3. Prepare the following worksheet indicating the advantages and
disadvantages of the speech or vocal language, and of gesture or signed
language.
SPEECH GESTURE
Advantages Disadvantages Advantages Disadvantages
Post-Lesson Activity
1. Assign students to do a research on the origin of language.
2. Ask them to comment on the different theories of language origin.
3. Let the students discuss other developments in communication (e.g., written
language, electronic or computer-mediated communication).

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“Brief History of English”
1. Assign the students to consult the dictionary for the origin of the following
words:
a. cheese f. chicken
b. camp g. carpenter
c. school h. sky
d. religion i. cat
e. beef j. altar
2. Give them an additional list in class (horse, coliseum, candle, mother, father,
menu, chef, captain, navy, military)
Lesson Proper
1. Introduce the following terms to the students:
a. Old English
b. Middle English
c. Modern English
d. Anglo-Saxons
e. Indo-European language
f. Celts
g. Dialect
h. Case
i. Standardization
j. Mutually intelligible language
Notes
 Old English usually refers to the period in the history of the English language
covering the years from 449 (or 450) to 1100 (or 1150). Around the year 450,
England was invaded by the Germanic tribes (the Angels, the Saxons, and
the Jutes). These Germanic tribes are regarded as “the founders of The
English nation” [Albert C. Baugh and Thomas Cable, A History of the English
Language (London: Routledge, 2002)]. The account of these invasions is
found in the Benedictine monk Bede’s work Ecclesiastical History of the
English People, which was completed in 731 (Baugh and Cable 2002). The
earliest records of the language date back to about 700.
 Middle English covers the period from 1100 (or 1150) to 1500. William of
Normandy, a French territory, conquered England in 1066. The French rule
brought change to the English language. The Anglo-Saxons chronicle existed
until 1154. By that time, the English language had taken on new futures
different from the ones of Old English.

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 Modern English covers the period 1500 to the present in the history of the
English language. The introduction of the movable printing process into
England by William Caxton in 1476 made possible the production of uniform
copies of big numbers of books. The increase in the number of schools, in
literacy production, and in travel and explorations brought change to the
language from the time of the Renaissance in the 1500s.
 The Anglo-Saxon is the term that came about with reference to the Teutonic
tribes that invaded England. The term is often used to refer to “the earliest
period of English” (Baugh and Cable 2002).
 Indo-European language is the family of languages to which English belongs.
 The Celts were “the original inhabitants of the British Isles before the arrival
of the Romans” [Phillip, The Story of English (London: Quercus, 2009)].
 Dialect is a variation of a language.
 Case is the choice of form depending on the function of words (nouns,
pronouns, adjectives) in the sentences in an inflected language.
 Standardization suggests an “ideal” norm or model of usage.
 Mutually intelligible language indicated that the language are distinct from
each other and are not dialects of the same language.
2. Talk about the use of the English language in the Philippines and other
countries in Asia. Explain to the students the role of English in global
communication.
1. Ask the students to look up the origin of the following words used by Filipinos:
a. mesa f. silya
b. lapis g. titser
c. bag h. baso
d. kabayo i. kotse
e. tsunami j. lahar
2. Explain briefly how these words became part of the local language(s) in the
Philippines.

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“Understanding Calories”
1. Bring to class some pictures of some food items with their nutritional
information from the dried goods section of the grocery (e.g., a small can of
sardines, a can of fruit cocktail).
2. Teach the students how to interpret the nutritional information on the labels of
these food items. Show them samples like the one below.
3. Call the attention of the students to the part which says “calories.”
Occasionally, instead of “calories” the word “energy” appears. Explain this
distinction to the class. Explain to them the other entries listed on the label.

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Lesson Proper
1. Guide the students through a careful reading of the selection.
2. Let them identify the function of each paragraph (e.g., Paragraph 1
introduces the topic by giving a definition of calorie).
3. Ask the students why it is important to understand calories.
1. Ask the students to interview a school athlete or a team coach about calories
intake. What is a healthy intake of calories?
2. Go to the grocery and compare the nutritional ingredients of products that are
sugar-free with those that contain sugar (e.g., Regular Coca-Cola, Coke Light
and Coke Zero)

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“Wrigley’s Chewing Gum”
1. Ask the students if they have tasted chewing gum.
2. Do the students think that chewing gum is popular?
Lesson Proper
1. Let the students read the opening paragraph. What does it say about the
subject matter?
2. Make the students prepare a chronology of how Wrigley’s chewing gum came
to be.
3. Do the students think that chewing gum is a good premium that can still be
used to sell other products?
1. Assign the students to observe how new products are introduced to the
market. Are there promotional campaigns to launch the new products?
2. Do the manufacturers of new products use give-away items in order to sell
their products?
3. Tell the students that in some countries, chewing gum is banned. A person
caught chewing gum ends up paying a fine. Encourage the students to
discuss why there is a chewing gum ban in some countries. Should chewing
gum be banned in the Philippines? Let students present their stand on this
issue.

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“The Golden Age of Comics”
1. Ask the students if they read comic books.
2. Ask them about their favourite comic books and characters.
3. Let them tell the class what it is that they find interesting in comic books.
Lesson Proper
1. Ask the students to identify the thesis sentence of the selection. The thesis
sentence states the central idea of the selection. This thesis statement may
be expressed or implied.
2. Let the students prepare an outline of the selection. Show them how the
ideas are arranged in the selection.
1. Find out from the students if they read local comic books. Do they know some
of the local comic book characters?
2. How do the foreign comic books compare with the local comic books? Which
is more appealing to the students?
3. Ask the students to work in groups of five to create their own original comic
books.

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“Competition and Cooperation”
1. Start your class with a spelling contest. Form two teams. Ten words will be
given. For every word to be spelled, each team will choose its representative
who will compete with the other team.
2. Help the students process their learning from this experience with working in
a group and competing with another.
Lesson Proper
1. Discuss the definition of competition and cooperation in class.
2. Ask the students if they noticed similarities and/or contradictions in the
definition and application of these two concepts. Call the attention of the
students to the mechanics of holding contests or competition. The competing
teams act in harmony with each other, agreeing on the terms of competition,
the rules of the contest, the general conduct of the event. Without
cooperation, the competition will not achieve its goals.
1. Ask the students to gather information from the last election. Tell them to
identify the candidates who ran for the Senate. Indicate the political parties
they belonged to.
2. Ask the students to discuss how competition and cooperation work during the
election campaign period.
3. How do competition and cooperation work within the family?

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“On Various Kind of Thinking”
1. How many times have we heard the expression “Think about it” or “Give me
time to think it?”
2. Do the students think while they are listening to their teacher?
3. Give the students a few minutes of reflection. After three minutes, ask them
what they thought about. Compare the different subjects of their reflection.
Lesson Proper
1. Ask the students to state the central idea of the selection.
2. Ask them to name the various kinds of thinking. How were they able to
identify these kinds of thinking? Did they find markers in the essay that
served as clues or indicators? Call their attention to expressions (Par. 2), Like
“This is our... kind of thinking” “... a second kind of thinking ... (Par. 4), “A third
kind of thinking... “(Par. 5), “In the past this type of thinking has been called
Reason” (Par. 18).
3. In order to determine the structure of a text, the readers are advised to look
for markers such as the ones given above and other similar expressions such
as “first..., “ “ next...,” “ as a result...,” “finally...,” “in conclusion...,” “to sum
up...” These markers help situate the succeeding statement or sentence in
the entire text. The last three expressions in the list given above (i.e.,
“finally...,” “in conclusion...,” and “to sum up...,”) clearly end a discourse.
4. Ask the students to outline this selection with the help of the structural
markers.
1. Ask the students if they have engaged in the various kinds of thinking. Which
type of thinking do they most frequently engage in?
2. What benefits do we get from the different types of thinking?

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“From the Autopsy Surgeon’s Report”
1. Give the students the following information about the medicine called aspirin.
2. Ask the students if they found the information useful. Did they encounter
difficulties in understanding the information? Who, do they think, is the
intended reader of this write-up about aspirin?
3. Teach the students how to access information by looking at how ideas are
arranged in the text. There are instances when complex information can be
better understood if the ideas are presented in an organized manner.
4. Show the students how every piece of information about this medicine is
conveyed in the above entry taken from MIMS, 107th
Edition 2006 Philippine
Index of Medical Specialties. Emphasize to them that clustering of ideas
under specific headings can facilitate understanding of texts.
BAYER ASPIRIN Bayer Non-Rx
C: Acetylsalicylic acid
I: Prophylaxis of thromboembolic disorders, MI,
transient ischemic attacks & stroke.
D: 1 tab daily.
CI: Gastric & duodenal ulcers. Haemorrhagic
diathesis. Children <16 yr.
SP: Renal disorders, G6PD deficiency. Pregnant
women close to delivery, patients w/ flu,
chicken-pox or haemorrhagic fever, GI
ulceration or asthma. Onset of persistent
vomiting may be a sign of Reye’s syndrome
(immediate treatment).
AR: Gastric haemorrhage, hypersensitivity,
thrombocytopenia.
DI: Anticoagulants, corticosteroids,
antirheumatics, sulfonylureas, methotrexate,
spironolactone, furosemide, antigout agents.
Alcohol.
P/P: Tab 100 mg x 300’s (P393.50).
US FDA Preg Cat, : C; D if full-dose used in 3rd
trimester.

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5. Explain to the students that there are certain registers of language (types of
language use) peculiar to specific professions such as medical science,
engineering, and business. These types of language use may be
unintelligible to people not belonging to the same profession. Such language
use is also referred to as jargon.
6. In the case of aspirin, its common use as a drug to relieve pain and reduce
fever has gained popular knowledge. The explanation given in the MIMS
entry, however, contains jargon and codes that are not familiar to the lay
reader. It is, therefore, important to grasp the coding system. What do the
initials stand for?
7. MIMS explains that C stands for “Contents.” Therefore, aspirin is acetyl
salicylic acid. D is for “Dosage,” which is 1 tablet daily. "I" stands for
“Indications” or what the medicine is recommended for, that is, it prevents
certain health threatening conditions. The list that follows again consists of
jargon in the medical sciences. CI stands for “contra indications.” When these
conditions are present in the patient, the medicine should not be
administered. SP stands for “Special Precautions,” when extra care should be
taken when the medicine is prescribed. AR stands for “Adverse Reactions” or
bad or unfavorable effects or reactions to the medicine. DI stands for “Drug
Interactions.” This means aspirin interacts with any of the items included in
the list. P/P, or Presentation and Packing, shows how the medicine is sold or
its available packaging.
Lesson Proper
1. Ask the students to read the autopsy surgeon’s report.
2. Guide them in their reading by explaining how the report is structured. Ask
them what they learn from each sentence in the report. They can begin with
a simple grid like the one below:

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3. The ideas that relate with one another can now be grouped together for a
better appreciation of the text.
4. Ask them to state briefly the content of the autopsy surgeon’s report.
Sentence Number Topic
1
2
3
4
5
6
7
Cause of death
Manner
Evidence
Evidence
Evidence
Manner
Evidence

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“Legal Indictment”
1. Ask the students to read the Philippine Constitution.
LANGUAGE
Section 6. The national language of the Philippines is
Filipino. As it evolves, it shall be further developed and
enriched on the basis of existing Philippine and other
languages. Subject to provisions of law and as the
Congress may deem appropriate, the Government shall
take steps to initiate and sustain the use of Filipino as a
medium of official communication and as language of
instruction in the educational system.
Section 7. For purposes of communication and instruction,
the official languages of the Philippines are Filipino and,
until otherwise provided by law, English. The regional
languages are the auxiliary official languages in the
regions and shall serve as auxiliary media of instruction
therein. Spanish and Arabic shall be promoted on a
voluntary and optional basis.
Section 8. This Constitution shall be promulgated in
Filipino and English and shall be translated into major
regional languages, Arabic, and Spanish.
Section 9. The Congress shall establish a national
language commission composed of representatives of
various regions and disciplines which shall undertake,
coordinate, and promote researches for the development,
propagation, and preservation of Filipino and other
languages.
2. Ask them to write down their observations about the language used in the
Constitution. Are the words of the Constitution commonly used in everyday
conversation? Are the sentences simple in structure?
3. Help the students understand the structure of the Constitution. Explain the
division of this entire document into articles and sections. Let the students
state briefly the main idea in the article.
4. Let the students paraphrase the article.

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Lesson Proper
1. Ask the students to read the ‘Legal Indictment.” Ask them to discuss the text
in groups of five, focusing on the type of language that is used in the
selection. Is this language commonly used in ordinary communication?
2. In plain language that can be understood by an ordinary reader, let the
students share the findings of the Great Jurors.
3. Express the last paragraph of the District Attorney’s statement in simple
language.
Post-Lesson Activities
1. Ask the students to watch any of the hearings on any of the recent issues
being investigated by the Senate.
2. Ask the students these questions:
a. How are the arguments presented?
b. What kind of language is used in the hearings?
c. How do people address one another in the hearings?

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“Newspaper Account: Local Girl
Found Slain by Rejected Lover”
1. Assign the students to bring a copy of any broadsheet/newspaper.
2. Ask them to read articles from the paper in groups of five.
3. Make them identify the information contained in the news articles.
4. Let them pay attention to the words and sentences used in the news articles.
Ask them if the words are difficult to understand.
5. Who is narrating the event?
Lesson Proper
1. Ask the students to read the news report on “Local Girl Found Slain by
Rejected Lover.”
2. Ask them to compare this text with the article that they read from the
newspaper that they had brought. What kind of information did they get from
the text?
3. Did they notice any similarity/difference between the two?
4. Are the words and sentences difficult to understand?
5. Who is narrating the event? How was the event narrated?
Post-Lesson Proper
1. At the end of this activity, summarize the students’ observations.
2. What did they learn about writing a news article? Discuss with them the
characteristics of a news report.
3. For the final activity, ask the students to write a news report about a recent
school activity.

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“The Sob Sister’s Story”
1. Ask the students if they have heard of people committing crimes because of
love.
2. Ask them to explain if such acts are justifiable. Listen to the students’ point of
view. Help them to process their answers, emphasizing the need to rise
above human weaknesses and uphold moral values.
Lesson Proper
1. Ask the class to read “The Sob Sister’s Story.”
2. Make the students aware of the difference between the language used in the
text and that found in the preceding texts – “From the Autopsy Surgeon’s
Report,” “Legal indictment” and “Newspaper Account: Local Girl Found Slain
by Rejected Lover.”
3. Ask the students how they got to know what happened in “The Sob Sister’s
Story.”
4. Who is narrating the story? How does the narrator feel about what happened
in the story?
5. Discuss with the students the structure and features of the story; pay
particular attention to the elements of fiction.
6. Let the students re-tell the story in their own words.
1. Engage the students in the discussion of moral and ethical issues in society.
2. How can the youth participate in the movement against crime in our society?
3. What role does the family play in the prevention of crime or other forms of
misconduct?

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“Porphyria’s Lover”
1. Review the characteristics/elements of a typical poem. How can one tell if a
text is a poem or not? Is each feature characteristic of a poem? Are words
arranged into lines and stanzas? Do the words rhyme at the end of the lines?
Is there rhythm in the lines? To facilitate the discussion, give examples of
these elements.
2. You can choose a poem that the students are familiar with.
Trees
by Joyce Kilmer
I think that I shall never see
A poem lovely as a tree.
A tree whose hungry mouth is prest
Against the earth's sweet flowing breast;
A tree that looks at God all day,
And lifts her leafy arms to pray;
A tree that may in summer wear
A nest of robins in her hair
Upon whose bosom snow has lain;
Who intimately lives with rain.
Poems are made by fools like me,
But only God can make a tree.
a. Talk about the form of this poem.
1. How many stanzas are there in the poem? (6)
2. How many lines make up each stanza? (2)
3. What is the rhyme scheme/pattern of each stanza? (aa)
4. Is there a dominant rhythm in the entire poem? (yes, iambic
tetrameter)
b. Explain the use of figurative language in the poem. Cite examples of
personification and simile.

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e.g., A tree whose hungry mouth is prest.
Against the earth’s sweet flowing breast.
c. Ask the students to paraphrase the poem.
Lesson Proper
1. Ask the students to read aloud “Porphyria’s Lover.”
2. Discuss the different elements of poetry found in this literary text.
3. The poem contains a narrative. From whose point of view is the story being
told? How does this point of view affect the telling of the story?
4. Compare “Porphyria’s Lover” with the form of other renditions of the same
story that have been discussed. How does this poem differ from the earlier
texts?
5. Help the students to re-tell the story of Porphyria and her lover.
1. Organize the students into two or three groups, depending on the size of the
class.
2. Ask the students to dramatize the story, using the autopsy surgeon’s report,
the district attorney’s statement, and the sob sister’s narrative as sources for
the script for their presentation.
3. Help the students create a script for their stage presentation. The students
can make use of their knowledge of variations in language use in various
professions. The characters in the play will use different registers of
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“Quiapo: The Procession of the Black Nazarene”
1. Ask the students what they know about the annual celebration of the Feast of
the Black Nazarene in the district of Quiapo.
2. If they have not heard of this event, ask them to gather information from
newspaper and from books.
3. Ask them if there is a difference in the style of presentation of information
between these two sources. How do the newspaper accounts differ from the
book sources?
Lesson Proper
1. Together with the students, read the poem aloud.
2. Ask the students to paraphrase the poem.
a. In the first stanza, explain to them the reference to “The sober days
that follow the intoxicated season.” How does the poem describe the
atmosphere on the feast day of the black Nazarene?
b. Who are being described in the second stanza?
c. Notice the shift in the object of description in the third stanza.
d. As the procession moves, more description is given in the fourth
stanza.
e. The fifth stanza, through a series of parallel phrases, mentions the
manifestations of the devotion to the Black Nazarene.
f. The sixth stanza, through another series of parallel phrases,
emphasizes what the devotees’ experience.
1. Ask the students to prepare a list of new words they learned from the poem.
2. Make them use these words in sentences.

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“Black Nazarene Procession Awes American Tourist”
1. Do a review of the elements of reporting.
2. What information should be included in a news report? How is news
conveyed to the audience?
Lesson Proper
1. Ask the students if the article “Black Nazarene Procession Awes American
Tourist” follows a conventional format of a news report.
2. Call the attention of the students to the opening paragraphs of the news
article. What is the function of these paragraphs?
3. What is contained in the last two paragraphs of the article?
1. The American tourist Gerry Blevins said that “the Philippines is [a] much nicer
[place] than the United States.” Ask the students to comment on this remark.
2. Ask them to give examples of why they think (or do not think) the Philippines
is a better place than other parts of the world.
3. The students can also form two teams and conduct a debate on the topic
“Why the Philippines is a good/not a good place for tourists to visit.”

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Assessment
1. Ask the students to gather information on interesting places, folk traditions,
cultural practices, and beliefs found in their hometown.
2. They can do this through observations and cultural exposure, interviews with
the elders in the community, and research in the internet and in school and
public libraries.
3. Require them to submit an outline of their findings.
4. Let them prepare an essay summarizing their findings.
Examples of Topics:
1. The students of Arts and Design can choose an interesting work(s) of art that
their place is known for (e.g., the paintings by folk artists of Angono, Rizal;
the old churches in Ilocos, in Metro Manila or in the Visayas; handwoven
textiles of the T’boli and Yakan communities; the wooden furniture of Betis).
2. The students of Sports can choose to focus on Filipino games or any sports
activity that is popular in the community.
3. The students taking the academic track, particularly those in the Social
Sciences and the Humanities may opt to investigate our religious beliefs and
cultural practices.
4. The students who are going to specialize in creative writing may choose to
write a poem or a story to talk about their discoveries; the arts students may
want to paint a scenery depicting a cultural tradition.
5. Those going into the health sciences can look at the relevance of folk healing
practices and examine their contribution to the contemporary medical
practices.
6. Students interested in science and technology can attempt to connect folk
technology with scientific gadgets. The use of simple technology such as the
pulley mechanism used in outdoor performances of religious plays like the
sinakulo or the salubong can be enhanced with the introduction of more
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Chapter 2
Writing a
Reaction Paper / Review / Critique

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Writing a Reaction Paper, Review, and Critique
A very important expository discourse that students must know how to write is
the reaction paper or review, or critique. It is mainly written to communicate a fair
assessment of situations, people, events, and literary and artistic works and
performances. Whether a social commentary, or a critical judgment, it conveys
incisive insights into its analysis of events, its interpretation of the meaning or
importance of a work or artifact, or its appreciation of the moral or aesthetic values
reflected in the work or performance. It may include the main purpose of the event;
the devices and strategies employed; an evaluation of its success or failure; and an
assessment of its significance and relevance, timeliness or timelessness.1
The teacher should explain to the students these general guidelines for
writing the reaction paper:
Guidelines for Writing the Reaction Paper/Review/Critique2
1. Value Communicated
a. Sound critical judgment
b. A fair and balanced assessment of situations or events, people and
things
2. Basic Content
a. Ranges from an off-hand gut reaction, favorable or unfavorable,
merely expressive of emotion to a more rational impersonal critical
analysis that seriously communicates some value, ethical or moral,
some hidden or forgotten truth, and some aesthetic delight
b. May take the form of a reflection, an appeal, a protest, a tribute or
denunciation, a speculation
c. In general, the content would include the following topics:
1
Borrowed from Concepcion Dadufalza, “The Reaction Paper,” Reading into Writing 2: a Handbook-
Workbook-Rreader for Critical Reading and Writing for Expository discourse (Makati City: Bookmark,
Inc., c1996), pp.257-258.
2
Ibid.

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1.) For human situations:
a.) A brief description of the event
b.) People involved, their roles and contributions
c.) Other driving forces, in the open or hidden and
unsuspected
d.) Implications and consequences
e.) Assessment and prognostication
f.) Some offered solutions
2.) For cultural affairs, people, works, performances:
a.) The central purposes of the event or product
b.) The means, devices, strategies employed to achieve
the purposes
c.) An evaluation of the achievement: success or failure
d.) The significance (if any) beyond mere entertainment of
the event or product in ethical and/or aesthetic terms,
its timeliness and/or timelessness
3. Modes of Ordering (Any of the following):
a. From the event/performance/artifact/work presented and
described/narrated in themselves to the writer’s critical evaluation of
the entire event, show or work in a sequence of its elements
b. Discussion that intersperses critical comments between mention or
description of the details of the event, show or work
c. From a cover statement giving an over-all judgment of the event,
show or piece to a discussion of each angle, aspect or element of the
event, show or work illustrating or providing evidence for the
evaluative cover statement
4. Basic qualities of a Good Reaction Paper
a. Gives a fair and balance social commentary
b. Provides relevant and accurate factual information on the situation
c. Exhibits by means of thorough and in-depth analysis an appreciation
of context (including time, place, people, involvement, their motivation,
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d. Makes a clear distinction, through language, between what is actual
and what is probable or possible
e. Exhibits a deep sense of humanity and an understanding of the
human situation even while expressing disapproval or disagreement
most intensely
5. Basic Qualities of an Adequate Critical Judgment
a. Provides accurate and relevant information on the event, show, or
work
b. Exhibits full appreciation of the purpose behind the event, show, or
work
c. Shows a clear understanding of the means (strategies, techniques,
devices, etc.) and their appropriateness and power in achieving the
purpose
d. Exhibits fairness and balance in the judgment made
e. Projects incisive and profound insights into its (1) analysis of the event
on artifact, (2) interpretation of the underlying meaning or significance
of the event or artifact, and (3) appreciation of the values “(moral
and/or aesthetic) unfolded in every detail of the event or artifact”

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“Art”
Critique of a Visual Statement
1. Regale the students with the socio-political roles of famous art works,
especially the painting, Guernica.
2. Interest the students in the role that these art works played in reacting to
socio-political events and advancing the artists’ views and positions. Mention
the powerful Victor Hugo novel turned stage play and movie, Les Miserables;
silversmith Paul Revere’s engraving, the Boston Massacre, which mainly
galvanized the anti-British Revolution; Francisco Goya’s The Third of May
1808, the most famous and extreme depiction of Napoleon’s execution of
Spanish rebels; even Jose Rizal’s Noli Me Tangere which inspired our own
anti-Spanish revolution.
3. Fascinate the students with this little anecdote:
One of the most iconic images of the 20th century,
Guernica depicts the carnage from the bombing raid on a
Spanish village by the Nazi air force. During WWII, when
Nazi officers visited Picasso's studio and saw a print of the
famous image, they asked, "Did you do that?" Picasso
answered, "No, you did."
Lesson Proper
Reading the Critique and Reacting to It
1. Unlocking Verbal Difficulties: Have the students look up the meanings of
these expressions in order for them to read the text with greater facility.
a. Cubist style
b. Filtered through the artist’s eyes
c. Visual argument
d. Multiple perspectives
e. Stronghold
f. Outrage
g. Mural
h. Devastation of war

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i. Commissioned
j. Atrocity
k. Imminent
l. Critically acclaimed
m. Depicts images simultaneously
n. Assumptions
o. Emotional cacophony of war
p. Carnage of war
2. Comprehending the Text: Use these questions to guide the students in
understanding the essay.
a. Explain how and why “art is an interpretation,” not a faithful depiction
of reality.
b. What is meant by art as a visual argument?
c. What are achieved by the cubist style of painting?
d. On which shared historical experience does Picasso base his
painting, Guernica?
e. Why would Picasso think that “people viewing the painting would be
upset by it?”
f. In what way does cubism allow Picasso to paint “truth rather than
reality?”
g. Which symbols in the painting would the viewers have readily
recognized?
3. Reading the text more critically, let the students reflect on the painting more
deeply and discuss their answers to these questions:
a. Which images catch your attention, and why?
b. What, do you think, is the main image? Which images are found in the
foreground? Why do you think Picasso arranged the images in the
way he did? How do these images relate to one another?
c. How would you describe the images? Which of these images are
underscored? Which are exaggerated or idealized?
d. What are gained by his use of black and white?

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e. Why did Picasso title his painting, Guernica? Would it have made a
different impact if it had been given a different title, like “The Carnage
of War?”
f. Aside from being a recognizable image for Spain, what else would the
bull stand for? How about the horse?
g. Explain how the painting could simultaneously protest the violence of
war and appeal for peace.
4. Structural Analysis. Explain these elements to the students:
a. Main idea. Using the possibilities afforded by cubism in representing
reality through multiple perspectives, Picasso created a mural
depicting his outrage against the devastating bombing of Guernica.
b. Supporting details. Using “wailing figures, panicked faces, darkness
contrasted by jumbled images of light all project the horrors of war.”
The painting depicting the horrors of war entitled Guernica would
strongly resonate among the people familiar with the bombings, and
everyone condemning the atrocities of war. Insinuating that such
carnage should not happen again, the painting also becomes an
appeal for peace.
Concluding Activities
Inspire student appreciation for significant visual reactions (art works) to
socio-political phenomena by immersing the learners in these projects:
1. Art and Design: Savor Juan Luna’s Spoliarium, at the National Museum;
research on the background of this world- acclaimed Filipino painting. Then
write a three-paragraph critique of the mural focusing on the subject, the
images and the manner of their depiction, the use of color, light and other
devices, and the overall message of the artwork.
2. Academic Track: List at least ten famous politically committed art works of the
world, the occasion or event that each work reacts to/against, and the
message and impact of the work on the people for which it was created. Then
write a three-paragraph essay explaining how and why visual art works make
for effective visual socio-political statements/arguments.

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3. Tech Voc: After listing the ten major tourist-hotel destinations, museums, or
theme parks in various parts of the country, select major Philippine art works
(paintings, engravings, sculpture, installation art, etc.) that should be mainly
featured in each destination. In a three-paragraph essay, explain why you
chose the art work, and the appropriateness of the political message for the
hotel/tourist destination, and its geographical and historical
importance/relevance. Example: The huge mural, the Battle of Mactan, hangs
in a covered structure in the Mactan Shrine.
4. Sports: After selecting your top choices of art works depicting sports, write a
three-paragraph essay of their favorite subjects, the artistic devices
employed, and their messages.
Summary
1. Picasso’s Guernica embodies his visual statement or expression of outrage
against the violent effects of war especially on civilians.
2. By presenting the “carnage of war”, he and his art work were making a visual
argument for peace.
3. To present the horrifying effects of war, he uses the multiple perspectives and
images afforded by the cubist style.

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“Four Values in Filipino Drama and Film”
1. Ask the students what their favorite Tagalog movies are. Why would they
consider them their favorites?
2. Make them choose their top ten favorite actresses from among the following:
a. Carla Abellana b. Angel Aquino c. Nora Aunor
d. Julia Barretto e. Ann Curtis f. Eugene Domingo
g. Bianca Gonzalez h. Kristine Hermosa i. Heart Evangelista
j. Marian Rivera k. Pops Fernandez l. Maja Salvador
m. Pokwang n. Liza Soberano o. Dawn Zulueta
Do Caucasian looks figure in the choices?
Lesson Proper
Reading the Text and Reacting to It
1. Getting to Know the Author
a. Inform the students that before they read more about the Filipino
audience’s preferences for the fair-haired girls, and other colonial
choices, they should first meet the Philippine studies scholar-author:
b. Dr. Nicanor Tiongson is a leading critic, playwright, and academic
professor emeritus from the Film Institute of U.P. Diliman. His
important works include The Women of Malolos, Noli at Fili sa
Dekadang Dos Mil, and Manuel Conde,
c. This founding member of Manunuri ng Wikang Filipino has specialized
in Philippine cinema, Philippine theater, Philippine arts, and popular
culture.
2. Unlocking Verbal Difficulties. Ask the students to look up these expressions in
order to make their reading comprehension smooth:
a. Insidious manner
b. Prevalence
c. Perniciousness

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d. Encapsulated
e. Perpetuated
f. Invariably
g. Caucasian
h. Relegated
i. Slapstick comedies
j. Authenticity
k. Colonial aesthetics
l. Commendable
m. Adulation for the white
n. Subjugated
o. Most abject
p. Wreak havoc
q. Catharsis
r. Maudlin
s. Raison d’etre
t. Run-of-the-mill
3. Comprehending the Text. To help the students do a critical reading of the
text, ask them these guide questions:
a. What are the four negative values that have dominated our stage and
film?
b. What are the roots of these “disvalues.” How did these advance the
cause of the colonial rulers?
c. How has the adulation for the white affected our dignity and our
national pride?
d. Which two factors have created box office hits?
e. If religion “was the opiate of the masses in the past,” what have
become “that opiate today?”
f. What is wrong with suffering and submissiveness?
g. What does Tiongson mean by, “Filipino aesthetics will blossom only if
the Filipino can depict his experience with utmost authenticity?”
h. How can the concept of entertainment be deepened and enriched?

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i. Analysis of the Structure of the Text: As the first part of the critical
review discusses the “disvalues” that plague our film and stage, what
does the second part discuss?
j. Identify the four counterpart values that could help Filipinos find their
identity.
1. Academic Track: Does our use of English help promote colonial mentality?
Explain your views in two to three paragraphs.
2. Art and Design: Research on how our Western-oriented perspectives in
music have marginalized, if not denigrated our indigenous music. (Search the
Internet for studies of Dr. Ramon P. Santos.)
3. Tech Voc: Discuss how our clothes/fashion, hairdos, dance crazes, holiday
practices (Christmas, Thanksgiving, Mother’s Day, Father’s Day, etc.) reflect
our colonial mentality. Use specific illustrations to support your points.
4. Sports: Discuss how Manny Pacquiao, as a boxer, exemplifies the four
counter values more than the “disvalues.”
Summary
1. Major ideas
a. The four “disvalues” that have perniciously prevailed in our film and
stage include: “White is Beautiful,” “Shows are the Best,” “Hurrah for
the Underdog,” and “All Is Right with the World.”
b. The four counter values that could undermine the pernicious effects of
the colonial values include: “Brown is Beautiful,” “Shows with
Substance are the Best,” ”It’s Good to think and Decide for Oneself,”
and “The World Could Indeed Be More Beautiful.”
2. Supporting Ideas
a. The causes and effects of the colonial values show their denigration
of the Filipino.
b. The counter values form a critical, scientific, and realistic frame of
mind that can help develop the Filipinos’ cultural economic and
political independence.

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“The Digital Divide: The Challenge of Technology and Equity”
1. Ask the students how many of them have computers/laptops/tablets. How
many have internet connections? How many have smart phones? How many
have cell phones?
2. Ask further: How many homes and schools have computers? Do you think
that majority of our students, all over the country, have computers? Do they
have internet connections? Do they have cell phones?
Lesson Proper
Reading and Reacting to the Text
1. Unlocking verbal difficulties. To understand the text better, ask the students
to look up the meanings of these difficult expressions and use them in
sentences:
a. Equity
b. Grow exponentially
c. Instantaneously
d. Similar disparities
e. Exacerbates disparities
f. Authentic settings
2. Understanding the Text. Ask these guide questions to help the students
understand the essay:
a. What comprise “information technology” and its far-reaching effects?
b. What are the implications of having “only 6 percent of the population
in developing countries [are] connected to telephones?”
c. What is meant by “digital divide?”
d. Explain how income, race, education, household type, and
geographical location, affect digital equity.
e. Why are women and minority groups not eligible for the jobs with the
highest salaries?
f. Why do schools with rich students have greater access to Internet?

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g. How can the computer and the internet be the great equalizer among
people?
h. How does the use of figures and percentages bolster the observations
that certain factors have created the “digital divide?”
3. Reacting to the Text. Ask the students:
a. How can the internet be used in “culturally relevant ways?”
b. In the Philippines, have students benefitted much from information
technology?
c. Can computers and internets bridge the gaps in educational
achievements between the rural and urban schools in the Philippines?
d. Can we say that information technology has become an end in itself in
the Philippines? Why or why not?
e. Considering that internet speed in the Philippines is much slower than
that of its ASEAN neighbors, does this speed create another reason
for disparity?
4. Analyzing the Text Structure. Explain these notes to the students.
a. Introduction – Information Technology is “influencing the way many
people live and work today; computers are common in homes and
work areas.”
b. Thesis - Access to information technology affects our work and way of
life.
c. Supporting details
(1.) Despite the growing number of computers, the world’s
population have little access to computers and the internet.
(2.) Only 6 percent of the third world countries have
telephones, much fewer have computers.
(3.) In the USA, except for the Native Americans with few
telephones, 94% have telephones, but only 56 percent
have computers.
(4.) Income, race, education, household type, and
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(5.) Ethnic minorities (African-Americans, Latinos and Native
Americans) and women (gender) benefit less from
information technology jobs.
(6.) The schools of the rich children have greater access to the
internet.
d. Conclusion – Equal or greater access to computers and the internet
plus their interacting with the technology as an end to itself, will
reduce disparities in schools, and among peoples.
Engage the students in these learning activities:
1. Academic Track. Research on the number of students in your school who
have laptops and tablets, and have internet access. Find out how they use
the internet – as resources for assignments, for social media sites such as
Facebook and blogs, or some other reason. Write a two-paragraph reaction
on how beneficial to their educational needs the internet could be.
2. Art and Design. The different arts may now be executed using computer
technology. Prepare a computer-aided design or visual representation of the
digital divide discussed in the essay.
3. Tech Voc. Write a two-paragraph commentary on how diverse industrial arts
can benefit from the computer and internet access.
4. Sports. Write a two- to three-paragraph commentary on online sports games
– how popular are these games? How effective are these in developing
sportsmanship, and physical health?
Summary
1. Thesis: Computers and the internet may have affected various facets of our
life; however, most of the world’s population have little access to computer
technology and the internet.
2. Strategy for development – The essay uses figures and percentages to
represent the groups that do not have as much access to the internet as the
rich, the white, and the educated Americans.

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“Ang Bayan Muna Bago ang Sarili”
1. Make the students relive the tragic homecoming of Ninoy Aquino in August
1983. Recall how his strong desire to serve the Filipinos made him come
home despite warnings against the concomitant dangers. Unfortunately, he
was gunned down at the International airport.
2. Make the students realize how his death became a rallying cry for unity and
survival for many Filipinos, but after five years, Cardinal Sin reminds the
Filipinos how they seem to have forgotten his “dream.”
Lesson Proper
Reading and Reacting to the Homily
1. Getting to Know the Author. Inform the students of the significant role played
by the author, Catholic Archbishop of Manila, Jaime Cardinal Sin, as he used
his influence to rally for the rights of the poor. In this excerpt from his homily,
he notes how the people have forgotten their important role of helping build
the nation.
2. Unlocking Verbal Difficulties. Ask the students what these expressions mean:
a. Transcending our petty selves
b. Authentic name
c. Cynics
d. Predominant strain
e. Demoralizing
f. Destabilizing
g. Anarchic
h. “Basket of crabs”
i. Addressed vigorously
j. Unrelentingly
k. Chronic illness
l. Operative guideline
m. Too calloused

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3. Comprehending the Essay. To guide the students in comprehending the
essay, ask them these questions:
a. What is Ninoy’s gift? How should the Filipinos show “gratitude” for this
gift?
b. What does the “truest motto of our people” mean?
c. How have we transformed the ideal?
d. What is the significance of the allusion to the three monkeys to our
“national pastime?”
e. In what way “must we criticize in order to be free?”
f. When does our criticizing degenerate into self-destruction?
g. What does Cardinal sin mean by “our national game, an anarchic
free-for-all- in a ‘basket of crabs’?”
h. How does the other meaning of K.K.K. negate the moral order that
must be addressed vigorously?
i. What does he mean by our need as citizens “to go into an action
mode ourselves?”
j. Where should change start?
k. What qualities are reflected by the motto, “Bayan muna, bago and
sarili?”
4. Reacting Critically to the Essay. Make the students think more critically of the
homily message by asking these questions:
a. Of the four versions of K.K.K., which, do you think, is most applicable
to our people and government today? Why?
b. In what ways is the motto, “Bayan muna, bago ang sarili” a non-
operative ideal even today?
c. Would you agree with the Cardinal that the saying, “Every man for
himself” is a “formula for disaster”?
d. Who is Chino Roces? Is his call for a moral order in 1988 still
applicable today?
e. Why must we begin change with ourselves?
f. Given our socio-political problems today, do you think “Bayan muna,
bago ang sarili” would be the best motto that we can adopt to make us
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5. Analyzing the Essay Strategies. Call attention to the devices used by
Cardinal Sin to emphasize his points. What specific effects are achieved by
these:
a. Why does the homily start with an allusion to the gift of Ninoy to the
Filipinos? What does he achieve by this reference?
b. Why does he bring up the four parodies of the true meaning of KKK if
these were a far cry from the ideal?
c. What is the importance of his allusion to the three monkeys who see,
hear, and speak no evil?
d. In the next paragraph, he quotes Ninoy, “We must criticize in order to
be free…” What is the effect of this exhortation- quotation on the idea
of the preceding paragraph?
e. Again, what is the significance of the pun on what KKK stands for in
Par.7? Why is it juxtaposed with the allusion to Chino Roces and his
call for a renewed moral order?
f. Do you agree that “our President [at that time, Cory Aquino] is bent on
pursuing the battle against corruption forcefully?”
g. To make the guideline, “Bayan muna, bago ang sarili” operative, we
must start with ourselves… and implement it for a year; otherwise, we
would be dreaming an “impossible dream” and not “follow the star.”
What is gained from borrowing from the popular song?
Make the students realize that the message from Cardinal Sin becomes more
significant if the students implement a facet of it in their contextualized activities.
1. Academic. Choose a government official, youth leader, or any popular
personality who has practiced “Bayan muna, bago ang sarili.” Explain how
he/she made the motto her/his guiding principle.
2. Art and Design. Prepare simple but striking posters of the motto in various
major languages to be placed in the various offices of government service in
the country.

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3. Tech Voc. Request a slot from the public service program of [government]
television channel to feature a weekly 30-minute presentation of a school or
government office featuring a “Bayan muna, bago ang sarili” experience.
4. Sports. In the spirit of bayanihan, and “Bayan muna, bago ang sarili,” create
weekly sports tournaments in your barangay. After linking up with the
barangay officials and civic-spirited citizens, make the championship game
fall on the barangay fiesta or Christmas celebration to drum up
support/donations for uniforms, sports equipment, uniforms, and prizes.
Summary
1. Main Points - Instead of showing love of country first before our own self
interests, we have made “Kanya-Kanyang Katwiran/ Kabig/Kurakot our way
of life. The challenge is to use our freedom of speech to criticize and be free,
instead of endless, destabilizing criticism of others; and to work together
against corruption. Specifically, the challenge is to start practicing “Bayan
muna, bago ang sarili” among ourselves and make it govern our deeds for
one year.
2.
3. Strategies - The allusions to Ninoy’s “gift,” to the laudable KKK motto, to
Ninoy’s quotable views on constructive criticism, and to Chino Roces’ call for
a moral order emphasize Cardinal Sin’s message. The contrasts between the
unifying KKK motto vs. the parodies of this; between the three monkeys and
the freedom of speech and criticism advanced by Ninoy; between the
propensity to corruption and the call for a renewed moral order, between the
self-interests and the need for unity against corruption all underscore
Cardinal Sin’s call for making “Bayan muna, bago ang sarili” an operative
principle and to start now and do it for a year.

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“Why JFK’s Inaugural Succeeded”
Inspire the students to meet a very promising youngest American president
by introducing John F. Kennedy.
1. Inform the audience that: Kennedy remains the iconic figure of America's
Camelot–an era people remember for the energy and idealism emanating
from the White House. He was the youthful, earnest visionary who might
have changed the world, if not for his cruel fate. In A Thousand Days, Arthur
Schlesinger captured the sense of loss that many felt after Kennedy's death:
"It was all gone now–the life-affirming, the life-enhancing zest, the brilliance,
the wit, the cool commitment, the steady purpose.”
2. Impress on the students that the JFK inaugural address is considered one of
the best; hence, they must read it before reading the reaction to it:
The Inaugural Address of John F. Kennedy is
considered one of the greatest speeches in twentieth-
century American public address. Communication scholars
have ranked the speech second in a list of the hundred
"top speeches" of the twentieth century based on its impact
and artistry. It is famous for its eloquence and for its call to
duty: "Ask not what your country can do for you--ask what
you can do for your country.”

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Lesson Proper
Reading the Text and Reacting to It
1. Getting to Know the Author. Before reading the text, the students would do
well to know the author of the reaction paper. Provide them this mini
background:
A noted historian, the Yale- and Columbia-
educated Thurston Clarke has written eleven widely
acclaimed works of fiction and nonfiction, including three
New York Times Notable Books and two books about
JFK: Ask Not: The Inauguration of John F. Kennedy and
the Speech That Changed America (2004), and JFK's
Last Hundred Days: The Transformation of a Man and the
Emergence of a Great President in which he asserts that
“JFK's legacy lies as much in the promise he didn't live to
fulfill as in what he actually accomplished.”
2. Unlocking Verbal Difficulties. Advise the students to address the difficult
expressions first in order for them to read the text smoothly and critically.
a. Currier & Ives
b. Exhilarating air
c. Much animosity
d. Smoldering bomb
e. Droned on
f. Alterations
g. Political spectrum
h. Astounding
i. Paraphrased lines
j. Impossible to replicate
k. Most memorable
l. Off-the-cuff remarks
m. De rigueur
n. Engage his emotions
o. Distillation of the spiritual and philosophical principles

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3. Comprehending the Text. Use these guide questions as study helps for the
students:
a. What does Clarke mean by a scene worthy of Currier & Ives? (Par. 1)
b. Which among the “No one knew that…” details makes Kennedy most
endearing”? (Par. 2)
c. Which is the best proof that the inaugural address was greatly
received by all sectors? (Par. 3)
d. Why was George W. Bush the “most recent offender?” (Par. 4)
e. Which constituted the magic of his inaugural address? (Par.5)
f. Which “magical element” of the address would be nearly impossible to
replicate? (Par. 6)
g. Which JF Kennedy trait is reflected in his continuing alterations on his
reading copy?
h. What is the significance of his speech revisions without help from the
“speechwriting teams that have become de rigueur?” Why did he not
need much help revising his dictation? (Par. 9)
i. Which five important moments in his life influenced his eloquent
delivery? (Par 10)
j. Which two sentences proved to be an emotional tuning point of his
delivery? Why were these emotionally-powered? (Par. 11)
k. What elements really evoked the deep emotional response to his
inaugural speech from the Americans? (Par. 12)
l. Unlike other critical reviews of the speech, which emphasize JFK’s
ideas, especially his championing freedom and democracy as well as
defending these all over the world, and probe his very effective
rhetorical devices and memorable lines, Clarke focuses on other
points. According to him, why did JFK’s inaugural address succeed?

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Analyzing the Text Structure
1. Introductory observations
a. Par. 1 lays the overall view of the well stage-managed setting (worthy
of Currier & Ives).
b. Par. 2 zeroes in on the unnoticed, unsuspected, even humanizing
“goings-on” among those on stage.
2. Body: focus on the success of the address.
a. Par. 3 focuses on details proving the success of the address, from
comments, to soaring Gallup polls to later Presidents’ paraphrasing of
his quotable quotes.
b. Par. 4- provides the magical factors for the success, not just in the
message/words.
c. Par. 5 – asserts the crucial factors for success that cannot be
replicated – his life, and his close call with death that imbued the
address “with power and urgency.”

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Ask the students to do the following:
1. Academic. Secure a text copy and a video recording of the inaugural address
of Pres. Rodrigo Duterte and explain why the address succeeded/failed.
2. Art and Design. Design a website featuring the different programs
foregrounded in the Philippine President’s inaugural address.
3. Tech Voc. Write a three-paragraph reaction to the election promise of
eradicating drugs and criminality in three to six months. Would the tough -
talking President be able to keep the promise without violating human rights?
How would this implementation affect our tourism promotion?
4. Sports. What kind of sports program should the Duterte administration
emphasize? Write a two-paragraph proposal to revitalize the national sports
program to be incorporated in the President’s State of the Nation Address
SONA).
Summary
1. Although the reaction paper-editorial maintains that the address is one of the
best in America, it focuses more on the factors for its success than on the
contents.
2. Although it notes various memorable quotes from the speech, even imitated
by later Presidents, the editorial stresses that not the ideas and words alone
have evoked the magic of the inaugural speech, but several factors in JFK’s
life that cannot be replicated contributed to the eloquence of his message and
its delivery.
3. Most important, his war experiences and close calls with death together with
the loss of a brother and friends in battle, added the authentic passion and
emotion that so touched the listeners.

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“Dead Water”
Instill in the students an appreciation for a different kind of a reaction paper.
Instead of an essay, Wen-Ito wrote this poem as a reaction to the stagnant water
around.
1. Ask the students to think of all the garbage- and plastic bag-filled ditches,
“esteros” around, and even areas in Manila Bay. Think of the fly- and rodent-
infested piles of uncollected garbage especially in various parts of Metro
Manila.
2. Ask the learners what the implications of these polluted bodies of water have
on the residents, on the bathers and swimmers. Remind them too of the flash
floods during the rainy season and what constitute the aftermath of the rain-
drenched and flooded areas where the infested garbage piles had remained.
Lesson Proper
Reading the Poem and Reacting to it
Make the student’s realize that after a first reading of the poem, it is
imperative to know the poet behind the creative and environmental perceptive.
1. Appreciate the Poet’s Role. Share a brief background about the colorful life of
Wen-i-to/Wen Yi-duo:2
“On June 6, 1946, at 5pm, after stepping out of the office
of the Democratic Weekly, Wen Yiduo died in a hail of bullets.
Mao blamed the Nationalists and transformed Wen into a paragon
of the revolution.
Wen had received a classical education. But he came of
age as old imperial China and its institutions were being swept
away, and the Chinese people were looking ahead to a new
China. It was fertile ground for a young poet.
In 1922, Wen studied art and literature at the Art Institute
of Chicago. There he published his first collection of poetry,
Hongzu or Red Candle. Returning to China in 1925, he became a
university professor, active in the political and aesthetic debates of
2
This is borrowed from Robert Hammond Dorsett (Translator), “Stagnant Water & Other Poems by
Wen Yiduo”, in https://chinafile.com/library.books/Stagnant-Water-Other-Poems-Wen-Yiduo,
March26, 2014

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the time. His published his second collection of poems, Sishui, or
Dead Water, in 1928.
As political trends shifted from an intellectual, elitist base
toward a populist one, Wen was one of the leaders of a movement
to reform Chinese poetry, from a classical style and diction far
removed from everyday usage, to adapting common speech and
direct observation, while maintaining a strict, albeit new,
formalism.
However, Wen never resolved the conflicts that existed
within him: The elitist and the proletarian, the scholar and the
activist, the traditionalist and the innovator, the personal man and
the public man, fought for ascendancy. Yet it was these
contradictions that proved so fruitful and give his poetry its
singular power.”
2. Unlocking Verbal difficulties. Make the students realize that before they can
understand the poem and interpret its meaning well, they have to know the
meanings of these expressions used:
a. Raise a single ripple
b. Silky gauze
c. Colorful spume
d. Ferment into jade wine
e. White scum
3. Comprehending the Text. Use these questions to guide the students in
understanding the literal meaning of the poem:
a. Stanza 1- When is water “hopelessly dead?”
b. Stanza 1- Why cannot a breeze “raise a single ripple on it?”
c. Stanza 2- Can the green on rubbish copper become emeralds? Can
peach blossoms sprout from thrown away tin cans? Can grease cover
the surface with “silky gauze?” Can germs produce colorful foam on
this water? In what ways can these “emeralds, “peach blossoms,”
“silky gauze,” and “colorful spume” come out of the stagnant water?
d. Stanza 3 – Again, can dead water be fermented into wine? When can
white scum be viewed as floating pearls? When do pearls chuckle and
become big pearls, then turn into gnats? In what ways would these
gnats steal the rum?

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e. Stanza 4- In what way can one see that the “hopelessly dead water”
may have a bright touch? Why would the frogs croak in delight “when
they cannot bear the silence?”
f. Stanza 5 – In a seeming contradiction of early assertions that pearls,
peach blossoms, colorful spume, etc. all beautiful images, can spring
from the dead water, why does the last stanza say that nothing
beautiful can live in the dead water? What frame of mind is revealed
when one leaves it to the devil to cultivate the dead water? What may
come out of the dead water if the devil “cultivates” it?
4. Interpreting the text. To make the students move beyond the literal reading of
the text, ask them these guide questions:
a. What does a hopelessly dead water stand for?
b. If the breeze cannot even move the water to produce a ripple, why
would one add to the pollution by throwing in rusty scraps and left
over food and soup? What does such an action signify?
c. From your science, you learn that the green on copper is more of
blue-green layer of corrosion that develops on the surface of copper
when exposed to sulfur and oxide compounds; that the oily film
floating on water may be caused by decomposition of grease; that the
colorful foam or water may be caused by cyanobacteria with harmful
cyanotoxins. Why does the poet “romanticize” versions of these
effects of corrosion, decomposition, and toxicity as “emeralds, silky
gauze, or colorful spume?”
d. What tone does the poet use, especially in Stanza 3, when he gives in
to fermenting the water into jade wine, etc.? Can water be fermented?
Why would that fermented water be “jade wine?”
e. What do the small pearls stand for? What does their chuckling mean?
And how can their chuckling turn them into big pearls? Moreover, how
do they burst as gnats that steal the drink?
f. As though the persona relents a little about the hopelessly dead
water, he/she allows it a “touch of something bright.” To what would
this bright touch refer? In what way would the frogs no longer able “to

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bear the silence?’” Why would the dead water (not the frogs)
sing/croak its “song of delight?”
g. In the last stanza, what do the last two lines signify, considering that
the water is hopelessly dead and unable to contain any form of
beauty? On what note does the poem end then?
5. Critical Reading of the Text
Remind the students of the brief background on the writer. That he
was killed for his writings means that his socio-political background calls for a
reading beyond an environmentalist’s concern. Ask them to examine the two
interpretations below and explain which they would agree with, or which parts
they would disagree with, and why:
a. In “Dead Water” Wen Yiduo made claims to the past. With the
passage of time the consolidation of the Qing rule and censorship
determined how the fall of the Ming dynasty was remembered,
imagined and represented, Yiduo represented the poets of this era as
they tried to base their poetry on past models and make them
meaningful for the present generation. The dead water was symbolic
of the state of China. The people were desperate and hopeless.
Realizing the lack of new ideas, the narrator stated “Here is a ditch of
hopelessly dead water / No breeze can raise a single ripple on it /
Might as well throw in rusty metal scraps / or even pour left-over food
Reminders:
The persona in a poem is the role or character adopted by the author to
speak or act in the text.
Tone in poetry or prose refers to the writer's attitude toward the subject
or audience. It may be admiring, afraid, aggravated, aggressive, agitated, angry,
apathetic, apologetic, sarcastic, and sardonic.
It is the emotional coloring of the poem.

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and soup in it” (ll. 1-4).This stanza makes a powerful statement on the
times of China. A ray of hope had sparked the era, the narrator
explains to the reader “this ditch of hopelessly dead water / may still
claim a touch of something bright / [and] the dead water will croak its
song of delight” (ll. 13-14, 15).
Poetically, the poem displayed a duality of what was potentially dead
could have life and could potentially live again. The poem appeals to
the use of nature and natural elements to symbolically stimulate the
reader. Despite the narrator’s losing hope in the last stanza, the
reader is stimulated to believe that a new era is approaching and a
new social state is on the verge of beginning.
b. “Stagnant water”. The "dead water" symbols, irony , and other artistic
techniques refer to The Northern Warlords, the dark rule, the
performance of the author, and the government's determination
opposed to darkness.
The poem of five sections can be divided into three parts. the first part
(Section 1) the "dead" water, refers to the old China and the emotions
of the reality of corruption. A “Hopeless dead" has a profound
meaning: it symbolizes that in the semi feudal warlords’ corruption in
the dark, semi colonial old China, is "a ditch of despair and the poet’s
disappointment. In the second sentence of the poem, "the wind
blowing up a ripple," "cool" and "dead" can refer to all the fresh ideas
and strength that cannot create the slightest reaction in the stagnant
water." In the poem’s third, fourth sentences "If you are to throw some
junk-heap, you might as well throw leftover," express that the
"stagnant water", following the disappointment, caused the mood of
extreme hate. If the reality is so dark, desperate, rather than let it rot
completely, the hopelessly bad will grow more thoroughly bad, and
the new things may grow stronger. This poem expresses here how
the poet is full of anger, yet has ardent hope for good things.

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c. In the second part (second, third or fourth), the poet makes a detailed
depiction of the "dead water,” specifically vividly reveals the social
status of the old China -- decadent, and this expression of the old
Chinese hatred, anger, sarcasm.
In the third part (the last section), the poet expresses the curse of
reality, the eager desire to change reality. In the first two sentences,
the poet, in a very flat tone, asserts that the dark China Society is
completely negating, denying that “this is a stagnant ditch of
desperation, definitely not beautiful. The ugly reclaiming the world –
actually, the ugly to the extreme, attempts a ray of hope. Therefore,
the last two sentences include not only the despair of the poet for the
old China, but also the new China’s expectation and longing, with a
strong desire to change the reality.
The poem then comprises a strong attack and curse of the reign of
the dark old Chinese, and expresses the poet’s deep patriotism.
(From “Stagnant Water” in http://www.et97.com/view/37664.htm)
Ask the students to perform these contextualized activities to make the poem
more relevant to their concerns.
1. Academic: Write a two-paragraph description of the most polluted Philippine
river, the Marilao River. Focus on the details of its pollution and the hazards
these bring. Make the third paragraph a crucial step to revive it and make it
“alive” and fresh again.
2. Art and Design: Prepare a visual graphic of the highly polluted Marilao River.
Focus on the images that contribute to its hopelessly dead state. Accompany
the visual with a two-paragraph description of the stagnant water and its
implications on public health.
3. Sports: Explain how swimming in a polluted river or lake can be very
dangerous for athletes.

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4. Tech Voc: Pretend that you are the secretary of the Department of
Environment and Natural Resources. Write an urgent program of action to
clean up the Marilao River and transform it into a clean, toxic-free river that
can “support and protect the livelihoods of the people and wildlife that depend
on these waterways and the life-sustaining resources that they provide.”
Summary
This creative reaction to a hopelessly dead ditch water emphasizes how
useless and polluted it has become.
1. It satirizes the fermentation, corrosion, and toxification that happen through
seemingly beautiful images of emeralds (patina of corrosion), silky gauze
(grease decomposition), and colorful spume (toxic cyanobacteria).
2. Greater irony is created through images of graver spoilage presented as
pretty objects, like jade wine (green liquid of corrosion), pearls (of scum), etc.
3. In ultimate frustration, the persona leaves the cultivation of this dead water to
a devil even, and sees what kind of world can ensue.
4. While these images, as well as the sarcastic and ironic tone deplore the
hopelessness of the polluted water, this decayed water may be seen as a
criticism of China and its political, even moral decay. And if the dead water
cannot be rehabilitated, even by the symbolic devil, China cannot be
revitalized by the Kuomintang and political rivalries (at the time).

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“Four Perspectives on Heneral Luna
1. “Epic Movie Shows How the Revolution Assassinated Heneral Luna”
(Inquirer.net)
2. “Heneral Luna” (Film Police Review)
3. “Heneral Luna Shows the Human Side of the Hero” (Rose Carmelle Lacuata,
ABS-CBN.Com)”
4. “Heneral Luna” (Clarence Tsui, PDT)”
Draw out the students’ reactions to the movie Heneral Luna. Then ask them
these questions:
1. Why did many school authorities “require” students from different parts of the
country to watch Heneral Luna?
2. Did the movie open your eyes to several views about Antonio Luna, Gen.
Aguinaldo, and other leaders of the revolution? Which details and facets of
the movie did you find most interesting, most striking, or most unforgettable?
Lesson Proper
Reading the Reviews and Reacting to Them
1. Brief Background on the Film Subject
Find out how much the students know about Antonio Luna.
Do they know that he was much more than what most people
consider him -- the great military strategist and the greatest
general of the Revolution? Do they know that he excelled in
chemistry, had a Licentiate and later a doctorate in pharmacy
(Madrid)? Do they know that after his highly acclaimed
dissertation on malaria, he studied bacteriology and histology
(Paris), and medical chemistry in Belgium and Germany? Do they
know that as a chemistry expert in Manila, he was the first to study
environmental science, and forensic science? Do they realize that
when he was associated with the Katipunan, he was jailed, and
then exiled to Madrid, where he studied military science when he
was released from prison? When he returned to the country, he
founded a military academy where trained soldiers but earned
their ire for his having been a strict disciplinarian. But do they
realize that for all his ideals and efforts, he was assassinated,
stabbed allegedly by his own people?

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2. Unlocking Verbal Difficulties. Make the students eliminate stumbling blocks to
smooth reading and comprehension by their looking up the meanings of
these expressions:
a. Group 1 from “Epic Movie Shows How the Revolution Assassinated
Heneral Luna:”
(1.) revitalizes dormant genres
(2.) well-choreographed
(3.) production design
(4.) nascent
(5.) expatriates
(6.) stark fashion
(7.) fossilized
(8.) desiccated
(9.) contemplative character
(10.) cliché heroics
(11.) pantheon of heroes
(12.) hubris
(13.) damaged culture
(14.) parochial interests
(15.) opportunism
b. Group 2 from “Heneral Luna:”
(1.) compelling story
(2.) allegorical
(3.) run-of-the-mill historical bio pic
(4.) dastardly
(5.) periphery
(6.) inner turmoil
(7.) volatile
(8.) rile up their morale
(9.) banter
(10.) nuanced
(11.) cohorts
(12.) political foil
(13.) snippets
(14.) rowdy meeting
(15.) glossed over
(16.) grit
(17.) trifecta

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c. Group 3 from “Heneral Luna Shows Human Side of Hero:”
(1.) artistic license
(2.) spewing curse words
(3.) superb portrayal
(4.) comfort zone
d. Group 4 from ““Heneral Luna” (Tsui):
(1.) spearheading
(2.) treachery
(3.) high octane turn
(4.) swash-buckling drama
(5.) futility of ideals
(6.) global diaspora
(7.) mainstream production values
(8.) reconstructing the historical narrative
(9.) broached
(10.) pedagogical objective
(11.) lingua franca
(12.) inconvenient truth
(13.) delved headlong into the revolution
(14.) reconciliatory voices
(15.) dissenting comrades
(16.) j’accuse
(17.) double-dealing
(18.) clandestine affair
(19.) impunity
(20.) anachronism
(21.) unflinchingly
(22.) subtlety
(23.) raucous
(24.) still chaotic political landscape
3. Understanding the Texts. Make the students note that the four movie reviews
critique the same movie, Heneral Luna. Ask them if they find that the four
reviews are all extolling the movie, foregrounding similar/different strengths
and flaws, and/or asserting unique observations.

English for Academic and Professional Purposes Teacher's Guide

English for Academic and Professional Purposes Teacher's Guide

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