EAPP Quarter 1 – Module 4 Outlining Reading Texts

1. English for Academic and
Professional Purposes
Quarter 1 – Module 4:
Outlining Reading Texts

2. English for Academic and Professional Purposes – Grade 11/12
Alternative Delivery Mode
Quarter 1 – Module 4: Outlining Reading Texts
First Edition, 2020
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3. English for Academic
and Professional
Purposes
Quarter 1 – Module 4:
Outlining Reading Texts

4. Introductory Message
For the facilitator:
Welcome to the English for Academic and Professional Purposes – Grade
11/12 Alternative Delivery Mode (ADM) Module on Outlining Reading Texts!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.

5. For the learner:
Welcome to the English for Academic and Professional Purposes – Grade
11/12 Alternative Delivery Mode (ADM) Module on Outlining Reading Texts!
The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

6. Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
References This is a list of all sources used in developing
this module.

7. What I Need to Know
This module is designed and written to help you acquire knowledge of
appropriate reading strategies for a better understanding of academic texts.
At the end of this module, you will be able to produce a detailed abstract of
information gathered from the various academic texts read by:
1. Outlining reading texts in various disciplines. (CS_EN11/12A-EAPP-Ia-c-8)
What I Know
Arrange the following Steps in Outlining in chronological order, using 1 for the
first step and 5 for the last step. Write your answer on the line provided before each
number.
_____ Write a clear thesis statement.
_____ Create an outline.
_____ Read and comprehend the text.
_____ Adjust outline as needed.
_____ Organize the outline using the supporting details.

8. Lesson
5 Outlining Reading Texts
An outline is a map of your essay. It shows what information each section or
paragraph will contain and in what order. Most outlines use numbers and/or bullet
points to arrange information and convey points.
What’s In
Using the Johari’s Window, list down at least your 5 traits for each area.
Known to Self Not Known to Self
Known to
Others
Not Known to
Others
(Open) (Blind Spot)
(Hidden) (Unknown)

9. Open Area
a. _______________________________
b. _______________________________
c. _______________________________
d. _______________________________
e. _______________________________
Hidden Area
a. _______________________________
b. _______________________________
c. _______________________________
d. _______________________________
e. _______________________________
Blind Spot Area
a. ______________________________
b. ______________________________
c. ______________________________
d. ______________________________
e. ______________________________
Unknown Area
a. _____________________________
b. _____________________________
c. _____________________________
d. _____________________________
e. _____________________________

10. What’s New
Porphyria’s Lover
By: Robert Browning
The rain set early in tonight,
The sullen wind was soon awake,
It tore the elm-tops down for spite,
And did its worst to vex the lake:
I listened with heart fit to break.
When glided in Porphyria; straight
She shut the cold out and the storm,
And kneeled and made the cheerless grate
Blazed up, all the cottage warm;
Which done, she rose, and form her form
Withdrew the dripping cloak and shawl,
And laid her soiled gloves by, untied
Her hat and let the damp hair fall,
Notes to the Teacher
This module prepares the learners to produce abstract of
information gathered from academic texts by using in outlining.

11. And, last, she sat down by my side
And called me. When no voiced replied,
She put my arm about her waist,
And made her smooth white shoulder bare
And all her yellow hair displaced,
And, stooping, made my cheek lie there,
And spread, o’er all, her yellow hair,
Murmuring how she loved me-she
Too weak, for all her hearts endeavor,
To set its struggling passion free
From pride, and vainer ties dissever,
And give herself to me forever.
But passion sometimes would prevail,
Nor could tonight’s gay feast restrain
A sudden thought of one so pale
For love of her, all in vain:
So, she was come through wind and rain.
Be sure I looked up at her eyes
Happy and proud; at last I knew
Porphyria worshipped me; surprise
Made my heart swell, and still it grew
While I debated what to do.
That the moment she was mine, mine, fair,
Perfectly pure and good: I found
A thing to do, and all her hair
In one long yellow string I would
Three times her little throat around,
And strangled her. No pain felt she;

12. I am quite sure she felt no pain.
As a shut bud that holds a bee,
I warily opened her lids: again
Laughed the blue without a stain.
And I untightened next the tress
About her neck; her cheek once more
Blushed bright beneath my burning kiss:
I propped her head up as before,
Only, this time my shoulder bore
Her head, which droops upon it still:
The smiling rosy little head,
So glad it has its utmost will,
That all it scorned at once id fled,
And I, its love, am gained instead!
Porphyria’s love: she guessed not how
Her darling one wish would be heard.
And thus we sit together now
And all night long we have not stirred,
And yet God has not said a word.

13. What is It
Outlining is a tool used in the writing process to help organize your ideas,
visualize your paper’s potential structure and to further flesh out and develop points.
It allows you to understand how you are to connect information to support the thesis
statement and the claims of the paper. An outline provides you with a space to
consider ideas easily without needing to write complete paragraphs or sentences.
Two Main Types of Outlines
a. Topic Outline
A topic outline provides an overview of the topics to be included in an essay.
Example:

14. b. Sentence Outline
In a sentence outline, the thesis and topic sentence of each supporting
paragraph are fully written out. The sentence outline forces part of the essay to be
written out in sentences before the first draft.
Example:
Five Steps in Outlining a Text
1. Read and comprehend the text.
2. Write a clear thesis statement.
3. Create an outline.
4. Organize the outline using the supporting details.
5. Adjust your outline as needed.
What’s More
Five Key Elements of a Story
1. Setting
A story's setting refers not only to the physical location, but also the time the
action takes place. It is the where and the when of a story.
2. Character
Depending on the nature of the story, characters are most often people or
animals. Writers use characters to perform the actions and speak the dialogue of a
story. They move a story’s plot forward. They are the who of a story.

15. Two Most Essential Characters in a Story
a. Protagonist is the main character or principal character or group of characters
in a story.
Writers use the protagonist to drive the story forward—the protagonist’s
goals reflect the overall story goals, the plot moves forward based on the
protagonist’s decisions, and their character arc is what the readers follow
throughout the story.
b. Antagonist is the opposer or combatant working against the protagonist’s or
leading characters’ goal (“antagonizing”) and creating the main conflict.
3. Plot
The plot relates to the events that happen in a story. It is the what of
the story. Plot usually begins with a problem and ends in the story’s
resolution.
Five Parts of Plot
Exposition
The exposition is the beginning of the story and prepares the way for
upcoming events. In the exposition, the author introduces the major characters,
establishes the setting and reveals major conflicts in the story. The author often
discusses the characters' backstory, so readers gain insight as to why characters act
or respond as they do. For example, the exposition in "The Adventures of Huckleberry
Finn" by Mark Twain centers on the introduction of Huckleberry Finn, an adolescent
who's unhappy living with a strict widow, and has a shallow relationship with his
greedy, unfit father. The setting is the mid-1800s in a small river town along the
Mississippi River; the conflict revolves around Huck's desire to experience adventure,
and his running away. The exposition sets the stage for his tumultuous, life-changing
journey on a riverboat.
Rising Action
The rising action occurs when the main problem or conflict is addressed with
a form of action. The rising action always leads up to the climax. During the rising
action, the protagonist often encounters some sort of crisis that creates tension. For
example, in "The Maze Runner" by James Dashner, the rising action occurs when
Thomas -- the protagonist -- enters the maze to try to escape his prison-like existence
and save his friends.

16. Climax
The climax is the pivotal point in the story when the protagonist deals with
the culmination of events. The climax often centers on the protagonist's most difficult
challenge or bleakest moment, according to Pasadena City College. For example, in
"The Hunger Games" by Suzanne Collins, the climax occurs when Katniss and Peeta
-- the primary protagonists -- decide to eat poisonous berries and commit double
suicide, rather than kill one another. The climax is the most exciting part of the story
and initiates a turning point in the characters' lives.
Falling Action
The falling action occurs immediately after the climax and details the
consequences -- good or bad -- that the characters must deal with after the turning
point of events. It leads up to the resolution and sets the stage for the final chapter
of the story. For example, in "To Kill a Mockingbird" by Harper Lee, the falling action
occurs when the antagonist, Bob Ewell, assaults two of the primary protagonists --
Scout and Jem Finch -- and the town recluse saves the children by killing Ewell. The
altercation is a direct result of the climax -- Ewell wants revenge after the children's
father, an attorney, defends an innocent black man and rebukes Ewell for lying about
the case and mistreating his own daughter.
Resolution
The resolution tells us what happens to the characters after the conflict is
resolved. All the loose ends are tied up, unless the author plans to write a sequel and
purposely leaves room for further plot developments. Some stories have happy
endings; others have sad endings. The resolution leaves readers with a sense of
closure, so they understand the fate of the protagonists and antagonists.
4. Conflict
Every good story requires conflict. This conflict can be thought of as a
challenge or problem that drives the action of the story. No conflict, no story. Setting
up a series of cause and effect events, conflict gives these events their why.
Two Types of Conflict:
a. Internal conflict is when a character struggles with their own opposing
desires or beliefs. It happens within them, and it drives their development as
a character.
b. External conflict sets a character against something or someone beyond their
control. External forces stand in the way of a character’s motivations and
create tension as the character tries to reach their goals.
5. Theme

17. A little more abstract than the previous elements, the theme refers to the
underlying insight, the moral or idea that the writer is expressing through the story.
It is often thought of as the ‘message’ of the story.
More Advanced Story Elements
a. Point of View: To identify the POV in a story, students must ask “who is
telling the story?” Is it a first, third, or even second (rare!) person narrator?
Are they omniscient or limited in their perspective? Does the perspective
shift between different characters?
b. Tone: A writing’s tone is established through word choices, use of literary
devices, grammar, rhythm, and rhyme etc. Tone is the overall ‘flavour’ of the
story that is created by using all of these techniques combined. It is the
attitude the writer displays towards their subject or theme.
c. Style: Related to tone in many regards, style is the individual author’s
unique voice and it is again evidenced in their word choices, plot patterns,
sentence structures etc. The writer’s personal style is a strong contributor
to a writing’s tone.
d. Mood: This is about the effect the writer creates in the reader and how they
evoke it through their use of language.
Why Are Story Elements Important?
Knowing how to identify the elements of the story deepens your level of
comprehension and enhances your appreciation of the story. Understanding how it
is organized is necessary for you to access the highest levels of comprehension of
that story. It also provides you with a frame of reference that greatly assists with
recall.
After familiarizing the five key elements of a story, complete the outline with
the details from the poem “Porphyria’s Lover”.
I. Setting
A. Time : ______________________________
B. Place : ______________________________
II. Character
A. Protagonist : _________________________
B. Antagonist : _________________________
III. Plot
A. Introduction:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
B. Rising Action:
________________________________________________________________________

18. ________________________________________________________________________
________________________________________________________________________
C. Climax:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
D. Falling Action:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
E. Resolution:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
IV. Conflict
________________________________________________________________________
V. Themes
________________________________________________________________________
What I Have Learned
Complete the following statements. Evaluate your answer based on the rubric
below.
I have learned that outlining the text
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
It is very important in a writing process because
__________________________________________________________________________________
__________________________________________________________________________________

19. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
I can improve more about the outlining by
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
*Note: Add 3 points to your total scores
RUBRIC
Criteria Excellent (4) Good (3) Fair (2) Poor (1) Score
Content
(Response to
the
question/s)
Your response
directly addressed
the question/s.
You used a thesis
statement and
relevant supporting
details.
Your response
directly addressed
the question/s.
You used a thesis
statement.
Your response
did not directly
address the
question/s but
you provided
some relevant
information that
indirectly
addressed the
question/s.
Your response
did not
address the
question/s.
Organization
(Flow of
Thoughts)
Your output is
well-organized. You
connected all the
ideas smoothly.
Your output is
organized. You
often connected
the ideas
smoothly.
Your output is
mainly organized.
You seldom
connected the
ideas.
Your output
lacked
organization.
Mechanics
(Output
Format)
You observed
proper output
format.
You somehow
observed proper
output format.
You barely
observed proper
output format.
You did not
observe proper
output format.
Total:

20. What I Can Do
Black Nazarene Procession Awes American Tourist
By: Julliane Love De Jesus
January 9th, 2014
MANILA, Philippines—It’s not only local devotees who would travel for miles
and battle through a sea of ecstatic devotees just to touch the centuries-old black
statue of Jesus Christ known as the Black Nazarene.
Some foreigners do, too.
American tourist Gerry Blevins got a baptism of fire when he was lured to the
massive daylong pilgrimage and took part briefly in the procession.
He said touching the Black Nazarene image gave him a tough time, but added
that “people just got to have the patience.”
“It’s a once in a lifetime thing. You only get one chance to do it,” he told
INQUIRER.net.
As the procession kicked off at Quirino Grandstand on Thursday morning, the
crowd swelled in minutes and Blevins was among those who swarmed to the carriage.
A native of Delaware state, the American national said he came to the
Philippines for his Filipina girlfriend and that it was his first time to participate in
the Black Nazarene procession.
“At first, when I got here at 1 p.m. there’s just insanity trying to get to touch
the Black Nazarene,” he jokingly said.
Blevins chose not to take off his shoes for fear of hurting his feet when he
joined the procession that trudged through garbage-strewn route of Nazarene’s
journey.
Just for a little thrill, Blevins said he climbed a tree to capture the Black
Nazarene being revered by millions of devotees in the most unusual way.
But despite the raucous crowd, he said he still believes that the Philippines is
“much nicer [place] than the United States.”
The wooden statue of Christ, crowned with thorns and bearing a cross, is
believed to have been brought from Mexico to Manila on a galleon in 1606 by Spanish
missionaries. The ship that carried it caught fire, but the charred statue survived
and was named the Black Nazarene.

21. Some believe the statue’s survival of fires and earthquakes through the
centuries, and intense bombings during World War II, are a testament to its mystical
powers.
After reading the text “Black Nazarene Procession Awes American Tourist”
complete the outline by writing down the events in the selection “Black Nazarene
Procession Awes American Tourist.”
Headline: _____________________________________________________________________
Who:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
What:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Where:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
When:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Why:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
How:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

22. Assessment
The Sob Sister’s Story
The dead girl, beautiful and peaceful in death, her scarlet lips slightly parted
as though whispering a caress to her lover, her blue eyes gentle and unquestioning
as a baby’s, lay in the murderer’s arms like a child who has been rocked to sleep.
Her golden hair falling in profusion about her shoulder all but concealed the cruel
welt of red about her throat. The murderer, clutching is still burden to him, like a
mother holding an infant, appeared dazed. As the police came in, he rose to meet
them, still carrying his precious burden in his arms. The officers had almost to force
him to relinquish her. He could not answer questions- could merely clutch the closer
to his breast all that remained of the girl he loved better than life, and mutter, “ I love
her, I love her,” like a man in a dream. A few hours later when I saw him in the sordid
surroundings of the 10th Precinct Station House, so different from the cozy cottage
which had been the abode of a tragic love, he was still dry-eyed, though his face wore
a ghastly pallor. But when tried to question him, I became aware of terrific strain
under which he suffered, and he showed all signs of a man on the verge of hysteria.
When I tried to draw from him the motive for the pitiful tragedy, he could only rely,
his pale boyish face like a mask: “I killed her, but God didn’t say a word, a word.”
At last he managed pitifully to say: “I killed her so that she would be mine
alone for always!”
And this is the irony of fate! The very greatness of his love made him strangle
her. Separated as they were wealth, social position, and all that implies, it was only
in death that they could be united.
Who are we to pass judgment on such love?
Complete the outline based on “The Sob Sister’s Story” selection.
I. Setting
A. Time : ______________________________
B. Place : ______________________________
II. Character
C. Protagonist : _________________________
D. Antagonist : _________________________
III. Plot

23. F. Introduction:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
G. Rising Action:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
H. Climax:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
I. Falling Action:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
J. Resolution:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
IV. Conflict
________________________________________________________________________
V. Themes
________________________________________________________________________

24. Additional Activities
Based on your answers on the previous activity, make a 200-word essay
focusing on the elements of a story. Evaluate your answer based on the rubric.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

25. RUBRIC
Criteria Excellent (4) Good (3) Fair (2) Poor (1) Score
Content
(Response to
the
question/s)
Your response
directly addressed
the question/s.
You used a thesis
statement and
relevant supporting
details.
Your response
directly addressed
the question/s.
You used a thesis
statement.
Your response
did not directly
address the
question/s but
you provided
some relevant
information that
indirectly
addressed the
question/s.
Your response
did not
address the
question/s.
Organization
(Flow of
Thoughts)
Your output is
well-organized. You
connected all the
ideas smoothly.
Your output is
organized. You
often connected
the ideas
smoothly.
Your output is
mainly organized.
You seldom
connected the
ideas.
Your output
lacked
organization.
Mechanics
(Output
Format)
You observed
proper output
format.
You somehow
observed proper
output format.
You barely
observed proper
output format.
You did not
observe proper
output format.
Total:
*Note: Add 3 points to your total scores

26. Answer Key
What’s
In:
Answers
may
vary.
What’s
More:
What
I
have
Learned:
Answers
may
vary.
What
I
Know:
1.
Read
the
text.
2.
Write
a
clear
thesis
statement.
3.
Create
an
outline.
4.
Organize
the
outline
using
the
supporting
details.
5.
Adjust
your
outline
as
needed.
What
I
Can
Do: Assessment:
Additional
Activities:
Answers
may
vary.

27. References
DepEd (2016). English for Academic and Professional Purposes. Teachers Guide.
First Edition.
DepEd (2016). English for Academic and Professional Purposes. Learners Material.
First Edition.
DepEd (2020). Most Essential Learning Competencies (MELC). English for
Academic and Professional Purposes
2020. B.6.2. - Topic and Sentence Outlines: which type of outline is best for the
assignment?: Writing Skills for Child Welfare Social Workers.
Bcourses.berkeley.edu. July 20, 2020.
https://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
2020. [online] Available at Accessed 20 July 2020].
https://www.masterclass.com/articles/writing-101-protagonist-vs-
antagonist-characters#2-tips-for-writing-a-strong-protagonist
2020. [online] Available at Accessed 20 July 2020].
https://www.masterclass.com/articles/what-is-conflict-in-literature-6-
different-types-of-literary-conflict-and-how-to-create-conflict-in-writing#creative-
writing-prompts-for-creating-conflict
Tucker, Kristine. 5 Parts of a Plot in a Story last modified July 17, 2020.
https://penandthepad.com/5-parts-plot-story-8394628.html
Ezez. 2020.
https://www.masterclass.com/articles/writing-101-protagonist-vs-
antagonist-characters#2-tips-for-writing-a-strong-protagonist.

28. For inquiries or feedback, please write or call:
Department of Education – Region III,
Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)
Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
Email Address: bataan@deped.gov.ph