S Y S T E M
2. CESPROS - __________________________
A series of events that follow in sequence leading to a particular result
In law, this refers to a summons or writ requiring a person to appear in
court
In business, this refers to the act or process of obtaining something or
acquiring something with effort
Sdo navotas creative_writing_q2_m2_intertextuality in drama.fv(22)DepEd Navotas
Here are the key points about intertextuality:
- Intertextuality refers to the relationship between texts, particularly the influence of one text upon another. It is the shaping of a text's meaning by another text or texts.
- It involves borrowing and transforming elements from other texts. This can include direct quotation, plagiarism, parody, pastiche, and allusion.
- Intertextuality depends on the reader's ability to recognize references to other works of literature, art, music, films, etc. The meaning of a text is shaped and enriched through the interplay with other texts.
- It allows texts to have multiple interpretations as new contexts are brought into the text through references and influences from other works
The document provides an overview of a self-learning module on analyzing themes and techniques used in creative nonfiction texts. It defines creative nonfiction as a hybrid genre that uses literary styles and factual narratives. The module aims to help students identify themes and techniques like symbolism, irony, imagery and dialogue that authors use to convey messages in creative nonfiction works.
EAPP Quarter 2 – Module 4 Objectives and Structures of Various Kinds of Repor...Leah Condina
This document discusses the objectives and structures of various kinds of reports. It identifies two main types of reports: informal reports and formal reports. Informal reports are shorter documents that aim to inform, analyze, and recommend. Formal reports are more complex documents that involve collecting and interpreting data. Formal reports can be informational, analytical, or recommendation reports. The document also outlines the typical sections included in reports like the title, abstract, introduction, body, and conclusion. It provides examples of different types of reports and their purposes.
VARIOUS TECHNIQUES IN SUMMARIZING A VARIETY OF ACADEMIC.pptxEazthaengDharlengLep
The document discusses various techniques for summarizing academic texts, including stating the main ideas and thesis clearly and concisely while retaining the key information. It provides examples of summarizing different types of texts using techniques like the "Somebody Wanted But So Then" method and the "5 W's and 1 H" approach. The document also emphasizes the importance of understanding the author's intent and meaning when summarizing.
This document outlines a table of specifications for a Reading and Writing class at Don Bosco Technical Institute of Makati for the first term of the 2019-2020 academic year. It details three intended learning outcomes, the associated content, number of hours, assessment level and type, and number of items and points for each outcome. The three outcomes cover identifying text features across disciplines, determining textual evidence to validate claims, and identifying features of professional correspondence.
Sdo navotas creative_writing_q2_m4_explore different staging modalities vis-a...DepEd Navotas
Here are the similarities and differences between the two scripts:
Similarities:
- Both are scripts for plays/dramas
- Both include descriptions of the setting/locations
- Both include information about the number and types of characters
Differences:
- Script A is from the movie 1917 while Script B is an original one act American drama script
- Script A does not include character descriptions while Script B provides some details about the ages and roles of the characters
- Script A seems to be a scene from a larger work while Script B is a self-contained one act play
- Script A does not provide information about length or difficulty level while Script B includes estimates for length and level of difficulty for the set
-
The document discusses the components and purpose of a concept paper, including presenting the research question, demonstrating the importance of answering the question, and describing how the researcher will collect and analyze data to answer the question. It also outlines the typical parts of a concept paper as an introduction, body, and conclusion. The body should provide supporting details for the thesis statement while the conclusion summarizes the paper and emphasizes the importance of the concept.
Sdo navotas creative_writing_q2_m1_elements, techniques and literary devices ...DepEd Navotas
This module discusses elements, techniques, and literary devices used in drama. It defines drama as a work of fiction meant to be presented by actors. The module identifies different types of drama such as tragedy, comedy, and melodrama. It also discusses key elements of drama like plot, characters, setting, and theme. Literary techniques covered include vocal dynamics, body language, use of space, and improvisational techniques. Common literary devices used in drama are also explained.
Sdo navotas creative_writing_q2_m2_intertextuality in drama.fv(22)DepEd Navotas
Here are the key points about intertextuality:
- Intertextuality refers to the relationship between texts, particularly the influence of one text upon another. It is the shaping of a text's meaning by another text or texts.
- It involves borrowing and transforming elements from other texts. This can include direct quotation, plagiarism, parody, pastiche, and allusion.
- Intertextuality depends on the reader's ability to recognize references to other works of literature, art, music, films, etc. The meaning of a text is shaped and enriched through the interplay with other texts.
- It allows texts to have multiple interpretations as new contexts are brought into the text through references and influences from other works
The document provides an overview of a self-learning module on analyzing themes and techniques used in creative nonfiction texts. It defines creative nonfiction as a hybrid genre that uses literary styles and factual narratives. The module aims to help students identify themes and techniques like symbolism, irony, imagery and dialogue that authors use to convey messages in creative nonfiction works.
EAPP Quarter 2 – Module 4 Objectives and Structures of Various Kinds of Repor...Leah Condina
This document discusses the objectives and structures of various kinds of reports. It identifies two main types of reports: informal reports and formal reports. Informal reports are shorter documents that aim to inform, analyze, and recommend. Formal reports are more complex documents that involve collecting and interpreting data. Formal reports can be informational, analytical, or recommendation reports. The document also outlines the typical sections included in reports like the title, abstract, introduction, body, and conclusion. It provides examples of different types of reports and their purposes.
VARIOUS TECHNIQUES IN SUMMARIZING A VARIETY OF ACADEMIC.pptxEazthaengDharlengLep
The document discusses various techniques for summarizing academic texts, including stating the main ideas and thesis clearly and concisely while retaining the key information. It provides examples of summarizing different types of texts using techniques like the "Somebody Wanted But So Then" method and the "5 W's and 1 H" approach. The document also emphasizes the importance of understanding the author's intent and meaning when summarizing.
This document outlines a table of specifications for a Reading and Writing class at Don Bosco Technical Institute of Makati for the first term of the 2019-2020 academic year. It details three intended learning outcomes, the associated content, number of hours, assessment level and type, and number of items and points for each outcome. The three outcomes cover identifying text features across disciplines, determining textual evidence to validate claims, and identifying features of professional correspondence.
Sdo navotas creative_writing_q2_m4_explore different staging modalities vis-a...DepEd Navotas
Here are the similarities and differences between the two scripts:
Similarities:
- Both are scripts for plays/dramas
- Both include descriptions of the setting/locations
- Both include information about the number and types of characters
Differences:
- Script A is from the movie 1917 while Script B is an original one act American drama script
- Script A does not include character descriptions while Script B provides some details about the ages and roles of the characters
- Script A seems to be a scene from a larger work while Script B is a self-contained one act play
- Script A does not provide information about length or difficulty level while Script B includes estimates for length and level of difficulty for the set
-
The document discusses the components and purpose of a concept paper, including presenting the research question, demonstrating the importance of answering the question, and describing how the researcher will collect and analyze data to answer the question. It also outlines the typical parts of a concept paper as an introduction, body, and conclusion. The body should provide supporting details for the thesis statement while the conclusion summarizes the paper and emphasizes the importance of the concept.
Sdo navotas creative_writing_q2_m1_elements, techniques and literary devices ...DepEd Navotas
This module discusses elements, techniques, and literary devices used in drama. It defines drama as a work of fiction meant to be presented by actors. The module identifies different types of drama such as tragedy, comedy, and melodrama. It also discusses key elements of drama like plot, characters, setting, and theme. Literary techniques covered include vocal dynamics, body language, use of space, and improvisational techniques. Common literary devices used in drama are also explained.
This document provides information about different text structures used in writing. It defines text structure as how information is organized in a passage and explains that text structure helps authors organize their thoughts and helps readers find and understand information. Six common text structures are then described: chronological, cause and effect, compare and contrast, problem and solution, sequence/process, and spatial/descriptive. Each structure is defined and examples are provided to illustrate how it organizes information. Signal words that typically indicate each structure are also listed. The document concludes by providing tips for identifying text structure in passages.
Here is a sample topic outline for an inspirational message:
Thesis Statement: Never give up on your dreams. With hard work and perseverance, you can achieve great things.
I. My story of struggles
A. Difficult childhood
B. Doubts about my abilities
C. Overcoming obstacles
II. Lessons learned along the way
A. Importance of perseverance
B. Power of positive thinking
C. Value of education
III. Advice for the audience
A. Define your dreams
B. Make a plan for success
C. Surround yourself with supportive people
D. Never stop trying
IV. Conclusion
A. Anything is possible if you
The document discusses creative nonfiction as a genre that incorporates elements of fiction into nonfiction writing by using one's personal experiences, real people, or actual events as topics. It lists various literary elements commonly used in creative nonfiction such as characters, setting, plot, dialogue, imagery, point of view, and theme. Examples of these elements are also provided to illustrate how creative nonfiction utilizes techniques from both fiction and nonfiction writing.
Creative nonfiction incorporates elements of both fiction and nonfiction. It uses literary techniques to create factual narratives. Some key elements include:
1. Plot - The sequence of events.
2. Setting and atmosphere - The time, place, and details that provide context.
3. Characters - Real people described with traits and histories.
Creative nonfiction aims to inform and engage readers using techniques like imagery, symbolism, dialogue and point of view normally seen in fiction.
A critique is a careful analysis and evaluation of a creative work or academic research. It involves summarizing the key points and assessing elements like assumptions, issues covered, and conclusions. The purpose is to understand the work, evaluate its strengths and weaknesses, and develop knowledge in the subject area. A critique uses a formal academic style with an introduction, body, and conclusion. The body summarizes the work and provides a detailed evaluation. Critiques can analyze various types of creative works and research to develop critical thinking skills.
USE KNOWLEDGE OF TEXT STRUCTURE TO GLEAN THE INFORMATION HE/SHE NEEDS.pptxMikeeMagss
This document discusses the six general classifications of academic texts: essay, concept paper, reaction paper, position paper, report, and research. It provides definitions and examples for each classification. Essays exhibit a formal tone and can be considered academic. Concept papers define an idea or concept and clarify its meaning. Reaction papers provide a personal perspective on a given work. Position papers assert an argument and aim to convince the audience of a valid opinion. Reports retell data or events. Research involves highly formal reports.
Academic writing is characterized by being formal, structured, and backed by evidence. It uses precise language and focuses on informing the reader through logical arguments rather than entertaining. Some key features of academic writing are that it is planned, answers the questions directly, supports opinions with evidence from research, uses an objective tone without personal references, and makes relationships between ideas and evidence explicit for the reader. Academic writing adheres to the conventions of specific disciplines.
The excerpt discusses calories, which are a unit of measurement that represents the energy required to heat a kilogram of water by one degree Celsius. While calories are often associated with food, they can be used to measure the energy in any substance, such as the 8,200 calories contained in a liter of gasoline. Calorie is another term for kilocalorie, and calories are an important unit for understanding energy in substances.
The document discusses different literary genres including creative nonfiction, fiction, drama, and news stories. It provides examples and definitions of these genres, examining their key elements and conventions. Guidelines are also given for analyzing stories, plays, and films by describing characters, settings, plots, and themes.
Lesson 7 VARIOUS KINDS OF CONCEPT PAPER.pptxCathApostol1
The document compares and contrasts two types of concept papers: concept papers for projects and concept papers for academic research. It provides the typical parts and descriptions for each. Concept papers for projects typically include a cover page, introduction, rationale/background, project description, and project needs/cost. Concept papers for academic research typically include a title page, background, preliminary literature review, statement of problem/objectives, abridged methodology, timeline, and references. The document provides descriptions and purposes for each part to help writers understand how to structure different types of concept papers.
21st Century Literature_Q2_Module 2.pdfLeah Condina
Here are the key points about 21st century literature genres from the passage:
- 21st century literature comprises literary works written from 2000 to the present.
- These works deal with current themes/issues and reflect a technological culture.
- Emerging genres include blogs, illustrated novels, digi-fiction, doodle fiction, and graphic novels.
- Illustrated novels have about 50% of the narrative presented through images.
- Digi-fiction includes passcodes for more online information like videos or text.
- Graphic novels convey stories to readers using comic form, encompassing fiction and non-fiction.
The document discusses the different structures used in academic texts. It identifies 9 main structures: definition, description, recount of sequence, cause and effect, comparison and contrast, enumeration, problem solution, classification, and thesis evidence. It provides examples of each structure and encourages learning activities where students apply the structures, such as describing a person, making a flow chart on a process, or providing a scenario where the structures could be used in studies. The overall purpose is to instruct readers on identifying and applying different text structures used in academic writing.
EAPP Quarter 1 – Module 2 Summarization of Text.pdfLeah Condina
1. The passage provides a brief history of the English language from its origins among Anglo-Saxon tribes in Northern Europe to the establishment of Old English in England after the 5th century CE.
2. Key events discussed include the Anglo-Saxon invasion and gradual takeover of Britain following the withdrawal of the Roman Empire, as well as Viking invasions in the 9th-10th centuries which led to the establishment of the Danelaw and influenced the English language.
3. The history is divided into the periods of Old English, Middle English, and Modern English, with Old English emerging as the dominant language of England by around 600 CE following the conversion of the Anglo-Saxons to Christianity.
The document is a module that teaches students how to analyze arguments in manifestos. It defines what a manifesto is and lists the major categories of manifestos. It then provides an example of a WHO manifesto about bringing positive effects from COVID-19. The example is analyzed by noting the main argument, the first reason provided to support it, listing other reasons, and underlining the most important reason. The module aims to help students understand how to identify and infer the meaning of arguments made in manifestos.
The document discusses writing a concept paper and provides guidance on its structure and components. It defines a concept paper as a paper that defines an idea or concept by explaining its essence to clarify what it is. It also lists the learning competencies for writing a concept paper, which include defining what a concept paper is, determining ways to elucidate a concept, identifying situations where a concept paper can be used, comprehending different types of concept papers, and presenting a novel concept or project with visual aids. The document provides examples and activities to help learners understand and write effective concept papers.
Reading_Lesson 7 Explicit and Implicit Claims in a TextTine Lachica
This document provides information about explicit and implicit information. It defines explicit information as ideas that are directly stated in the text and do not require clues to understand. Implicit information, on the other hand, is indirectly stated and must be inferred. The document gives examples of implicit messages that could be inferred from advertisements without directly saying them. It also discusses how to process implicit information by reading between the lines.
Definition, Purpose, Rules and Techniques in Summarizing Academic TextsAnaMaedelaTorre2
This document defines summarization and provides rules and techniques for summarizing academic texts. Summarizing involves reducing the original text to one-third or one-quarter of its length while retaining the main ideas and meaning. The basic rules for summarizing are to eliminate unnecessary details, focus only on important points, remove repetitive information, use general terms instead of specifics, and write the summary in your own words. The document then outlines various techniques for summarizing such as outlining, using a story structure format like "Somebody Wanted But So Then", or focusing on the key questions of who, what, when, where, why, and how.
FIGURES OF SPEECH AND OTHER LITERARY TECHNIQUES.pptxDonnaMeneses
The document discusses various literary techniques and devices used in writing, including figures of speech like simile, metaphor and personification. It also defines other techniques such as juxtaposition, foreshadowing, catharsis, stream of consciousness, and hamartia. Examples are provided to illustrate each technique. The document serves as a guide for identifying and understanding different literary elements found in texts.
This document contains a budgeted lesson plan for an English for Academic and Professional Purposes course for Grade 12 students at Umingan National High School in Pangasinan, Philippines. The lesson plan outlines the content, learning competencies, and time allocation for the 1st and 2nd quarters of the 2022-2023 school year. In the 1st quarter, students will learn about reading and summarizing academic texts, writing reaction papers and critiques, and developing concept papers. The 2nd quarter focuses on writing position papers, conducting and reporting on surveys and experiments to write reports. The lesson plan was prepared by an English teacher and approved by the school principal and assistant principal.
EAPP Q2 - M3_ Writing Various Kinds of Position Paper.pdfLeah Condina
This document provides guidance on writing position papers. It defines a position paper as an argumentative essay that presents an opinion on an issue and makes a claim supported by facts. It discusses analyzing issues and developing arguments for a position paper. The goal is to convince the reader that the opinion is defensible by addressing all sides of an issue. The purpose is to generate support for the author's position using evidence-based arguments. When choosing a topic, the writer should research the issue, take a side, and ensure their position is supported by listing pros and cons.
EAPP Quarter 1 – Module 1 Academic Text and Text Structure.pdfLeah Condina
The passage discusses the language used in an academic text versus a non-academic text. It notes that academic texts use stricter formats and yield toward the academe by creating new bodies of knowledge, while non-academic texts use more formal language but are not as strict in format and yield toward personal means of communicating. It also provides examples of characteristics of academic texts, such as having a purpose, theoretical frameworks, and citing references, compared to non-academic texts.
Here are the key points about the nature and characteristics of academic texts:
- They provide information related to a particular discipline or field of study. Examples include essays, research papers, reports, theses, dissertations, etc.
- They have a clear structure of introduction, body, and conclusion to logically organize ideas.
- The tone is formal and objective, presenting facts and arguments fairly without bias.
- Precise and unambiguous language is used, along with technical terms specific to the topic when needed.
- Ideas and research are supported with citations and a reference list to avoid plagiarism.
- Complex issues are addressed, requiring higher-order thinking skills to comprehend.
- Arguments
This document provides information about different text structures used in writing. It defines text structure as how information is organized in a passage and explains that text structure helps authors organize their thoughts and helps readers find and understand information. Six common text structures are then described: chronological, cause and effect, compare and contrast, problem and solution, sequence/process, and spatial/descriptive. Each structure is defined and examples are provided to illustrate how it organizes information. Signal words that typically indicate each structure are also listed. The document concludes by providing tips for identifying text structure in passages.
Here is a sample topic outline for an inspirational message:
Thesis Statement: Never give up on your dreams. With hard work and perseverance, you can achieve great things.
I. My story of struggles
A. Difficult childhood
B. Doubts about my abilities
C. Overcoming obstacles
II. Lessons learned along the way
A. Importance of perseverance
B. Power of positive thinking
C. Value of education
III. Advice for the audience
A. Define your dreams
B. Make a plan for success
C. Surround yourself with supportive people
D. Never stop trying
IV. Conclusion
A. Anything is possible if you
The document discusses creative nonfiction as a genre that incorporates elements of fiction into nonfiction writing by using one's personal experiences, real people, or actual events as topics. It lists various literary elements commonly used in creative nonfiction such as characters, setting, plot, dialogue, imagery, point of view, and theme. Examples of these elements are also provided to illustrate how creative nonfiction utilizes techniques from both fiction and nonfiction writing.
Creative nonfiction incorporates elements of both fiction and nonfiction. It uses literary techniques to create factual narratives. Some key elements include:
1. Plot - The sequence of events.
2. Setting and atmosphere - The time, place, and details that provide context.
3. Characters - Real people described with traits and histories.
Creative nonfiction aims to inform and engage readers using techniques like imagery, symbolism, dialogue and point of view normally seen in fiction.
A critique is a careful analysis and evaluation of a creative work or academic research. It involves summarizing the key points and assessing elements like assumptions, issues covered, and conclusions. The purpose is to understand the work, evaluate its strengths and weaknesses, and develop knowledge in the subject area. A critique uses a formal academic style with an introduction, body, and conclusion. The body summarizes the work and provides a detailed evaluation. Critiques can analyze various types of creative works and research to develop critical thinking skills.
USE KNOWLEDGE OF TEXT STRUCTURE TO GLEAN THE INFORMATION HE/SHE NEEDS.pptxMikeeMagss
This document discusses the six general classifications of academic texts: essay, concept paper, reaction paper, position paper, report, and research. It provides definitions and examples for each classification. Essays exhibit a formal tone and can be considered academic. Concept papers define an idea or concept and clarify its meaning. Reaction papers provide a personal perspective on a given work. Position papers assert an argument and aim to convince the audience of a valid opinion. Reports retell data or events. Research involves highly formal reports.
Academic writing is characterized by being formal, structured, and backed by evidence. It uses precise language and focuses on informing the reader through logical arguments rather than entertaining. Some key features of academic writing are that it is planned, answers the questions directly, supports opinions with evidence from research, uses an objective tone without personal references, and makes relationships between ideas and evidence explicit for the reader. Academic writing adheres to the conventions of specific disciplines.
The excerpt discusses calories, which are a unit of measurement that represents the energy required to heat a kilogram of water by one degree Celsius. While calories are often associated with food, they can be used to measure the energy in any substance, such as the 8,200 calories contained in a liter of gasoline. Calorie is another term for kilocalorie, and calories are an important unit for understanding energy in substances.
The document discusses different literary genres including creative nonfiction, fiction, drama, and news stories. It provides examples and definitions of these genres, examining their key elements and conventions. Guidelines are also given for analyzing stories, plays, and films by describing characters, settings, plots, and themes.
Lesson 7 VARIOUS KINDS OF CONCEPT PAPER.pptxCathApostol1
The document compares and contrasts two types of concept papers: concept papers for projects and concept papers for academic research. It provides the typical parts and descriptions for each. Concept papers for projects typically include a cover page, introduction, rationale/background, project description, and project needs/cost. Concept papers for academic research typically include a title page, background, preliminary literature review, statement of problem/objectives, abridged methodology, timeline, and references. The document provides descriptions and purposes for each part to help writers understand how to structure different types of concept papers.
21st Century Literature_Q2_Module 2.pdfLeah Condina
Here are the key points about 21st century literature genres from the passage:
- 21st century literature comprises literary works written from 2000 to the present.
- These works deal with current themes/issues and reflect a technological culture.
- Emerging genres include blogs, illustrated novels, digi-fiction, doodle fiction, and graphic novels.
- Illustrated novels have about 50% of the narrative presented through images.
- Digi-fiction includes passcodes for more online information like videos or text.
- Graphic novels convey stories to readers using comic form, encompassing fiction and non-fiction.
The document discusses the different structures used in academic texts. It identifies 9 main structures: definition, description, recount of sequence, cause and effect, comparison and contrast, enumeration, problem solution, classification, and thesis evidence. It provides examples of each structure and encourages learning activities where students apply the structures, such as describing a person, making a flow chart on a process, or providing a scenario where the structures could be used in studies. The overall purpose is to instruct readers on identifying and applying different text structures used in academic writing.
EAPP Quarter 1 – Module 2 Summarization of Text.pdfLeah Condina
1. The passage provides a brief history of the English language from its origins among Anglo-Saxon tribes in Northern Europe to the establishment of Old English in England after the 5th century CE.
2. Key events discussed include the Anglo-Saxon invasion and gradual takeover of Britain following the withdrawal of the Roman Empire, as well as Viking invasions in the 9th-10th centuries which led to the establishment of the Danelaw and influenced the English language.
3. The history is divided into the periods of Old English, Middle English, and Modern English, with Old English emerging as the dominant language of England by around 600 CE following the conversion of the Anglo-Saxons to Christianity.
The document is a module that teaches students how to analyze arguments in manifestos. It defines what a manifesto is and lists the major categories of manifestos. It then provides an example of a WHO manifesto about bringing positive effects from COVID-19. The example is analyzed by noting the main argument, the first reason provided to support it, listing other reasons, and underlining the most important reason. The module aims to help students understand how to identify and infer the meaning of arguments made in manifestos.
The document discusses writing a concept paper and provides guidance on its structure and components. It defines a concept paper as a paper that defines an idea or concept by explaining its essence to clarify what it is. It also lists the learning competencies for writing a concept paper, which include defining what a concept paper is, determining ways to elucidate a concept, identifying situations where a concept paper can be used, comprehending different types of concept papers, and presenting a novel concept or project with visual aids. The document provides examples and activities to help learners understand and write effective concept papers.
Reading_Lesson 7 Explicit and Implicit Claims in a TextTine Lachica
This document provides information about explicit and implicit information. It defines explicit information as ideas that are directly stated in the text and do not require clues to understand. Implicit information, on the other hand, is indirectly stated and must be inferred. The document gives examples of implicit messages that could be inferred from advertisements without directly saying them. It also discusses how to process implicit information by reading between the lines.
Definition, Purpose, Rules and Techniques in Summarizing Academic TextsAnaMaedelaTorre2
This document defines summarization and provides rules and techniques for summarizing academic texts. Summarizing involves reducing the original text to one-third or one-quarter of its length while retaining the main ideas and meaning. The basic rules for summarizing are to eliminate unnecessary details, focus only on important points, remove repetitive information, use general terms instead of specifics, and write the summary in your own words. The document then outlines various techniques for summarizing such as outlining, using a story structure format like "Somebody Wanted But So Then", or focusing on the key questions of who, what, when, where, why, and how.
FIGURES OF SPEECH AND OTHER LITERARY TECHNIQUES.pptxDonnaMeneses
The document discusses various literary techniques and devices used in writing, including figures of speech like simile, metaphor and personification. It also defines other techniques such as juxtaposition, foreshadowing, catharsis, stream of consciousness, and hamartia. Examples are provided to illustrate each technique. The document serves as a guide for identifying and understanding different literary elements found in texts.
This document contains a budgeted lesson plan for an English for Academic and Professional Purposes course for Grade 12 students at Umingan National High School in Pangasinan, Philippines. The lesson plan outlines the content, learning competencies, and time allocation for the 1st and 2nd quarters of the 2022-2023 school year. In the 1st quarter, students will learn about reading and summarizing academic texts, writing reaction papers and critiques, and developing concept papers. The 2nd quarter focuses on writing position papers, conducting and reporting on surveys and experiments to write reports. The lesson plan was prepared by an English teacher and approved by the school principal and assistant principal.
EAPP Q2 - M3_ Writing Various Kinds of Position Paper.pdfLeah Condina
This document provides guidance on writing position papers. It defines a position paper as an argumentative essay that presents an opinion on an issue and makes a claim supported by facts. It discusses analyzing issues and developing arguments for a position paper. The goal is to convince the reader that the opinion is defensible by addressing all sides of an issue. The purpose is to generate support for the author's position using evidence-based arguments. When choosing a topic, the writer should research the issue, take a side, and ensure their position is supported by listing pros and cons.
EAPP Quarter 1 – Module 1 Academic Text and Text Structure.pdfLeah Condina
The passage discusses the language used in an academic text versus a non-academic text. It notes that academic texts use stricter formats and yield toward the academe by creating new bodies of knowledge, while non-academic texts use more formal language but are not as strict in format and yield toward personal means of communicating. It also provides examples of characteristics of academic texts, such as having a purpose, theoretical frameworks, and citing references, compared to non-academic texts.
Here are the key points about the nature and characteristics of academic texts:
- They provide information related to a particular discipline or field of study. Examples include essays, research papers, reports, theses, dissertations, etc.
- They have a clear structure of introduction, body, and conclusion to logically organize ideas.
- The tone is formal and objective, presenting facts and arguments fairly without bias.
- Precise and unambiguous language is used, along with technical terms specific to the topic when needed.
- Ideas and research are supported with citations and a reference list to avoid plagiarism.
- Complex issues are addressed, requiring higher-order thinking skills to comprehend.
- Arguments
EAPPG11_q1_ mod1_reading for acadtext_v2 (1).pdfIreneTapang2
This module introduces academic language, text structure, and techniques for summarizing academic texts. It provides learning competencies, objectives, and a pre-test to assess students' prior knowledge of differentiating between academic and non-academic texts and identifying text structure. The pre-test contains questions that require students to categorize information based on characteristics of academic and non-academic texts and determine how information is organized in passages using structural terms.
Here are the key points about the nature and characteristics of academic texts:
- They provide information related to a particular discipline or field of study. Examples include essays, research papers, reports, theses, dissertations, etc.
- They have a clear structure of introduction, body, and conclusion to logically organize ideas.
- The tone is formal and objective, presenting facts and arguments fairly without bias.
- Precise and unambiguous language is used, along with technical terms specific to the topic when needed.
- Ideas and research must be cited and referenced to avoid plagiarism.
- The content addresses complex issues and requires higher-order thinking skills to comprehend.
- Arguments are evidence
The document provides an overview of the module "Outlining Reading Texts" which teaches learners how to produce outlines of academic texts in order to better comprehend and summarize the key information. It discusses the purpose of outlining, the different types of outlines, and the 5 step process for outlining texts which includes reading the text, writing a thesis statement, creating an outline, organizing details, and adjusting the outline. Copyright information is also provided regarding the ownership and use of content within the module.
The document provides historical context about Pablo Picasso's famous painting "Guernica" which depicted the bombing of Guernica, Spain by German and Italian warplanes during the Spanish Civil War. It discusses the symbolism and interpretations of elements in the painting like the bull and horse. Key facts are also presented about the bombing of Guernica, the painting's creation and significance as an anti-war symbol that brought attention to the atrocities of the Spanish Civil War.
This document provides information about an English module for 10th grade students on the language of research, campaign, and advocacy. It includes an introductory message for teachers and learners, outlines what students are expected to learn, and provides guidance on how to use the module. The development team and management team responsible for creating the module are also listed.
The passage discusses calories and how they are defined. It states that a calorie, also known as a kilocalorie, is a unit of energy that represents the amount of energy needed to heat 1 kilogram of water by 1 degree Celsius. While calories are often associated with food, the passage notes that calories can measure the energy in any substance, providing the example that there are 8,200 calories in a liter of gasoline.
The document provides information about academic and non-academic writing. It discusses the key differences between the two types of writing. Academic writing is formal, objective, and intended for a scholarly audience. It relies heavily on research and evidence to support claims. Non-academic writing is more informal and subjective, intended for a general audience. It does not require citations or references. The document also outlines some of the language features of academic texts, such as formal tone and precise vocabulary.
Here are the key points I learned from the concept paper:
1. A concept paper introduces the project/program by stating its mission, vision, aims and objectives.
2. It presents the importance and relevance of the project by explaining why it is worth supporting.
3. It provides a detailed description of the project including activities, timeline, target participants, and resources to be used.
4. It specifies the budget needed to carry out the project.
5. A concept paper is used to convince potential sponsors or funders to support a worthwhile project or program.
This concept paper proposes a global initiative to fight human trafficking. It notes that while slavery has been abolished, human trafficking remains a serious international problem. The initiative would be a global movement promoted by the UN to motivate governments, empower civil society, and mobilize resources to stamp out human trafficking. The initiative is designed to eliminate this crime that has no place in the modern world.
21st CENTURY LITERATURE Q2_Module_4.pdfLeah Condina
1. Literary criticism involves the study and analysis of literature to understand it from different perspectives such as moral, economic, political, etc.
2. There are various types of literary criticisms like mythological, sociological, biographical, psychoanalytic, and formalist criticisms.
3. Literary works are also assessed based on seven literary standards - universality, artistry, intellectual value, suggestiveness, spiritual value, permanence, and style. These serve as criteria to evaluate literature.
The passage discusses different types of thinking. It distinguishes between reverie, which involves spontaneous thoughts that often circle around the self, decision making, which requires choosing between options, and reasoning about beliefs when they are challenged. It notes that we are attached to our beliefs and opinions and tend to seek arguments to support positions we already hold rather than honestly examining where views originate. The thesis is that philosophers often fail to account for types of thinking like reverie in their theories and speculations, making their conclusions unrealistic.
EAPP Quarter 2 – Module 3 Writing Various Kinds of Position Paper .pdfLeah Condina
1. Understand the topic thoroughly by researching it;
2. List arguments for both sides of the issue;
3. Choose a position and formulate supporting points;
4. Organize points clearly in paragraphs; and
5. Proofread the paper and cite references to strengthen arguments.
21st CENTURY LITERATURE Q2_Module 1.1final.pdfLeah Condina
This document provides information about representative texts and authors from Asia and Africa that will be covered in the literature module. It begins by introducing Asian literature, focusing on authors and works from East Asia, including China, Korea, and Japan. Notable Chinese authors mentioned are Du Fu, Li Po, Wang Wei, Mo Yan, and Yu Hua. For Korea, authors Ch'oe Nam-Seon and Yi Kwang-su are discussed. The document then transitions to discussing African literature.
Here are the answers to your questions:
1. What will happen if you can keep your emotions even when you are in stressful situations?
If you can keep your emotions even when you are in stressful situations, you will be able to make rational decisions and not let your emotions control you or your actions. You will remain calm and in control of stressful situations.
2. What word is common in the poem?
The word "if" is very common throughout the poem. Almost every stanza starts with the word "if", as it is describing different scenarios of what someone can do "if" they possess certain qualities.
1. It provides a summary of the key aspects of the work being reacted to - in this case, characters and themes in Noli Me Tangere.
2. It analyzes different elements of the work and connects them to real world issues, showing understanding.
3. It presents the writer's opinions and reactions to different parts of the work in an objective manner supported by examples and details from the text.
21st CENTURY LITERATURE Q2_Module_3.pdfLeah Condina
This module focuses on producing a creative representation of a literary text through the application of multimedia and ICT skills. Specifically, it aims to help students identify the purpose of literature, create connections between life and literature, describe changes modernity has brought to written compositions, name multimedia resources commonly used in education, and identify steps in planning a multimedia project relating to literature. The module emphasizes expressing oneself through various literary genres, educational multimedia resources, and applying multimedia and ICT skills in literature.
Presentation by Julie Topoleski, CBO’s Director of Labor, Income Security, and Long-Term Analysis, at the 16th Annual Meeting of the OECD Working Party of Parliamentary Budget Officials and Independent Fiscal Institutions.
Contributi dei parlamentari del PD - Contributi L. 3/2019Partito democratico
DI SEGUITO SONO PUBBLICATI, AI SENSI DELL'ART. 11 DELLA LEGGE N. 3/2019, GLI IMPORTI RICEVUTI DALL'ENTRATA IN VIGORE DELLA SUDDETTA NORMA (31/01/2019) E FINO AL MESE SOLARE ANTECEDENTE QUELLO DELLA PUBBLICAZIONE SUL PRESENTE SITO
How To Cultivate Community Affinity Throughout The Generosity JourneyAggregage
This session will dive into how to create rich generosity experiences that foster long-lasting relationships. You’ll walk away with actionable insights to redefine how you engage with your supporters — emphasizing trust, engagement, and community!
Presentation by Rebecca Sachs and Joshua Varcie, analysts in CBO’s Health Analysis Division, at the 13th Annual Conference of the American Society of Health Economists.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Bharat Mata - History of Indian culture.pdfBharat Mata
Bharat Mata Channel is an initiative towards keeping the culture of this country alive. Our effort is to spread the knowledge of Indian history, culture, religion and Vedas to the masses.
2. English for Academic and Professional Purposes 11
Self-Learning Module (SLM)
Quarter 1 – Module 1: Language Used in Academic Texts from Various Disciplines
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Printed in the Philippines by Department of Education – SOCCSKSARGEN Region
Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph
Development Team of the Module
Writers: Niza B. Ponteras
Editors: Louie Mark Garvida, Imelda C. Martinez, Jerryl Jean L. Salunayan
Reviewers: Helen J. Ranan, Sally A. Palomo
Illustrator: Reggie D. Galindez
Layout Artist: John Arvin B. Genosa
Cover Art Designer: Ian Caesar E. Frondoza
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Romelito G. Flores, CESO V - Schools Division Superintendent
Mario M. Bermudez, CESO VI – Assist. Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerardo Magno – Subject Area Supervisor
Juliet F. Lastimosa - CID Chief
Sally A. Palomo - Division EPS In- Charge of LRMS
Gregorio O. Ruales - Division ADM Coordinator
Ronnie R. Sunggay / Helen J. Ranan – Subject Area Supervisor /
Coordinator
4. 2
Introductory Message
For the facilitator:
Welcome to the English for Academic and Professional Purposes –Grade 11 Self-
Learning Module (SLM) on Language Used in Academic Texts from Various
Disciplines!
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. 3
For the learner:
Welcome to the English for Academic and Professional Purposes- Grade 11 Self-
Learning Module (SLM) on Language used in Academic Texts from Various
Disciplines!
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.
6. 4
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.
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. 5
What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the language used in academic texts from various disciplines. Do you know
that language is the strongest and most effective but complex form of communication
either written or spoken? Yes, it is. In this module, you will learn the language used
in the academic texts in various discipline. How does language differ from various
discipline? Let us find it out!
In this module, you will be able to:
Differentiate language used in academic texts from various disciplines
Specifically, you are expected to:
1. Identify language used in the essay/article/selection;
2. Distinguish the general, specific and operational meaning of the language
used in academic texts; and,
3. Create flyers using language from various disciplines.
8. 6
What I Know
Before we start with our learning journey, let us answer the following
questions to check your prior knowledge on the topic that will be discussed in this
module.
Directions: Read each question carefully. Choose the letter of the correct answer
and write it on a separate sheet of paper.
1. This refers to the method of human communication consisting the use of
words in a structured and conventional way.
a. vocabulary
b. texts
c. language
d. academic
2. This is defined as critical, objective, specialized texts and relatively formal in
structure and style.
a. academic text
b. language
c. comprehension
d. structure
3. The following are characteristics of academic text, except;
a. direct
b. figurative
c. exact
d. researched
4. Which of the following characteristics of language is NOT true?
a. systematic
b. conventional
c. arbitrary
d. arbitrary
5. The following are functions of language, except;
a. communication
b. expression of identity
c. emotional release
d. respiration
6. The following suggest the ways in determining the language used in academic
text from various discipline, except:
a. Identify the text and then analyze the genre, academic structure and
academic vocabulary
b. Identify and analyze the explicit instruction/deconstruction concerning
the text; consider multiple models if necessary
9. 7
c. Bring academic language to the surface: identify its usage to a
particular discipline.
d. Consult immediately an expert of language
7. Academic text is usually written by
a. poet
b. experts or professional in a given field
c. well-known official
d. anonymous individual
8. Academic language includes language used in
a. textbooks
b. classrooms
c. each discipline
d. elsewhere
9. Academic texts include
a. research paper
b. reviews
c. singing competition
d. critiques
10. Language may be used as
a. spoken
b. written
c. spoken or written
d. none of the above
For items 11 to 15, identify the discipline on which the following descriptions of term
belong.
11.Mass is a measure of the amount of matter in an object.
a. Chemistry
b. Biology
c. Law
d. Politics
12.Order is an authoritative mandate, command, or direction issued by a court
under its seal.
a. Law
b. Politics
c. Business
d. Finance
10. 8
13.Process is a summons or writ requiring a person to appear in court.
a. Politics
b. Business
c. Law
d. Biology
14.Data are known or assumed as facts which serve as the basis of calculation.
a. Law
b. Philosophy
c. Politics
d. Statistics
15. Trade is the action of buying and selling goods and services.
a. Commerce
b. Law
c. Politics
d. Finance
11. 9
Lesson
1
Language Used in Academic
Texts from Various
Disciplines
In this lesson, you will be taught to differentiate the language used in different
disciplines such as Business, Law, Art, Philosophy, Politics, Religion, Science, Sports
and TechVoc. Learning about the language as used in context will improve your
understanding and widen your knowledge on the varied academic texts from various
disciplines.
What’s In
Language plays a vital role in our daily conversation. This language may be
used in communicating with other people either spoken or written. Taking into
accounts, academic language takes place in our professional dealings. This language
varies especially when used in various disciplines. For instance, the word ‘division’
may be used differently in parliament, mathematics and sports. Read and analyze
the short text below to learn about this matter.
Which process is stronger and more important? Which process we shall
encourage and which discourage? A competition which makes sure that humans
are still going forward or cooperation which assures that we are still human beings
and can solve common problems together. A dilemma that has always existed, a
natural choice that human beings has been confronted. Fortunately it was the
greatest skill of humans to combine these two paradoxically contradictory
processes to produce the world we are living now and to keep improving it.
Competition can be defined as a process where one being rivals the other in
reaching certain objective faster and smarter. It is a force that has been given by
nature and has assured that only those who deserve to survive will be able to do it.
Long before the human beings have appeared on earth other creatures were
competing with each other for a single aim of survival. Advent of humans didn't
change the basic import of competition. They started to compete not only with
other animals environing them but also with animals of the same kind, namely,
humans. Competing with environment allowed humans to take control of it and
produced improvements, innovations and modernizations that humans have
enjoyed throughout their evolution.
However, competition and cooperation are merely one side of the same
coin. When competition is a rival between two or more to reach an aim, cooperation
is an agreement to reach that aim together. Competition makes sure that only
12. 10
strongest survive regardless of the purpose, cooperation insures that that the
survival is adhered to the purpose. An organization of people to reach a common
aim can be narrowly called as a society, and society was enabled only by
cooperation. Cooperation is a force that assured a leading role of humans on this
planet, a continuation of a progress of human beings.
Guide Questions:
1. In what particular discipline the text you read belongs?
2. How are the insights in the text presented?
3. How do the underline terms in the text being used?
4. How do the underline terms being used in the other disciplines?
13. 11
What’s New
How are you coping with our lesson? I hope you are curious about the
activities we are about to do in this module. Can you tell the different usage of PPE
in various disciplines? Kindly write your answers on the space provided.
COOKERY
HAT APRON GLOVES NON-SLIP SHOES
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
SMAW
LEATHER SHOES LEATHER APRON GLOVES SAFETY GLASSES
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
MEDICINE
RESPIRATOR MASK DISPOSABLE GOOGLES
FULL-FACE VISOR FACEMASK
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________
EIM
PROTECTIVE HELMET EYE WEAR
EAR PROTECTION VIS CLOTHES
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
14. 12
What is It
Now, let us study the concepts related to your activity.
Language Used in Academic Texts from various Disciplines
Academic language represents the language demands of school (academics).
Academic language includes language used in textbooks, in classrooms, on tests,
and in each discipline. It is different in vocabulary and structure from the everyday
spoken English of social interactions. Each type of communication (both academic
and social) has its purpose, and neither is superior to the other.
Academic vocabulary is used in all academic disciplines to teach about the
content of the discipline, e.g., a water table is different from a periodic elements table.
Before taking chemistry, for example, some students know the technical words used
in chemistry, while others do not. Pre-teaching of vocabulary and subject-specific
terminology helps to address that need. Teaching academic language can be
challenging because struggling readers and English learners do not always know the
vocabulary used to learn specific academic terms or key concepts.
Academic structure also includes the established ways of organizing writing
(which can affect how one reads) in a discipline. Different genres,
paragraph/sentence structure, level of text difficulty, purpose, intended audience,
overall organization, and knowledge of outside resources for the text all affect how
one writes and reads in that discipline.
In determining the language used in academic text from various discipline, be
reminded of the following:
Identify the text and then analyze the genre, academic structure and
academic vocabulary. For example, a lab report for chemistry requires
different academic structure and vocabulary than a newspaper article for
social studies or a food recipe for home economics.
Identify and analyze the explicit instruction/deconstruction concerning
the text; consider multiple models if necessary. Example: Deconstruct a
word problem in algebra that requires different academic language from
deconstructing a proof in geometry, a poem in English, or a musical
symphony. Use textual evidence to support their ideas in speaking and
writing.
15. 13
Use explicit, scaffolded instruction: a clear instructions, both auditory
and visual, and make models of expected or possible outcomes.
Bring academic language to the surface: identify its usage to a particular
discipline.
At this point, you probably have understood that academic language includes
language terms used in textbooks, in classrooms, on tests in each discipline.
What’s More
Now, let us check how far you have gone with our lesson.
Activity 1. Guess the Word
Directions: Arrange the jumbled letters to form words that are used variedly in
different disciplines. Identify the words being described/defined by rearranging the
scrambled letters.
1. YSTSME - __________________________
A set of things working together as parts of a mechanism or an
interconnecting network
A set of rules, an arrangement of things, or a group of related things that
work toward a common goal
In astronomy, this refers to a group of celestial objects connected by their
mutual attractive forces, especially moving in orbits about a center.
2. ARTTCSBA - __________________________
Existing in thought or as an idea but not having physical or concrete existence
A brief summary of a research article, thesis, review, conference proceeding
This is a self-contained, short, and powerful statement that describes a larger
work.
3.LILB - __________________________
An amount of money owed for goods supplied or services rendered, set out in
a printed or written statement of charges
A proposed legislation under consideration by a legislature
A draft of proposed law presented to parliament for discussion.
4.UDORPTC - __________________________
In mathematics, this is result of multiplying, or an expression that identifies
factors to be multiplied.
In marketing, this is an object or system made available for consumer use.
16. 14
In chemistry, this is a substance that is formed as the result of a chemical
reaction.
5.ECROF - __________________________
In Physics, this is any interaction that, when unopposed, will change the
motion of an object.
An organized body of military personnel or police.
Strength or energy as an attribute of physical action or movement.
Activity 2. I Mean It!
In the given article, give the meaning of the highlighted academic terms as
used in the article. Also, give the meaning of the terms when used in other
disciplines. Item number one is given as an example.
Chronic Traumatic Encephalopathy
Concussions are brain injuries that occur when a person receives a blow to
the head, face, or neck. Although most people who suffer a concussion experience
initial bouts of dizziness, nausea, and drowsiness, these symptoms often disappear
after a few days. The long-term effects of concussions, however, are less understood
and far more severe. Recent studies suggest that people who suffer multiple
concussions are at a significant risk for developing chronic traumatic
encephalopathy (CTE), a degenerative brain disorder that causes a variety of
dangerous mental and emotional problems to arise weeks, months, or even years
after the initial injury. These psychological problems can include depression, anxiety,
memory loss, inability to concentrate, and anger. In extreme cases, people suffering
from CTE have even committed suicide or homicide. The majority of people who
develop these issues are athletes who participate in popular high-impact sports,
especially football. Although both new sports regulations and improvements in
helmet technology can help protect players, the sports media and fans alike bear
some of the responsibility for reducing the incidence of these shocking injuries.
Improvements in diagnostic technology have provided substantial evidence to link
severe—and often fatal—psychological disorders to the head injuries players receive
while on the field. Recent autopsies performed on the brains of football players who
have committed suicide have shown advanced cases of CTE in every single victim.
In response to the growing understanding of this danger, the National Football
League (NFL) has revised its safety regulations. Players who have suffered a head
injury on the field must undergo a "concussion sideline assessment"—a series of
mental and physical fitness tests—before being allowed back in the game. In an effort
to diminish the amount of head and neck injuries on the field, NFL officials have
begun enforcing stricter penalty calls for helmet-to-helmet contact, leading with the
head, and hitting a defenseless player. Furthermore, as of 2010, if a player’s helmet
is accidentally wrenched from his head during play, the ball is immediately whistled
dead. There is hope that these new regulations, coupled with advances in helmet
design, will reduce the number of concussions player endure, and thus curb the
number of CTE cases.
17. 15
1. Assessment- A series of mental and physical fitness tests.
In other discipline refers to the process of evaluating the
learners for the attainment of national certificate especially
to the skilled strand such as SMAW, COOKERY, EIM,
AUTOMOTIVE SERVICING.
2. ____________ -_______________________________________________________
_________________________________________________________
3. ____________ -_______________________________________________________
_________________________________________________________
4. ____________ -_______________________________________________________
_________________________________________________________
5. ____________ -_____________________________________________________
_______________________________________________________
ACTIVITY 3. They Mean It!
Provide at least two meanings for the following terms as used in various
discipline.
1. Treatment
_________________________________________________________
_________________________________________________________
2. Measurement
_________________________________________________________
_________________________________________________________
3. Assessment
_________________________________________________________
_________________________________________________________
4. Position
_________________________________________________________
_________________________________________________________
5. Proposal
_________________________________________________________
_________________________________________________________
18. 16
What I Have Learned
Now, let us sum up what you have learned from our lesson by completing
the given phrases below.
1. Language is…
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Academic text is…
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Language in different discipline means…
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What I Can Do
Now, it’s about time for you to use your knowledge about language used in
academic texts. In the space provided, write a two-paragraph text on the topic that
interests you. Please be guided by the suggested criteria for scoring.
Suggested Criteria for Scoring:
Mechanics………….…………...15pts.
Organization.…….……………...15pts.
Relevance of Content……….….20pts.
Total……………………………….50pts.
19. 17
Assessment
It’s about time to assess your learning. Do the following activity below.
ACTIVITY 1. MY VARIOUS MEANINGS
Directions: Read a feature article from your school paper or from newspaper. Pick
out the academic terms used in the article and give their general and specific
meaning. Please be guided by the table below.
Discipline Academic
Terms
General
Meaning
Specific Meaning
(Operational Meaning in
the Discipline)
20. 18
Additional Activities
Congratulations! You have come this far. I know you have learned something
about academic language as used in various disciplines. For your additional
activities, create a flyers and evaluate your learning journey using PMI Strategy as
shown below.
Activity 1. Understanding Your Discipline
1. Create a flyer that contains language used in your discipline and its meaning.
Please be guided by the suggested criteria for evaluation.
Suggested Criteria for Evaluation
Informative Content 25 pts.
Organization 15 pts.
Creativity 10 pts.
Total 50 pts.
Sample Lay-out of Flyers
Put the language used in
your discipline here and its
meaning.
KEY TO
UNDERSTANDING
SMAW
21. 19
Activity 2. PMI Your Journey
Evaluate your learning journey of the lesson. Using PMI (Plus, Minus,
Interesting) strategy, provide the good, negative and interesting points of your
learning journey in an appropriate space in the graphic organizer below.
PLUS
MINUS
INTERESTING
Language Used in Academic Texts from Various Disciplines
24. DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.
For inquiries or feedback, please write or call:
Department of Education – SOCCSKSARGEN
Learning Resource Management System (LRMS)
Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax No.: (083) 2288825/ (083) 2281893
Email Address: region12@deped.gov.ph