SENIOR HIGH SCHOOL

LEARNING PLANS
English for Academic and Professional Purposes

TechFactors, Inc.
E-mail Address: info@techfactors.com
Website: www.techfactors.com
Trademark of TechFactors, Inc.

Philippine Copyright 2020 by TechFactors, Inc.

All rights reserved. No part of this guide may be reproduced or copied in any form, in whole or in part, without written consent of the copyright owner.
However, clients of TechFactors, Inc. may freely edit or reproduce any part of the guide for educational purposes.

First edition, 2020

Published by TechFactors, Inc.
Printed in the Philippines

Author: Vincent A. Isidro

Editors: Johans B. Cruz and Francess Paula L. Ibanez, M.A.

Exclusively distributed by TechFactors, Inc.

101 V. Luna Ave., Sikatuna Village
Diliman, Quezon City
1101 Philippines
Telephone number: (632) 8929 6924
E-mail address: info@techfactors.com
Website: www.techfactors.com

2
 Module One

WHAT ARE THE BASIC CONCEPTS IN ACADEMIC DISCOURSE?

Module Summary
Academic writing, unlike other forms of writing, requires careful planning and preparation and relies on facts and evidence. In this module, the students
will learn the structure, language, topics, themes, and ideas used in academic writing. The students will also learn the skills in determining the purpose
and tone of a writer and the relevance of an academic text. The students will also learn the how to use thesis statements, summarizing and paraphrasing,
and outlining as writing strategies. Through this module, the learners will develop the skills in understanding academic works and writing academic
papers.

Approximate Time Needed: 4 hours per week for 3 weeks

Target Curriculum Competencies

Lesson 1
CS_EN11/12A-EAPP-la-c-1: determines the structure of a specified academic text
CS_EN11/12A-EAPP-la-c-2: differentiates language used in academic texts from various disciplines
CS_EN11/12A-EAPP-la-c-3: explains the specific ideas contained in various academic texts

Lesson 2
CS_EN11/12A-EAPP-la-c-4: uses knowledge of text structure to glean the information he/she needs

Lesson 3
CS_EN11/12A-EAPP-la-c-6: states the thesis statement of an academic text

Lesson 4
CS_EN11/12A-EAPP-la-c-5: uses various techniques in summarizing a variety of academic text
CS_EN11/12A-EAPP-la-c-7: paraphrases/explains a text using one’s own words

3
 CS_EN11/12A-EAPP-la-c-9: summarizes the content of an academic text
CS_EN11/12A-EAPP-la-c-10: writes a précis/abstract/summary of texts in various disciplines

Lesson 5
CS_EN11/12A-EAPP-la-c-8: outlines reading texts in various disciplines

Intended Learning Outcomes

At the end of the module, 90% of the learners should be able to develop all the following skills:
● Cognitive
▪ determine the structure of a specific academic text
▪ differentiate the language used in academic texts from various disciplines
▪ explain the specific ideas contained in various academic texts
▪ use knowledge of text structure to glean the information you need
▪ analyze the literal, implied, and inferred meaning of academic texts
▪ use skimming and scanning to analyze key information
▪ state the thesis statement of an academic text
▪ differentiate between a topic sentence and a thesis statement
▪ uses the thesis statement as a writing strategy
▪ formulate an arguable thesis statement
▪ use various techniques in summarizing a variety of academic texts
▪ paraphrase/explain an academic text using their own words
▪ distinguish between an acceptable and unacceptable paraphrase
▪ outline academic texts in various disciplines
▪ identify types of outlines
▪ use outlines as a guide to writing academic texts

● Psychomotor
▪ write an abstract/summary of texts in the various disciplines

● Affective
▪ determine the writer’s purpose and tone

4
Module Output/Project
Main output: The students will create an outline for a research topic of choice.

Portfolio Tasks
Portfolio Task 1: A compilation of at least ten academic texts on a topic of interest for a written report
Portfolio Task 2: A written output of the implications and inferences from an academic text
Portfolio Task 3: A thesis statement formulated for formal written report.
Portfolio Task 4: A summary, paraphrase, and abstract of an academic text
Portfolio Task 5: An outline for the formal written report.

5
 Essential Content Performance Assessment
Hours Topic Lesson Materials Procedures
Questions Standards Standards Tools

Lesson 1 Explore
What is Let the students do
Academic Think-Pair-Share and fill
Writing? out a chart to clarify their
➢ What is The student is
ideas about academic
A. Structure of able to determine
academic writing.
Academic the structure of a
Writing
writing?
specific academic
Examine
text.
B. Rhetorical ➢ Why is it 1. Direct the students to
Textbook
Patterns important to read an academic
The student is
Used in learn academic text on Examine
Academic able to Worksheets
writing? pages 6-8 and
differentiate
Writing Compile at least answer the guide ✓ Recitation
1.Descriptive language used in Notebook
Week
2 ➢ In which area/s academic text
ten academic questions. ✓ Class
Writing
1 of your life can articles on a activities
2. Analytical from various Computer
Writing you use social issue 2. Ask the students to ✓ Q and A
disciplines. with Internet
3.Persuasive academic complete the KWHL
connection
Writing writing? chart using the
The student is and Office
4.Critical previous text as their
able to explain the software
Writing ➢ How does reference.
specific ideas
academic writing contained in
C. Language compare to 3. Discuss the structure
various academic
Used in writing in other of academic writing.
texts.
Academic disciplines? Give examples of text
Writing which shows
descriptive writing,
D. Topics, analytical writing,
Themes, persuasive writing,
Ideas for and critical writing and

6
 Academic discuss the rhetorical
Writing patterns used in
academic writing.

4. Direct the students’

attention to the table
contrasting politically
correct and incorrect
terms and discuss the
language used in
academic writing.

Check
Let the students answer
the activities on pages
15 – 17.

Build
Le the students compile
at least ten academic
texts and reflect on the
questions to be found on
Build on page 18.

Lesson 2
How Should I ➢ How should I Textbook Explore ✓ Recitation
Read read academic Write statements Form pairs and do think- ✓ Class
Week Academic texts? The student is stating inferred Worksheets pair-share. Read the activities
1 Texts? able to use and implied paragraph and discuss ✓ Q and A
➢ Why is it knowledge of text meaning from an Notebook the questions found in
A. Understand important to structure to glean academic text the Explore section on
ing determine the the information Computer page 19.

7
 Academic writer’s purpose he/she needs. with Internet
2 Text and tone? connection Examine
and Office 1. Ask the students to
B. Determining ➢ How do I software read the academic text
the Writer’s determine the on Examine section on
Purpose relevance of a page 20 and analyze the
1. To text? writer’s tone.
Inform
2. To 2. Direct the students to
Entertain read the articles from
3. To page 21-24 and discuss
Persuade how to determine the
4. To writer’s purpose. Using
Inspire the same articles, ask
the students to
C. Determining determine the writer’s
the Writer’s tone and discuss how
Tone tones are different from
1. Formal one another.
2. Casual
3. Sarcastic 3. Direct the students to
the SQRRR chart on
page 26. Ask the
D. Determining students to apply the
the SQRRR method in
Relevance analyzing the key
of the Text information of an
1. academic text. Use the
Analyzing same article and ask the
Key students to determine
Information the literal and implied
2. Literal meaning of the text.
Meaning

8
 3. Implied 4. Discuss skimming and
Meaning scanning. Ask the
students to share the
E. Skimming instances where they
and used skimming and
Scanning scanning to get key
information.

Check
1. Direct the students to
answer the activity on
Check on pages 28-
29.

Build
Direct the students to
select two of the most
significant articles they
intend to use for their
formal written report and
do the Build activity on
page 30.

Lesson 3 ➢ How can I use The student is Formulate a Textbook Explore ✓ Recitation
How Can I thesis able to state the thesis statement 1. Direct students to ✓ Class
Use Thesis statements as a thesis statement for a formal Worksheets accomplish the Think- activities
Statements as writing strategy? of an academic written report Pair-Share activity in ✓ Q and A
a Writing text. Notebook the Explore part of the
Strategy? ➢ What are the lesson on page 31.
functions of a Computer
A. Thesis thesis with Internet Examine
Statement statement? connection 1. Direct the students to
Defined and Office read the editorial on

9
 ➢ How can I software page 32. After
Week 2 B. Parts of a formulate an reading, they are to
2 Thesis arguable thesis decide the statement
Statement statement? that reflects the
writer’s main
C. Functions ➢ How is a thesis argument.
of a Thesis statement
Statement different from a 2. Discuss the parts and
topic sentence? function of a thesis
D. Guidelines statement. Direct the
in students to read the
Formulating guidelines in
a Thesis formulating a thesis
Statement statement on
Examine pages 38-
E. 39. Provide examples
Differentiatin of thesis statements
g Between a and ask the students
Thesis
to improve it following
Statement
the guidelines they
and a Topic
Sentence have read.

3. Provide an example of
a thesis statement and a
topic sentence. Ask the
students how the
statements are different
and discuss the
difference between a
thesis statement and a
topic sentence.

Check

10
 Direct the students to
answer the activities on
Check on page 38.

Build
Ask the students to
formulate a thesis
statement with their
prospective topic in
mind. Ask the students
to reflect using the
questions on Build on
page 40.

Lesson 4 ➢ What is the The students is Write a summary Textbook Explore ✓ Recitation
What is the importance of able to use of an academic 1. Direct the students to ✓ Class
Importance of summarizing? various text Notebook do Think-Pair-Share activities
Summarizing techniques in for summarizing on ✓ Q and A
and summarizing a Paraphrase an Worksheets Explore on page 41.
➢ What is the ✓ Summary
Paraphrasing variety of academic text 2. Direct the students of an
as Writing importance of academic texts. Computer change partners and academic
Strategies? paraphrasing? Write an abstract with Internet do Think-Pair-Share text
The student is of an academic connection for paraphrasing on
able to text and Office ✓ Abstract of
Week Summarizing Explore on page 42-
2 ➢ How is paraphrase/explai software an
2 43.
acceptable ns a text using academic
A. Summary
paraphrase one’s own words. text
Defined Examine
distinguishable 1. Ask the read the
B. Kinds of from The student is
article in Examine on
Summary unacceptable able to
page 43-44 and note
1. summarize the
paraphrase? how it is summarized.
Descriptive contents of an
Discuss how

11
 2. academic text. summary is defined
Informative and explain the
3. Abstract The student is different kinds of
a. Parts able to write a summary.
of an précis/abstract/su
Abstract mmary of texts in 2. Direct the students to
b. the various read the different
Guidelines disciplines. parts of an abstract in
on Writing Examine pages 47-
an Abstract 49. Discuss the
guidelines on writing
Paraphrasing an abstract. Provide
examples of abstracts
A. Paraphrase
from academic texts
Defined
and ask the students
B. How to to examine if the
Paraphrase abstracts follow the
guidelines.

3. Ask the students to

read and compare the
paragraphs on page
50. Discuss how to
paraphrase and direct
the students to read
the guidelines for
paraphrasing a text
on page 51-52.

Check
Direct the students to do
the activities stated on
Check on pages 53-55.

12
 Build
Let the students select
articles from their
compiled academic text
and write a summary
and a paraphrase as
directed on Build on
page 56.

Lesson 5 ➢ How can I use The student is Write an outline Textbook Explore ✓ Recitation
How Can I outlining as a able to outline for a formal 1. Ask the students to ✓ Class
Use Outlining writing strategy? reading texts in written report Notebook form pairs and do Think- activities
as a Writing various discipline. ✓ Q and A
Pair-Share as directed
Strategy? Worksheets
➢ Why is it on Explore on page 57.
A. Outline important to Computer
Defined learn how to with Internet Examine
outline correctly? connection 1. Direct the students to
B. Functions of and Office read the sample
4 Outlines software outline on Examine
➢ How does page 58. Discuss the
Week C. Types of effective definition and
3 Outlines outlining functions of an
1. Topic enhance your outline.
Outline
2.Sentence understanding of
the academic 2. Ask the students to
Outline compare the different
text? types of outlines on
3.Alphanumeric
Examine pages 61-63
Outline
and prepare a graphic
4. Decimal
Outline organizer presenting
the similarities and

13
D. How to differences.
Write an
Outline 3. Discuss the cardinal
rules in writing an
E. Cardinal outline. Direct the
Rules in students to form pairs
Outlining and prepare a sample
outline for a topic of
their choice.

Check
Direct the students to do
the activities stated on
Check on pages 65-66.

Build
Ask the students to
prepare an outline for
their topic in the formal
written report as directed
on Build on page 66.

14