EAPP PPT 1

NGLISH
for
ACADEMIC and
PROFESSIONAL
Prepared by:
P URPOSES
SESSION 1
DepEd ROV
LET US PLAY
I KNOW IT RIGHT!
Series of questions will be asked and
the participants will fall in line
corresponding the letter of their
choice.
LET’S START!
1. The learner defines what a
concept paper is.
Content Standard
Performance Standard
Learning Competency
Learning Competency
2. The learner understands the
principles and uses of a reaction
paper.
Content Standard
Learning Competency
Content Standard
3. The learner critiques such as
industrial design objects based on a
set criteria.
Content Standard
Learning Competency
4. The learner produces an objective
assessment of a person, place or
thing.
Content Standard
Learning Competency
5. The learner summarizes the
content of an academic text.
Content
Learning Competency
Learning Competency
6. Reading Academic Text, Writing
the Critique, Concept Paper, Position
Paper, and Report Survey.
Content
Learning Competency
Content
7. The learner produces a detailed
abstract of information gathered from
the various academic texts read.
Content Standard
Learning Competency
8. The learner understands the
principles and uses of a position
paper.
Content Standard
Learning Competency
Content Standard
9. Writing the Report Survey/ Field
Report Laboratory/ Scientific
Technical Report
Content
Learning Competency
Content
10. The learner gathers information
from surveys, experiments, or
observations.
Content Standard
Learning Competency
Learning Competency
CONTENT STANDARD
-what the learners need to know
(Essential Knowledge)
PERFORMANCE STANDARD
-what the learners need to do or to
accomplish
LEARNING COMPETENCIES
-essential skills to master which will
enable the learner to know &
perform
CONTENT AND COMPETENCIES
COMPETENCY CONTENT
SAME SAME
CORE
COMPETENCY CONTENT
SAME DIFFERENT
APPLIED
COMPETENCY CONTENT
DIFFERENT DIFFERENT
SPECIALIZED
COMPETENCY CONTENT
G ENERAL OBJECTIVES English for Academic and
Professional Purposes
1Discuss the content,

pedagogy and assessment needed
in teaching the subject.
2Come up with a
LESSON OUTLINE to teach
the subject.
E NGLISH for
ACADEMIC and PROFESSIONAL PURPOSES
• You may begin the introductory part of this

subject with videos related to the English
language.
– Video 1
– Video 2
E NGLISH for
EADING
ACADEMIC
TEXTS
CONTENT CONTENT STANDARDS PERFORMANCE LEARNING
STANDARDS COMPETENCIES
Reading Academic Texts* The learner The learner The learner …
(Weeks 1 to 3) acquires knowledge of produces a detailed 1. determines the structure of a
appropriate reading abstract of information specific academic text
* For the Tech-Voc track, the strategies for a better gathered from the various
2. differentiates language used in
academic texts may be understanding of academic texts read academic texts from various
modified to include texts academic texts disciplines
specific to their courses 3. explains the specific ideas
(Home Economics, Agri- contained in various academic texts
fishery, Information and
4. uses knowledge of text structure to
Communication Technology glean the information he/she needs
and Industrial Arts) like
instructional manuals, 5. uses various techniques in
summarizing a variety of academic
brochures, digital materials, texts
etc.
6. states the thesis statement of an
academic text
7. paraphrases/ explains a text using

one’s own words
8. outlines reading texts in various

disciplines
9. summarizes the content of an

academic text
10. writes a précis/abstract/summary

of texts in the various disciplines
O OBJECTIVES for the
FIRST SESSION
English for Academic and
1Recall lessons on the skills needed in

reading academic texts;
2Suggest activities and pedagogies to teach
the topics;
3Suggest forms of assessment to
evaluate the output of the students;
4W rite a LESSON OUTLINE for the topics
discussed. Incorporate innovative teaching
strategies and assessment.
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What are
Academic Texts?
A
CADEMIC TEXTS READING
ACADEMIC TEXTS
These are texts which:

 have clearly structured introduction, body and conclusion.
 include information from credible sources which are properly
cited.
 include concepts and theories that are related to the specific
discipline they explore.
 usually exhibit all properties of a well-written text ---
organization, unity, coherence and strict adherence to the
rules of language and mechanics.
Barrot, J.S. and Sipacio, P.J.F. (2016) Communicate Today: English for Academic & Professional Purposes for Senior High School . C & E Publishing, Inc.
A
CADEMIC TEXTS READING
ACADEMIC TEXTS
• Critique/Reaction Papers
• Concept Papers
• Position Papers
• Research Papers
T
EXT STRUCTURES READING
ACADEMIC TEXTS
Text structure refers to how the information within a written text is

organized.
Teaching students to recognize common text structures can help
students monitor their comprehension.
http://www.adlit.org/strategies/23336/
T
ACADEMIC TEXTS
Identifying Text Structure

using Concept Maps
T
ACADEMIC TEXTS
FICTION
Chronological
In order of time
Chrono = time
Stories are told chronologically
Moved Fell in
Met Girl Born Married Died
Away Love in 1882 in 1906 in 1948
Activity: Create your own story based
on the pictures.
T
ACADEMIC TEXTS
NON-FICTION
Cause and Effect
Explains reasons why something happened.
Or explains the effects of something.
Not feeding it. Many Karate

Schools Opened.
The Dog
Not playing w/ it. Lots of Karate Nunchuck sales
Ran Away Movies in 60’s Increased 400%
Not loving it.

Hospital cases
went up.
Activity: Based on the pictures, write
the cause and effect
Compare and Contrast
Compare = find similarities Contrast = find differences
Shows what’s in common and what’s different.
Apples &
Oranges
Fruits Colors
Have Seeds Tastes
Healthy Locations
Sequence / Order of Importance
Steps described in the order they occur.
Get bread
Tighten
Laces
Open jars
Tie Loops
Together Spread peanut butter
Make Two
Loops Spread jelly
Put on Combine slices

Shoe
Enjoy.
Does not take place at any specific point in time.

Problem and Solution
Author states a problem and solution(s).
Similar to cause and effect.
Missing
Eagles were Make laws to
Books
endangered. protect them.
Putting in
the Closet
Basically
Getting Cause & Effect
Lockers
With an Opinion.
And an answer.
Activity
• A passage will be assigned for each group.
• Identify the text structure of the passage
assigned.
• Choose the appropriate graphic organizer
found at the back part of the paper.
• Transfer your output in a manila paper.
• Once done, each group will have to post the
output on their respective harvest walls.
L
INGUISTIC READING
REGISTER ACADEMIC TEXTS
Exposure to different
linguistic registers
Group Activity
• Each group will be given a text to read and
analyze.
L
INGUISTIC READING
REGISTER ACADEMIC TEXTS
Stylistic Variation: Degrees of Formality in Language Usage

 Registers are marked by a variety of specialized vocabulary and
turns of phrases, colloquialisms and the use of jargon.
 A register can be considered a unique way a speaker uses

language in different circumstances.
 Registers encompass all the ways in which humans communicate

to one another in specific parameters.
C
RITICAL READING
READING ACADEMIC TEXTS
READING ACADEMIC TEXTS requires FOCUS and UNDERSTANDING.

 Identify the thesis statement in the text.
 Use outlining techniques.
 Learn the techniques in summarizing, paraphrasing and
direct quoting.
E NGLISH for
What is a Thesis
Statement?
T
HESIS STATEMENT READING
ACADEMIC TEXTS
A THESIS STATEMENT is…

a controlling idea about a topic that the writer is attempting to
prove. It is usually found at the beginning of the text or at the end
of it.
E NGLISH for
Why do we have
to write a
Thesis Statement?
T
ACADEMIC TEXTS
We have to write a THESIS STATEMENT:

to test your ideas by narrowing them into a sentence or two
to better organize and develop your argument
to provide your reader with a “guide” to your argument
E NGLISH for
What are
the characteristics of a
good thesis statement?
T
ACADEMIC TEXTS
A good thesis statement takes a stand on the prompt.

a. There are some negative and positive aspects to
industrialization.
b. Because industrialization damaged the environment and
exploited workers, its effects were more negative than positive.
Which thesis statement is better? ____

Explain. __________________________________________________________
T
ACADEMIC TEXTS
A good thesis statement is specific.

a. The Crusades were fought because of religion.
b. The Crusades were fought due to religious fanaticism and a
struggle for power in the Holy Land.

Explain. __________________________________________________________
T
ACADEMIC TEXTS
A good thesis statement is unified, and expresses one main idea.

a. Although some people believe that George Washington was the
best president, Abraham Lincoln was much better.
b. Abraham Lincoln was the best president because he fought to
keep the country together and fought for the elimination of slavery.
Explain. __________________________________________________________
T
ACADEMIC TEXTS
A good thesis statement does not simply state a fact, but sets the stage
for analysis of a topic.
a. The Civil War took place between 1861-1865.
b. The Civil War, which took place between 1861-1865, was the
most devastating war in United States history.

Explain. __________________________________________________________
T
ACADEMIC TEXTS
Let’s spot the

thesis statement.
T
ACADEMIC TEXTS
Identify the THESIS STATEMENT.

Being a clown isn’t all fun and games. Rodeo clowns expose
themselves to great danger every time they perform. When
cowboys dismount or are bucked off of bulls at riding competitions,
rodeo clowns jump in front of the bulls and motion wildly to get
their attention. In this way rodeo clowns provide an alternate
target, and in doing so protect the rider. So you see, sometimes
clowning around can be serious business.
T
ACADEMIC TEXTS
Identify the THESIS STATEMENT.

The HIV virus is currently destroying all facets of African life. It therefore is imperative that
a new holistic form of health education and accessible treatment be implemented in
African public health policy which improves dissemination of prevention and treatment
programs, while maintaining the cultural infrastructure. Drawing on government and NGO
reports, as well as other documentary sources, this paper examines the nature of current
efforts and the state of health care practices in Africa. I review access to modern health
care and factors which inhibit local utilization of these resources, as well as traditional
African beliefs about medicine, disease, and healthcare. This review indicates that a
collaboration of western and traditional medical care and philosophy can help slow the
spread of HIV in Africa. This paper encourages the acceptance and financial support of
traditional health practitioners in this effort owing to their accessibility and affordability
and their cultural compatibility with the community.
E NGLISH for
What is an outline?
O
UTLINING READING
ACADEMIC TEXTS
MAJOR TOPICS
•Most general or main ideas.
•They are assigned a Roman Numeral followed by a period in an
outline, i.e. I., II., III., etc.
•The Roman Numerals are placed on the left margin of the paper.
SUB-TOPICS
•The ideas that are related to the major topics.
•They are identified by upper-case letters that are indented beneath
the major topics. (A., B., C., etc.)
O
UTLINING READING
ACADEMIC TEXTS
SUB-SUBTOPICS
•These are more details that you can include that further subdivide
the sub-topics.
•They are designated by Arabic Numerals and are indented beneath
the relevant subtopics.
T
ACADEMIC TEXTS
Let’s try outlining.

O
UTLINING READING
ACADEMIC TEXTS
O
UTLINING READING
ACADEMIC TEXTS
O
UTLINING READING
ACADEMIC TEXTS
O
UTLINING &
READING
IDENTIFYING THE ACADEMIC TEXTS
THESIS STATEMENT
SAMPLE OUTLINING
WORKSHEET
C
ITING SOURCES READING
ACADEMIC TEXTS
PURPOSE
To give credit to the original author of a work.
To promote scholarly writing.
To help your target audience identify your original source.
C
ACADEMIC TEXTS
STYLE GUIDE DISCIPLINE

APA Psychology, education, hotel and
(American Psychological Association) restaurant management, business,
economics, and other social sciences
MLA Literature, arts and humanities
(Modern Language Association)
IEEE Engineering
(Institute of Electrical and Electronic Engineers)
AMA Medicine, health sciences and other
(American Medical Association) natural sciences
Chicago Manual of Style Reference books, non academic
periodicals (e.g. magazines,
newspapers, journals)
Barrot, J.S. and Sipacio, P.J.F. (2016) Communicate Today: English for Academic &
Professional Purposes for Senior High School . C & E Publishing, Inc.
C
ACADEMIC TEXTS
TWO FORMS OF CITATIONS

IN-TEXT CITATION
REFERENCE CITATION
These two forms of citation are dependent on each other.

Once a source is cited in-text, it should also appear in the
reference list.
C
ACADEMIC TEXTS
IN-TEXT CITATION (APA STYLE)

C
ACADEMIC TEXTS
REFERENCE CITATION (APA STYLE)

C
ACADEMIC TEXTS
WRITING THE
CITATION ENTRY
???
Hopkins, D. and Cullen, P. (2008). Cambridge Grammar for IELTS with answers; Self-study grammar
reference and practice. Cambridge University Press.

1. ???
2. ???
3. ???
4. ???
5. ???
SUMMARIZING PARAPHRASING DIRECT QUOTING
Does not match the source Does not match the source Matches the source word
word for word word for word for word
Involves putting the main Involves putting a passage Is usually a short part of
idea(s) into your own from a source into your the text
words, but including only own words
the main point(s)
Presents a broad overview, Changes the words or Cited part appears
so is usually much shorter phrasing of a passage, but between quotation marks
than the original text retains and fully
communicates the original
meaning
Must be attributed to the Must be attributed to the Must be attributed to the
original source original source original source
Summarize when you want Paraphrase when you want Quote directly when you
to avoid or minimize direct to avoid or minimize direct want to begin your
quotation; or use the main quotation; or rewrite the discussion with the
idea of the text and write it author’s words by not author’s stand; or highlight
in your own words changing the message or the author’s expertise in
use your own words to your claim, argument or
state the author’s ideas discussion
E NGLISH for
READING
ACADEMIC TEXTS
ORIGINAL PASSAGE
What is plagiarism? In minor cases, it can be the quotation of a sentence
or two, without quotation marks and without a citation. (e.g., footnote) to
the true author. In the most serious cases, a significant factor of the entire
work was written by someone else but the plagiarist removed the
author(s), name(s) and substituted his/her name, perhaps did some re-
formatting of the text, then submitted the work for credit in a class (e.g.,
term paper or essay), as part of the requirements for a degree (e.g., thesis
or dissertation), or as part of a published article of a book.
Reference
Standler, R.B. (2012). Plagiarism in colleges in USA: Legal aspects of plagiarism, academic policy. Retrieved from
http://www.rbs2.com/plag.pdf, p5
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READING
ACADEMIC TEXTS
SUMMARY
Plagiarism can be defined as using ideas, data, or any relevant information
of another without giving proper credit or acknowledgement (Standler,
2012).
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READING
ACADEMIC TEXTS
PARAPHRASE
According to Standler (2012), plagiarism can occur in small cases, which
happens when small parts of a passage are used without enclosing them
in quotation marks and citing the author. It can also occur in more grave
situations. In these instances, big chunks of the original text are used.
There are changes in the format, but the original author is not attributed to
and the work is claimed as the plagiarist’s own and submitted to comply
with academic requirements or as a part of a material for publication.
E NGLISH for
READING
ACADEMIC TEXTS
DIRECT QUOTATION
Standler (2012) states that plagiarism can be “the quotation of a sentence
or two, without quotation marks and without a citation (e.g. footnote) to the
true author.” (p. 5).
E NGLISH for
READING
ACADEMIC TEXTS
Other Suggested Activities

• Sum it Up
• Use songs to explain and model
Paraphrasing
• Ask your students to post their
favorite lines from a book, song, etc.
and see whether they properly cite the
source.
E NGLISH for
READING
ACADEMIC TEXTS
E NGLISH for
READING
ACADEMIC TEXTS
W RITING AN ABSTRACT,
PRÈCIS OR SUMMARY
C
ACADEMIC TEXTS
WARM-UP ACTIVITY
E NGLISH for
READING
ACADEMIC TEXTS
ABSTRACT, PRÈCIS, SUMMARY OR SYNOPSIS
•These texts aim to precisely condense a larger work to present only the
key ideas.
•They may tell the audience the gist of what has been read, listened to, or
viewed.
•These depend on the expectations of a particular discipline or field.
•Two kinds: Descriptive and Summative
E NGLISH for
READING
ACADEMIC TEXTS
DESCRIPTIVE ABSTRACTS
•Their purpose is simply to pique the interest of the target audience.
•Publishing companies, libraries and movie catalogues are some
examples.
•They do not give away actual content of the material.
Synopsis of
EVERYDAY by David Levithan
Everyday a different body.

Everyday a different life.
Everyday in love with the same girl.
E NGLISH for
READING
ACADEMIC TEXTS
SUMMATIVE ABSTRACTS
•Readily present the key ideas and major findings of the study.
•These are more preferred in the academic setting.
•In research papers is where you can find these kinds of abstract.
•Rationale (20%)
•Research problems (10%)
•Methodology (20%)
•Major findings (40%)
•Conclusion and implications (10%)
Structured Abstract
Abstract
Background. Previous studies revealed that meaning-focused instruction (MFI) and form-focused
instruction (FFI) are two of the most effective approaches in developing the overall language skills of
second language learner, separately. However, no experimental studies have been conducted to prove
their effectiveness when integrated.
Research Problem. This study aims to fill in this gap by investigating the effects of combining MFI and FFI
in developing the speaking, writing, and grammar skills of selected secondary ESL students in public high
schools in the Philippines.
Methodology. The participants involved in this study are 480 third year high school students. These
students were divided into four groups: Group A (n=120) received both the MFI and FFI, Group B
(n=120) received MMI only, Group C (n=120) received FFI only and Group D (n=120) received the
standard English programme for secondary ESL students.
Results. Findings revealed that students from Groups A, B, and C significantly improved in their speaking,
writing and grammar skills but not Group D. Based on ANOVA, findings further showed that the students
from Group A have outperformed students from Groups B,C, D.
Conclusion. From the findings, it is concluded that combining MFI and FFI is an effective way in
significantly improving the language skills of students. Future directions and implications for teaching are
also discussed.
Unstructured Abstract
The HIV virus is currently destroying all facets of African life. It
therefore is imperative that a new holistic form of health education and
accessible treatment be implemented in African public health policy
which improves dissemination of prevention and treatment programs,
while maintaining the cultural infrastructure. Drawing on government
and NGO reports, as well as other documentary sources, this paper
examines the nature of current efforts and the state of health care
practices in Africa. I review access to modern health care and factors
which inhibit local utilization of these resources, as well as traditional
African beliefs about medicine, disease, and healthcare. This review
indicates that a collaboration of western and traditional medical care
and philosophy can help slow the spread of HIV in Africa. This paper
encourages the acceptance and financial support of traditional health
practitioners in this effort owing to their accessibility and affordability
and their cultural compatibility with the community.
Usability and User-Centered Theory for 21st Century OWLs
By Dana Lynn Driscoll, H. Allen Brizee, Michael Salvo, and Morgan Sousa from The
Handbook of Research on Virtual
Workplaces and the New Nature of Business Practices. Eds. Kirk St. Amant and Pavel
Zemlansky. Hershey, PA: Idea
Group Publishing, 2008.
This article describes results of usability research conducted on the Purdue
Online Writing Lab (OWL). The Purdue OWL is an information-rich
educational website that provides freewriting resources to users
worldwide. Researchers conducted two generations of usabilitytests. In the
first test, participants were asked to navigate the OWL and answer
questions. Results of the first test and user-centered scholarship indicated
that a more user-centered focus would improve usability. The second test
asked participants to answer writing-related questions using both the OWL
website and a user-centered OWL prototype. Participants took significantly
less time to find information using the prototype and reported a more
positive response to the user-centered prototype than the original OWL.
Researchers conclude that a user-centered website is more effective and
can be a model for information-rich online resources. Researchers also
conclude that usability research can be a productivesource of ideas,
underscoring the need for participatory invention.
Guidelines in Writing an Abstract:
• Read your paper and highlight the main
points.
• The abstract must be able to stand alone as
one academic text.
• Do not add any opinion or new information.
• Make the abstract clear and concise.
• Edit your abstract.
Rationale/Introduction/Background
• This section should be the shortest part of the
abstract and should very briefly outline the
following information.
• In most cases, the background can be framed
in just 2–3 sentences or one sentence may
even suffice.
Structured Abstract
Abstract
also discussed.
Research Problems/Objectives
• The 2-3 problems/objectives that were
answered or conducted in the research paper.
• Usually, the main problem of the study serves
as the thesis statement of an entire abstract.
Structured Abstract
Abstract
Research Problem. This study aims to investigate on the effects of combining MFI and FFI in developing
the speaking, writing, and grammar skills of selected secondary ESL students in public high schools in the
Philippines.
also discussed.
Methods/Methodology
• The methods section is usually the second-
longest section in the abstract.
• It should contain enough information to
enable the reader to understand what was
done, and how.
Structured Abstract
Abstract
also discussed.
Results/Major Findings
• The results section is the most important part
of the abstract.
• The results section should therefore be the
longest part of the abstract and should
contain as much detail about the findings.
Structured Abstract
Abstract
also discussed.
Conclusions
• This section should contain the most
important take-home message of the study,
expressed in a few precisely worded
sentences.
Structured Abstract
Abstract
also discussed.
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READING
ACADEMIC TEXTS
ASSESSMENT
RUBRIC FOR AN ABSTRACT, PRÈCIS OR SUMMARY
Content (35%)
Organization (25%)
Style (20%)
Grammar and Mechanics (10%)
E NGLISH for
READING
ACADEMIC TEXTS
RUBRIC FOR AN ABSTRACT, PRÈCIS OR SUMMARY
Legend: VGE – To a very great extent; GE – To a great extent; LE – To a little extent; N – Not at all
VGE GE SE LE N
(5) (4) (3) (2) (1)
CONTENT (35%)
Paper accurately reflects the content of the original text while

incorporating only the key ideas.
Key ideas from the original text are rewarded without compromising
accuracy or content.
Paper incorporates the name of the author and title of the text at the
start of the summary.
The paper is free from personal comments or opinions.
Paper uses appropriate length.

ORGANIZATION (25%)
Paper employs an organizational pattern and structure appropriate for

the genre.
Cohesive devices are effectively used.
Ideas are correctly placed which improves the paper’s organization.
Flow of ideas is smooth and easy to read.
STYLE (20%)
Paper showcases the writer’s voice.
Paper uses a variety of sentence structure.
Paper eliminates sexist language.
Paper uses language appropriate to context.
Paper eliminates wordiness.
GRAMMAR AND MECHANICS (10%)
Grammar is accurate.
Spelling, capitalization, and punctuation are correctly used.
Word choice is appropriate.
Sentence s are well structured.
TOTAL
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READING
ACADEMIC TEXTS
Summarize your general evaluation using the table below.
CRITERIA EVALUATION
Good features of the summary
Bad features of the summary
Revisions needed
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WORKSHOP
Group 1: On defining what academic texts& text
structures
Group 2: On language registers & thesis statement
Group 3: On outlining & citing sources
Group 4: On direct quotation & summarizing
Group 5: On paraphrasing & writing Abstract
TEACHING GUIDE
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Competency/ies Objectives Strategies/Activities Assessment Remarks

The learner …(2 days)
LESSON OUTLINE
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Competency/ies Objectives Strategies/Activities Assessment Remarks
The learner Day 1 (1 hour) Motivation: Formative
defines what a Fast talk Assessment
position paper is Objective: This can be in a
(2 days) At the end of the lesson, Lesson Proper form of a recap
the learners are Defining the position through a quiz.
expected to define what TRUE or FALSE group activity.
a position paper is. (you can further elaborate on it) Prepare a TOS.
Motivation: Formative
Day 2 (1 hour) Buy Me Assessment
This can be in a
Objective: Lesson Proper form of a recap
At the end of the lesson, Show the different academic texts quiz.
the learners are among the learners & give them 5
expected to differentiate mins. To scan each. Afterwards, Prepare a TOS.
position paper with the teacher calls for volunteers to
other academic texts. give the differences.

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1Discuss the content,

• You may begin the introductory part of this

7. paraphrases/ explains a text using

8. outlines reading texts in various

9. summarizes the content of an

10. writes a précis/abstract/summary

1Recall lessons on the skills needed in

These are texts which:

Text structure refers to how the information within a written text is

Identifying Text Structure

Not feeding it. Many Karate

Not loving it.

Shows what’s in common and what’s different.

Put on Combine slices

Does not take place at any specific point in time.

Stylistic Variation: Degrees of Formality in Language Usage

 A register can be considered a unique way a speaker uses

 Registers encompass all the ways in which humans communicate

READING ACADEMIC TEXTS requires FOCUS and UNDERSTANDING.

A THESIS STATEMENT is…

We have to write a THESIS STATEMENT:

A good thesis statement takes a stand on the prompt.

Which thesis statement is better? ____

A good thesis statement is specific.

Which thesis statement is better? ____

A good thesis statement is unified, and expresses one main idea.

Which thesis statement is better? ____

Let’s spot the

Identify the THESIS STATEMENT.

Identify the THESIS STATEMENT.

Let’s try outlining.

To promote scholarly writing.

To help your target audience identify your original source.

STYLE GUIDE DISCIPLINE

TWO FORMS OF CITATIONS

These two forms of citation are dependent on each other.

IN-TEXT CITATION (APA STYLE)

REFERENCE CITATION (APA STYLE)

reference and practice. Cambridge University Press.

Other Suggested Activities

Everyday a different body.

Paper accurately reflects the content of the original text while

Paper uses appropriate length.

Paper employs an organizational pattern and structure appropriate for

Ideas are correctly placed which improves the paper’s organization.

Flow of ideas is smooth and easy to read.

Paper showcases the writer’s voice.

Paper uses a variety of sentence structure.

Paper eliminates sexist language.

Paper uses language appropriate to context.

Paper eliminates wordiness.

GRAMMAR AND MECHANICS (10%)

Spelling, capitalization, and punctuation are correctly used.

Word choice is appropriate.

Sentence s are well structured.

Bad features of the summary

Competency/ies Objectives Strategies/Activities Assessment Remarks

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