R&W 4TH Quarter - Lecture notes 1 PDF

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Senior High SchoolReading and Writing SkillsDepartment of Education • Republic of the PhilippinesQuarter 4 - Module 3Purposeful Writing in the Disciplinesand for ProfessionsReading and Writing - Senior High School Alternative Delivery Mode 2020 Quarter 4- Module 3: Purposeful Writing in the Discipli...

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Senior High School

Reading and Writing Skills Quarter 4 - Module 3 Purposeful Writing in the Disciplines and for Professions

Department of Education • Republic of the Philippines

Reading and Writing - Senior High School Alternative Delivery Mode 2020 Quarter 4- Module 3: Purposeful Writing in the Disciplines and for Professions 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 book 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.

Published by the Department of Education Secretary: Leonor Magtolis- Briones Undersecretary: Assistant Secretary:

Development Team of the Module Author’s Name:

ANADESI L. BUHISAN

Reviewers:

JOSEPHINE D. LADERES & SHEILLA B. DIANGO

Illustrator:

VINCENT R. CAILING

Layout Artist:

MYCO B. MACAMIMO

Management Team:

ROSELYN E. LAZALITA

Printed in the Philippines by: __________________________________________________ Department of Education – Bureau of Learning Resources (DepEd-BLR) Office Address:

________________________________________________________

Telefax:

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E-mail Address:

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Senior High School 2

Reading and Writing Skills Quarter 4 - Module 3 Purposeful Writing in the Disciplines and for Professions

This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected].

Department of Education • Republic of the Philippines

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TABLE OF CONTENTS Cover Page

1

Copyright Page

2

Title Page

3

Table of Contents

4

Module Overview

6

Competency 8

7

What’s New Lesson 8 Purposeful Writing in the Discipline

8

What I Need to Know

8

What I Know

9

What’s New Lesson 8.1 Book Review or Article Critique

11

What Is It? Activity 1

14

What Is It? Activity 2

15

What Is It? Activity 3

17

What I Have Learned?

18

What’s New Lesson 8.2 Literature Review

19

What Is It? Activity 4

22

What Is It? Activity 5

23

What Is It? Activity 6

25

What I Have Learned?

28

What’s New Lesson 8.3 Research Report

29

What Is It? Activity 7

33

What Is It? Activity 8

34

What I Have Learned?

36

What’s New Lesson 8.4 Project Proposal

37

What Is It? Activity 9

41

What Is It? Activity 10

43

What I Have Learn ed?

46

What’s New Lesson 8.5 Position Paper

47

What Is It? Activity 11

49

What Is It? Activity 12

50

What Is It? Activity 13

51

What I Have Learned

53 4

Assessment

54

Key to Answers

56

References

59

Competency 9

60

What’s New Lesson 9 Purposeful Writing for Professions

61

What I Need to Know

61

What I Know

62

What’s New Lesson 9.1 Résumé

64

What Is It? Activity 14

68

What Is It? Activity 15

70

What I Have Learned

73

What’s New Lesson 9.2 Application for Employment

74

What Is It? Activity 16

79

What Is It? Activity 17

80

What Is It? Activity 18

81

What I Have Learned

82

What’s New Lesson 9.3 Application for College Admission

83

What Is It? Activity 19

88

What Is It? Activity 20

89

What I Have Learned

92

What’s New Lesson 9.4 Office Correspondence

93

What Is It? Activity 21

97

What I Have Learned

98

Assessment

99

Key to Answers

101

References

103

Writer’s Profile

104

Back Outside Cover

105

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OVERVIEW Good day! I see that you have finished the first two modules in this subject. Have a break and give yourself a treat, because you’re doing great. This time, it’s time to go on board on a new journey. This module is all about Purposeful Writing in the Disciplines and for Professions. This module will teach in composing academic writing and professional correspondence. This module will you enhance your writing skills. There are two parts of this module, one for every competency outlined by the Department of Education for you to master: •

Identify the unique features of and requirements in composing texts that are useful across disciplines; and

•

Identify the unique features of and requirements in composing professional correspondence.

With that being said, we wish you all the best and take this opportunity to learn more and BE MORE.

Author

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Senior High School

Reading and Writing Skills Quarter 4 - Module 3 Purposeful Writing in the Disciplines

Learning Competency 8: Identify the unique features and requirements in composing texts that are useful across disciplines EN11/12RWS-IVdg-12 a) b) c) d) e)

Book Review or Article Critique EN11/12RWS-IVdg-12.1 Literature Review EN11/12RWS-IVdg-12.2 Research Report EN11/12RWS-IVdg-12.3 Project Proposal EN11/12RWS-IVdg-12.4 Position Paper EN11/12RWS-IVdg-12.5

Semester: 2nd Semester Quarter: 4th Quarter Number of Hours: 12 H ours 7

Lesson Purposeful Writing in the

8

Disciplines

What’s New This part of the module discusses about the unique features of composing academic writing. It helps you to learn the foundational concepts and to gain familiarity with the different writing disciplines. Each writing discipline is followed by writing activities to practice and engage your critical thinking, reading and writing.

What I Need to Know By the end of this lesson, you are expected to: 1. identify the unique features of and requirements in composing texts that are useful across disciplines a) Book Review or Article Critique b) Literature Review c) Research Report d) Project Proposal e) Position Paper

To achieve the objectives of this module, do the following: ✓ Take your time reading the lessons carefully. ✓ Follow the directions and/or instructions in the activities and exercises diligently. ✓ Answer all the given tests and exercises.

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What I Know Directions: Read each sentence carefully. Choose your answer by writing the letter of your choice on the space before each number.

_________ 1. It is an evaluation report of previous studies related to the subject matter of an academic paper. A. Book Review C. Article Review B. Literature Review D. Movie Review _________ 2. It is a problem-solution text that aims to persuade its reader to grant funding on the project. A. Project Proposal C. Project Material B. Project Cost D. Project Budget _________ 3. It is a critical assessment, analysis, or evaluation of a work A. Book Review C. Article Review B. Literature Review D. Movie Review _________ 4. It is an expanded paper that presents interpretations and analysis of a phenomenon based on experiments and previous information A. Book Report C. Scientific Report B. Research Report D. Survey Report _________ 5. It contains a summary and synthesis of all available sources. A. Book Review C. Article Review B. Literature Review D. Movie Review _________ 6. The main purpose of this writing is to persuade book readers of a particular genre or researchers in a specific field. A. Article Review C. Book Review B. Literature Review D. Movie Review _________ 7. It expresses a writer’s position on an issue and the reasons for the writer’s stand. A. Review Paper C. Position Paper B. Book Paper D. Term Paper

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_________ 8. It has a purpose to persuade or make the readers believe that the writer’s opinion is probable or should be considered by a decisionmaking group. A. Position Paper C. Book Paper B. Review Paper D. Term Paper _________ 9. It is a laborious work produced through formal investigation and scientific inquiry. A. Book Report C. Scientific Report B. Research Report D. Survey Report _________ 10. It is highly persuasive and informative document that aims to address a particular problem or issue. A. Project Proposal C. Project Material B. Project Cost D. Project Budget _________ 11. This is a form of criticism in which a book is analyzed based on content, style and merit. A. Book Review C. Literature Review B. Position Paper D. Research Report _________ 12. This is an essay that present an opinion about an issue, typically that of the author or another specific entity, such as political party. A. Book Review C. Research Report B. Position Paper D. Project Proposal _________ 13. This is a detailed description of a series of activities aimed at solving a certain problem. A. Book Review C. Research Report B. Position Paper D. Project Proposal _________ 14. This is a written document or oral presentation based on a written document that communicates the purpose, scope, objectives, hypotheses, methodology, findings, limitations and recommendations A. Book Review C. Research Report B. Position Paper D. Project Proposal ________ 15. This is the objective analysis of a literary or scientific article that emphasizes on whether the author supported his main points with reasonable and applicable arguments based on facts. A. Book Review C. Literature Review B. Article Critique D. Research Report Great job! Later we will see if your answers are correct by reading the rest of this module.

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Lesson Purposeful Writing in the

8.1

Disciplines: Writing a Book Review or Article Critique

What’s New What is a Book Review or Article Critique? A book review or article critique is a specialized form of academic writing in which a reviewer evaluates the contribution to knowledge of scholarly works such as academic books and journal article. A book review or article critique, which is usually ranges from 250 to 750 words, is not simply a summary. It is a critical assessment, analysis, or evaluation of a work. However, take care https://www.freepik.com/search?dates=any&format=search&page not to equate the word “critique” to cynicism =2&query=book+review&sort=popular and pessimism. As an advance form of writing, it involves your skills in critical thinking and recognizing arguments. A book review or article critique is different in movie review that you see in a newspaper. Although movie review involves the analysis of one’s work, they are written for a general audience and primarily aim to offer a persuasive opinion. An academic book review or article critique, on the other hand, addresses a more specific audience and usually offers a critical response to a published scholarly work. Moreover, book review must not be mistaken for book reports. Book reports focus on describing the plot, characters, or idea of a certain work. Book and article reviewers do not just share mere opinion; rather, they use both proofs and logical reasoning to substantiate their opinions. They process ideas and theories, revisit and extend ideas in a specific field of study, and present analytical responses. Structure of a Book Review or Article Critique Introduction (around 5% of the paper) • Title of the book/article • Writer’s name • Writer’s thesis statement 11

Summary (around 10% of the paper) • Writer’s objective or purpose • Methods used (if applicable) • Major findings or claims Review/Critique (in no particular order) (Around 75% of the paper) • Appropriateness of methodology to support the arguments • Theoretical soundness • Soundness of explanation in relation to other available information and experts • Sufficiency of explanation • Other perspectives in explaining the concepts and ideas • Coherence of ideas Conclusion (around 10% of the paper) • Overall impression of the work • Scholarly value of the reviewed article/book • Benefits to the intended audience • Suggestion for future directions When writing a book review or article critique, make sure to ask the following: 1. 2. 3. 4.

What is the topic of the book or article? What is its purpose? Who are its intended readers? Does the writer explicitly state his/her thesis statement? 5. What theoretical assumptions (i.e., a https://www.freepik.com/search?dates=any&for scientific/logical explanation without evidence) mat=search&query=book%20review%20writing& are mentioned in the book or article? Are they selection=1&sort=popular&type=vector%2Cpsd% 2Cicon explicitly discussed? 6. What are the contributions of the book or article to the field (e.g., language, psychology) it is situated in? 7. What problems and issues are discussed in the book or article? 8. What kind of information (e.g., observation, survey, statistics, and historical accounts) are presented in the book or article? How they are used to support the arguments or thesis? 9. Are there other ways of supporting the arguments or thesis aside from the information used in the book or article? Is the author silent about these alternative ways of explanation? 10. What is your overall reaction to the work? Guidelines in Writing a Book Review or Article Critique

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1. Read the article or book to be reviewed carefully to get its main concept. 2. Reread it to get the arguments being presented. 3. Relate the content of the article or book to what you already know about the topic. This will make you more engaged with the article or book. 4. Focus on discussing how the book treats the topic and not a topic itself. Start your sentences with phrases such as “this book presents…’ and “The author argues…” 5. Situate your review. This means that your analysis should be anchored on the theories presented by the book or article writer. 6. Examine whether the findings are adequately supported or not. 7. Analyze the type of analysis the writer use (e.g., quantitative, qualitative, case study) and how it supports the arguments and claims. 8. Suggest some ways on how the writer can improve his/her reasoning or explanation. 9. Discuss how the same topic is explained from other perspective. Compare the writer’s explanation of the topic to another expert from the same field of study. 10. Point out other conclusion or interpretations that the writer missed out. Present other ideas that need to be examined. 11. Examine the connections between ideas and how they affect the conclusions and findings. 12. Show your reactions to the writer’s idea and present an explanation. You can either agree or disagree with the ideas, as long as you can sufficiently support your stand. 13. Suggest some alternative methods and processes of reasoning that would result in a more conclusive interpretation. Completing a book review or article critique means that you can pinpoint the strengths and weaknesses of an article or book and that you can identify different perspectives. This task also equips you with more skills to engage in discussions with an expert and makes you a part of a community of scholars.

What is it? 13

Activity 1: Write T if the statement is true and F if false.

Source: https://images.app.goo.gl/PAGWPZfvuNHxMDCn8

_______ 1. A review or a critique involves higher-order thinking skills. _______ 2. A book description is similar to a book review. _______ 3. A book review or article critique uses the organization of ideas. _______ 4. A book review or article critique presents the strengths and weaknesses of a reading material. _______ 5. A book review is exclusive for professionals. _______ 6. More than half of the review should be devoted to the summary. _______ 7. The name of the author and title of the reviewed article is placed at the end of article critique. _______ 8. The purpose of an article critique is to inform and persuade readers. _______ 9. The reviewer’s overall impression of the work should be placed in the introduction. _______10. When reviewing a book or article, only one perspective should be used.

Great job! You are done with the first activity, have a break! You deserve one. Then let’s take off to more fun activities! So, read on!

What is it? 14

Activity 2: Analyze the following text very carefully. Then, complete the table that follows. This paper purports to assess the linguistic complexity of students’ narratives and reading texts. However, the authors never stated the purpose behind the study. The authors provide no motivations and goals for the study, no research questions, no strong methodological practices, and very few findings that can be easily interpreted. While reading the study, every new sentence is a surprise. There are no details and the entire paper is completely under referenced. Below I will discuss some of the major problems with the paper. First, the authors never provide a rationale for their study. They never give a reason as to why they are studying reading and writing together and they fail to link the two skills. The authors assume that the reader knows the narrative and made no attempt to assist them in developing the narrative of the paper. Another major problem with the paper is the naiveté that is apparent in the literature review, the methods, and the analysis. The literature review is perhaps two pages long and boost up on their knowledge of L2 writing and reading theory before they submit a paper to a professional journal. It is interesting that the language background of the participants is never made explicit (participants are at the mid beginners to high beginners level in using English as a second language). The extent to which any results found in the study would be widely generalizable to what is typically conceived as an EFL/ESL learner is not clear. Moreover, the authors continually draw on literature meant for an L1 acquisition audience and therefore of dubious extension to L2 contexts. The methods section contains no details at all. Ten participants per grade level, in a stratified random sample, hardly seemed enough to get much stable data. Since, there are only ten participants per grade level on both accredited and non-accredited schools due to logistical constraints; the paper is more on exploratory study. In other words, it seems a stretch to ask most jo...