Senior High School BATAAN oo y./ English for Academic and Professional Purposes Quarter 1 - Module 4: Outlining Reading Texts j ALTERNATIVE DELIVERY MODE&) What I Need to Know This module is designed and written to help you acquire knowledge of appropriate reading strategies for a better understanding of academic texts. At the end of this module, you will be able to produce a detailed abstract of information gathered from the various academic texts read by 1. Outlining reading texts in various disciplines. (CS_EN11/12A-EAPP-Ia-c-8) (4) What I Know Arrange the following Steps in Outlining in chronological order, using 1 for the first step and 5 for the last step. Write your answer on the line provided before each number. ____ Write a clear thesis statement. Create an outline. ____ Read and comprehend the text. ____ Adjust outline as needed. __ Organize the outline using the supporting details.5 Outlining Reading Texts An outline is a map of your essay. It shows what information each section or paragraph will contain and in what order. Most outlines use numbers and/or bullet points to arrange information and convey points. &) What’s In Using the Johari’s Window, list down at least your 5 traits for each area. Known to Self Not Known to Self Known to Others (Open) (Blind Spot) Not Known to Others (Hidden) (Unknown)Notes to the Teacher ‘This module prepares the learners to produce abstract of information gathered from academic texts by using in outlining. 4 What’s New Porphyria’s Lover By: Robert Browning ‘The rain set early in tonight, The sullen wind was soon awake, It tore the elm-tops down for spite, And did its worst to vex the lake: I listened with heart fit to break. When glided in Porphyria; straight She shut the cold out and the storm, And kneeled and made the cheerless grate Blazed up, all the cottage warm; Which done, she rose, and form her form Withdrew the dripping cloak and shawl, And laid her soiled gloves by, untied Her hat and let the damp hair fall,And, last, she sat down by my side And called me. When no voiced replied, She put my arm about her waist, And made her smooth white shoulder bare And all her yellow hair displaced, And, stooping, made my cheek lie there, And spread, o'er all, her yellow hair, Murmuring how she loved me-she ‘Too weak, for all her hearts endeavor, To set its struggling passion free From pride, and vainer ties dissever, And give herself to me forever. But passion sometimes would prevail, Nor could tonight’s gay feast restrain A sudden thought of one so pale For love of her, all in vain: So, she was come through wind and rain. Be sure I looked up at her eyes Happy and proud; at last I knew Porphyria worshipped me; surprise Made my heart swell, and still it grew While I debated what to do. ‘That the moment she was mine, mine, fair, Perfectly pure and good: I found A thing to do, and all her hair In one long yellow string I would Three times her little throat around, And strangled her. No pain felt she;Tam quite sure she felt no pain. Asa shut bud that holds a bee, I warily opened her lids: again Laughed the blue without a stain. And I untightened next the tress About her neck; her cheek once more Blushed bright beneath my burning kiss: I propped her head up as before, Only, this time my shoulder bore Her head, which droops upon it still: ‘The smiling rosy little head, So glad it has its utmost will, ‘That all it scorned at once id fled, And I, its love, am gained instead! Porphyria’s love: she guessed not how Her darling one wish would be heard. And thus we sit together now And all night long we have not stirred, And yet God has not said a word.i) What is It Outlining is a tool used in the writing process to help organize your ideas, visualize your paper's potential structure and to further flesh out and develop points. It allows you to understand how you are to connect information to support the thesis statement and the claims of the paper. An outline provides you with a space to consider ideas easily without needing to write complete paragraphs or sentences. ‘Two Main Types of Outlines ‘Topic Outline A topic outline provides an overview of the topics to be included in an essay. Example: Thesis: Among the pluralist, elitist, and neo-Marxist political theories, neo-Marxism provides the most powerful analysis of the current political scene. I. Functions of political theories A. Tools to help understand governments 2, Categorization 2. Comparison 8. Limitation: Over-simplification II, Three political theories A. Neo-Marxism 1. Definition 2. Description 8. Pluralism 2, Definition 2) Description ¢. elitism 1. Definition 2. Description TIT. Comparative analysis of U. A. Pluralism 1. Analysis 2) Weaknesses 8. Elitise 1. Analysis 2. Weaknesses . Neo-Narxism 1. Analysis 2. Critique a. Strengths b. Weaknesses IV. Conclusion governmentSentence Outline In a sentence outline, the thesis and topic sentence of each supporting paragraph are fully written out. The sentence outline forces part of the essay to be written out in sentences before the first draft. Example: ‘Thesis statement: E-mail andintemel monitoring, as cuentypraciced is an invasion of employees nights in te workplace, | The siition: Over 80% of todays companies monitor mer employees ‘To prevent raudulentactittes, he and other workplace elated Wolabone To more eficienty monitor employee produc), To prevent any legal ablties due to harassing or ofensive communicators 1. inal ae employees’ pavac ghts when comes to electronic mentioning and survelance lathe workplace? ‘A. American employees have basically no legal protection from mean and sncoping bosses, 1. There ate no federal ox State laws protecting employees, 2 Employees may assert pvay protection forthe cwn personal elects B. Most managers believe that her is no ight to privacy nthe workplace, 1 Workplace communicatons shouldbe about work aniting else fsa misuse of company equisment and company ime £2 Employers have aright fo prevent misuse by monitoring employee communications Five Steps in Outlining a Text Read and comprehend the text. Write a clear thesis statement. Create an outline. Organize the outline using the supporting details. Adjust your outline as needed. Cy) What’s More Five Key Elements of a Story a eepe 1. Setting A story's setting refers not only to the physical location, but also the time the action takes place. Itis the where and the when of a story. 2. Character Depending on the nature of the story, characters are most often people or animals. Writers use characters to perform the actions and speak the dialogue of a story. They move a story's plot forward. They are the who of a story.‘Two Most Essential Characters in a Story a, Protagonist is the main character or principal character or group of characters ina story. Writers use the protagonist to drive the story forward—the protagonist's goals reflect the overall story goals, the plot moves forward based on the protagonist’s decisions, and their character arc is what the readers follow throughout the story. b. Antagonist is the opposer or combatant working against the protagonist's or leading characters’ goal (“antagonizing”) and creating the main conflict. Plot ‘The plot relates to the events that happen in a story. It is the what of the story. Plot usually begins with a problem and ends in the story's resolution. Five Parts of Plot Exposition ‘The exposition is the beginning of the story and prepares the way for upcoming events. In the exposition, the author introduces the major characters, establishes the setting and reveals major conflicts in the story. The author often discusses the characters’ backstory, so readers gain insight as to why characters act or respond as they do. For example, the exposition in "The Adventures of Huckleberry Finn" by Mark Twain centers on the introduction of Huckleberry Finn, an adolescent who's unhappy living with a strict widow, and has a shallow relationship with his greedy, unfit father. The setting is the mid-1800s in a small river town along the Mississippi River; the conflict revolves around Huck’s desire to experience adventure, and his running away. The exposition sets the stage for his tumultuous, life-changing journey on a riverboat. Rising Action The rising action occurs when the main problem or conflict is addressed with a form of action. The rising action always leads up to the climax. During the rising action, the protagonist often encounters some sort of crisis that creates tension. For example, in "The Maze Runner" by James Dashner, the rising action occurs when ‘Thomas -- the protagonist -- enters the maze to try to escape his prison-like existence and save his friends.Climax ‘The climax is the pivotal point in the story when the protagonist deals with the culmination of events. The climax often centers on the protagonist's most difficult challenge or bleakest moment, according to Pasadena City College. For example, in "The Hunger Games’ by Suzanne Collins, the climax occurs when Katniss and Peeta -- the primary protagonists -- decide to eat poisonous berries and commit double suicide, rather than kill one another. The climax is the most exciting part of the story and initiates a turning point in the characters’ lives. Falling Action ‘The falling action occurs immediately after the climax and details the consequences -- good or bad -- that the characters must deal with after the turning point of events. It leads up to the resolution and sets the stage for the final chapter of the story. For example, in "To Kill a Mockingbird" by Harper Lee, the falling action occurs when the antagonist, Bob Ewell, assaults two of the primary protagonists ‘Scout and Jem Finch -- and the town recluse saves the children by killing Ewell. The altercation is a direct result of the climax -- Ewell wants revenge after the children’s father, an attorney, defends an innocent black man and rebukes Ewell for lying about the case and mistreating his own daughter. Resolution ‘The resolution tells us what happens to the characters after the conflict is resolved. All the loose ends are tied up, unless the author plans to write a sequel and purposely leaves room for further plot developments. Some stories have happy endings; others have sad endings. The resolution leaves readers with a sense of closure, so they understand the fate of the protagonists and antagonists. Conflict Every good story requires conflict. This conflict can be thought of as a challenge or problem that drives the action of the story. No conflict, no story. Setting up a series of cause and effect events, conflict gives these events their why. Two Types of Conflict: a, Internal conflict is when a character struggles with their own opposing desires or beliefs. It happens within them, and it drives their development as a character. b, External conflict sets a character against something or someone beyond their control. External forces stand in the way of a character's motivations and create tension as the character tries to reach their goals. 5. ThemeA little more abstract than the previous elements, the theme refers to the underlying insight, the moral or idea that the writer is expressing through the story. It is often thought of as the ‘message’ of the story. More Advanced Story Elements a. Point of View: To identify the POV in a story, students must ask “who is telling the story?” Is it a first, third, or even second (rare!) person narrator? Are they omniscient or limited in their perspective? Does the perspective shift between different characters? b. Tone: A writing’s tone is established through word choices, use of literary devices, grammar, rhythm, and rhyme etc. Tone is the overall ‘flavour’ of the story that is created by using all of these techniques combined. It is the attitude the writer displays towards their subject or theme. c. Style: Related to tone in many regards, style is the individual author's unique voice and it is again evidenced in their word choices, plot patterns, sentence structures etc. The writer’s personal style is a strong contributor to a writing’s tone. d. Mood: This is about the effect the writer creates in the reader and how they evoke it through their use of language. Why Are Story Elements Important? Knowing how to identify the elements of the story deepens your level of comprehension and enhances your appreciation of the story. Understanding how it is organized is necessary for you to access the highest levels of comprehension of that story. It also provides you with a frame of reference that greatly assists with recall. After familiarizing the five key elements of a story, complete the outline with the details from the poem “Porphyria’s Lover”. I. Setting A. Time B. Place UI. Character A. Protagonist B. Antagonist UL. Plot A. Introduction: B. Rising Action:D. Falling Action: E. Resolution: IV. Conflict V. Themes ©) What I Have Learned Complete the following statements. Evaluate your answer based on the rubric below. Thave learned that outlining the text It is very important in a writing process becauseLean improve more about the outlining by RUBRIC Criteria Excellent (4) | Good (3) Fair (2) Poor (1) ‘Score Content Your response Your response | Yourresponse | Your response (Response to | directly addressed | directly addressed | did not directly | did not the the question/s. | thequestion/s. | address the address the question/s) | You used athesis | Youuseda thesis | question/s but | question/s. statement and statement. ‘you provided relevant supporting some relevant details. information that indirectly addressed the question/s. Organization | Your output is Your outputis | Your output is | Your output (Flow of well-organized. You | organized. You | mainly organized. | lacked Thoughts) | connected all the | often connected _—_| You seldom organization, ideas smoothly. _| the ideas connected the smoothly. ideas. Mechanics | You observed You somehow | You barely You did not (output proper output observed proper | observed proper | observe proper Format) format. outputformat. | output format. _| output format. Total: "Note: Add 3 points to your total Scores4) What I Can Do Black Nazarene Procession Awes American Tourist By: Julliane Love De Jesus January 9th, 2014 MANILA, Philippines—It's not only local devotees who would travel for miles and battle through a sea of ecstatic devotees just to touch the centuries-old black statue of Jesus Christ known as the Black Nazarene. Some foreigners do, too. American tourist Gerry Blevins got a baptism of fire when he was lured to the massive daylong pilgrimage and took part briefly in the procession. He said touching the Black Nazarene image gave him a tough time, but added that “people just got to have the patience.” “It’s a once in a lifetime thing. You only get one chance to do it,” he told INQUIRER.net. As the procession kicked off at Quirino Grandstand on Thursday morning, the crowd swelled in minutes and Blevins was among those who swarmed to the carriage. A native of Delaware state, the American national said he came to the Philippines for his Filipina girlfriend and that it was his first time to participate in the Black Nazarene procession. “At first, when I got here at 1 p.m. there’s just insanity trying to get to touch the Black Nazarene,” he jokingly said. Blevins chose not to take off his shoes for fear of hurting his feet when he joined the procession that trudged through garbage-strewn route of Nazarene’s journey. Just for a little thrill, Blevins said he climbed a tree to capture the Black Nazarene being revered by millions of devotees in the most unusual way. But despite the raucous crowd, he said he still believes that the Philippines is “much nicer [place] than the United States.” ‘The wooden statue of Christ, crowned with thorns and bearing a cross, is believed to have been brought from Mexico to Manila on a galleon in 1606 by Spanish missionaries. The ship that carried it caught fire, but the charred statue survived and was named the Black Nazarene.Some believe the statue’s survival of fires and earthquakes through the centuries, and intense bombings during World War II, are a testament to its mystical powers. After reading the text “Black Nazarene Procession Awes American Tourist" complete the outline by writing down the events in the selection “Black Nazarene Procession Awes American Tourist.” Headline: Who: What: ‘Where:Assessment ‘The Sob Sister’s Story ‘The dead girl, beautiful and peaceful in death, her scarlet lips slightly parted as though whispering a caress to her lover, her blue eyes gentle and unquestioning as a baby’s, lay in the murderer’s arms like a child who has been rocked to sleep. Her golden hair falling in profusion about her shoulder all but concealed the cruel welt of red about her throat. The murderer, clutching is still burden to him, like a mother holding an infant, appeared dazed. As the police came in, he rose to meet them, still carrying his precious burden in his arms. The officers had almost to force him to relinquish her. He could not answer questions- could merely clutch the closer to his breast all that remained of the girl he loved better than life, and mutter, “I love her, I love her,” like a man in a dream. A few hours later when I saw him in the sordid surroundings of the 10th Precinct Station House, so different from the cozy cottage which had been the abode of a tragic love, he was still dry-eyed, though his face wore a ghastly pallor. But when tried to question him, I became aware of terrific strain under which he suffered, and he showed all signs of a man on the verge of hysteria. When I tried to draw from him the motive for the pitiful tragedy, he could only rely, his pale boyish face like a mask: “I killed her, but God didn't say a word, a word.” At last he managed pitifully to say: “I killed her so that she would be mine alone for always!” And this is the irony of fate! The very greatness of his love made him strangle her. Separated as they were wealth, social position, and all that implies, it was only in death that they could be united. Who are we to pass judgment on such love? Complete the outline based on “The Sob Sister's Story” selection.F. Introduction: G. Rising Action: HL. Climax: I. Falling Action: J. Resolution: IV. Conflict V. ThemesAdditional Activities Based on your answers on the previous activity, make a 200-word essay focusing on the elements of a story. Evaluate your answer based on the rubric.Criteria Excellent (4) Good (3) Fair (2) Poor (1), ‘Score Content Your response Your response | Your response | Your response (Response to | directly addressed | directly addressed | did not directiy | did not the the question/s. the question/s. | address the address the question/s) | You used a thesis | You useda thesis | question/s but | question/s. statement and statement. ‘you provided relevant supporting ‘some relevant details. information that indirectly addressed the question/s. ‘Organization | Your output is Your outpatis | Your outputis | Your output (Flow of well-organized. You | organized. You | mainly organized. | lacked Thoughts) | connected all the | often connected __| You seldom. organization. ideas smoothly. connected the ideas. Mechanics | You observed You somehow You barely You did not (Output proper output observed proper | observed proper | observe proper Format) format. ‘output format. output format. | output format. ‘Total: “Note: Add 3 points to your total scoresAdditional Activities: Answers may vary. What I Can Do: What I have Learned: What's More: Answers may vary. What's In: Answers may vary. ‘What I Know: 1, Read the text. 2. Write a clear thesis ~ | statement. 3. Create an outline. 4. Organize the outline using the supporting details. 5. Adjust your outline as needed. CZs fiay samsuy \26)