English for Academic and

Professional Purposes
Quarter 1 – Module 2:
Thesis Statement and Outline
Reading Text
 What I Need to Know

In this module, you will acquire knowledge of appropriate reading strategies fora
better understanding of academic texts to be able to produce a detailed abstract of
information gathered from the various academic texts read. Concepts like the structure,
language used from various disciplines, ideas contained in various academic texts,
knowledge of the text structure to glean information that is needed, various techniques,
thesis statements, paraphrasing and outlining reading text in various disciplines are
discussed in the following lessons:

• Lesson 1 – Thesis Statement and Outline Reading Text

To accomplish the desired performance stated, please be guided with the

following learning competencies as anchor:
• States the thesis statement of an academic text (CS_EN11/12A-EAPP-Ia-c-6)
• Outlines reading texts in various disciplines (CS_EN11/12A-EAPP-Ia-c-8)

Learning Objectives:
At the end of the lessons, you will be able to:
1. State the thesis statements of an academic text.
2. Create an outline reading texts in various disciplines.

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CO_Q1_SHS English for Academic and
Professional Purposes _ Module 2
 Lesson 1 Identifying Thesis Statementand Outline Reading Text

What is it
Thesis Statement
Definition
A thesis statement is the main idea that you will develop in your paper. It is usually at the end of an
introduction. A thesis statement can be one sentence. However, if necessary, it can also be two or three
sentences.

Elements of a Thesis Statement

1. Topic. The topic of your paper.
2. Argument/Claim. An argument/claim depends on the type of paper you are writing. If it is an
argumentative paper, then this should express your opinion. If it is research or explanatory writing, this
should explain the purpose of your essay.
3. Evidence. The support for your argument/claim.

If you already have these three elements, you can combine them to create your thesis statement.

Example 1: (argumentative)
1. Topic – The Harry Potter book series
2. Argument – stole many fantastical elements from The Lord of the Rings series
3. Evidence – giant spiders, dangerous hooded undead creatures (Dementors and Nazgul), and a wise
mentor.

The Harry Potter book series stole many fantastical elements from the Lord of the Rings series. The uncanny
similarities include giant spiders, dangerous hooded undead creatures, and a wise mentor that the hero must learn
to survive without.

Example 2: (Research/explanatory)
1. Topic – Cheese
2. Argument – has healthy tendencies
3. Evidence – calcium helps bones and teeth, boosts the growth of good bacteria in the gut, and the protein
helps cells repair themselves.

Research has shown that cheese has healthy tendencies because its calcium provides necessary nutrients for
the growth of bone and teeth. It boosts the development of food bacteria in the gut. It has protein that helps cells
repair themselves.

Outline

An outline is a design to follow when writing a structure, a discourse, or an article. It logically arranges a
material into main ideas, supporting ideas, and supporting details.
The main idea or topic is the main topic of the outline. Roman Numeral indicates all primary topics. The
subtopics are by letters, and supporting details are shown by Arabic Numerals.
An outline can be a sentence outline or a topic outline. A sentence outline is written in complete
sentences, while a topic outline is in words or phrases.

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Guidelines in Writing an Outline:
1. Place the title at the center above the outline.
2. Every outline level must have at least two items (I and II, A and B, 1 and 2).
3. Put a period after each numeral and letter.
4. Indent each new level of the outline.
5. All items of one kind (roman numerals, capital letters, Arabic numerals) should line up.
6. Capitalize the first letter of each item.
7. The terms Introduction, Body, and Conclusion do not have to b e in the outline. They are not topics;
they are merely organizational units in the writer's mind.

Example
Benjamin Franklin – Scientist and Inventor
I. Experiments with Electricity
A. Studied nature of Electricity
B. Discovered Lightning Equals Electricity
C. Invented Lightning Rod
II. Other Scientific Works
A. Inventions
1. Bifocal Glasses
2. Franklin Stove
3. Daylight Saving Time
B. Scientific Studies
1. Charted Gulf Stream
2. Worked on Soil Improvement
III. Importance as a Scientist
A. Scientific Honors
B. Writing Translated into OtherLanguages
C. Experts' Comments

What's More

Activity 4. Direction: Identify the thesis statement in the text. Write your answers on a separate sheet.

Psychologists have argued for decades about the formation of a person's character. Numerous
psychologists believe that the birth order (i.e., place in the family as the youngest, oldest, or middle child) has
the most significant influence. I believe birth order can significantly impact the formation of a child's character
based on my own experience growing up in a family of four children. Birth order can strongly affect one's
relationship with parents, relationships with others, and views on responsibility as an adult.

Thesis Statement:
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________

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Activity 5. Direction: Read the text below and complete the topic outline that follows. Write your answer on
a separate sheet of paper.

Origins of Writing

Ancient civilizations attributed the origins of writing to the gods. For the ancient Egyptians, their god
Thoth was the creator of writing. In some stories, he was also the creator of speech. The ancient Sumerians and
Assyrians also believed that writing originated with certain gods, as did the ancient Maya. In Chinese
mythology, the creation of writing was attributed and used to an ancient sage and communication with the
gods. Clearly, writing was highly valued even by ancient peoples.

Humans began painting pictures on cave walls 25,000 years ago or more, but writing systems did not
develop until people started settling in farming communities. Scholars say that writing systems evolved
independently in at least three different parts: Mesopotamia, China, and Mesoamerica.

The oldest known writing system developed among the ancient Sumertans in Mesopotamia around
3000 B.C. The rise of agricultural societies came to the development of property ownership and the need to
keep records of it. In early rural communities, properties consisted mainly of land, livestock, cattle, and grain.
Initially, clay tokens of various shapes were used to count these possessions. From this developed a system of
impressing the shapes onto clay tablets. Someone found one of the earliest clay tablets of this type in
Mesopotamia excavations and dates from the Sumertan culture. Scribes then began using reeds instead of
tokens to mark the clay, developing a system of wedgelike shapes to represent the tokens. This system of
writing using wedge shapes is known as cuneiform. Other cultures later adopted this and became the basis for
other writing systems. Originating in a system that used pictures to represent objects, cuneiform writing
eventually developed into techniques that used symbols to represent language sounds.

The oldest form of Chinese writing dates from around 1500 B.C., called the oracle bone script, carved on
animal bones and shells to predict the future. At a later period, Chinese writing appeared on bronze vases and
later developed into a system used to record government affairs. The Chinese writing system was also the
original basis for both the Japanese and Korean writing systems.

In Mesoamerica, a region encompassing parts of Mexico and Central America, the ancient Mayans are
famous for their writing on temple walls and other religious structures. However, scholars believe that writing
there may have begun before the rise of the Mayan civilization. The Zapotec culture, centered on Oaxaca,
Mexico, was already using writing around 400 B.C., or possibly earlier. The Olmec culture may have developed a
writing system even earlier than that. Recent discoveries show that the Mayans may have begun writing around
2,300 years ago. They used a system of symbols that represented words and syllables to record information
about their rulers' deeds and information connected to their calendar and astronomy. Their system of writing
survived until the time of the Spanish Conquest in the 1500s.

In ancient times, only specialized people such as scholars, priests, or government officials used writing.
Today, close to three-quarters of the world's adult population can read and write, and literacy is considered an
essential skill necessary to function in the modernworld

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 Origins of Writing

Thesis Statement: The origin of writing systems can be attributed to Mesopotamia, China, and
Mesoamerica's ancient civilizations.

I. Ancient Sumerian in Mesopotamia

A. Recording of property ownership
1. Clay tokens
2.
3.
4.
II. Oldest form of Chinese writing
A.
1. Used for predicting the future
B. ___
1. Basis for Japanese and Korean writing systems
III. Writing systems in Mesoamerica
A.
1. Temple walls and religious structure inscriptions
2. Used a system of symbols
B. Zapotec Culture
1. Writing around 400 B.C.
C.
1. Developed earlier a writing system

Key to answers on page 16

What I Have Learned

GETTING DEEPER!
Lesson:

What I want to say about the lesson:

What I found out:

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 Assessment

Activity 7. Direction: Read the short passage below and do the instructionsthat follow.

The Psychology of Fame

Until the beginning of the 1990s, western psychologists had not systematically studied the human
desire to be famous. However, in the few years up to this time, the amount of celebrity news in the media
increased dramatically. Scientists at various U.S. universities then started to investigate reasons for some
humans' drive to become famous, while others have no interest in attracting the limelight. Extensive research
with people from different cultures concluded that people who desire fame are not the same people who want
to be rich. The former group may have some desires for social acceptance based on previous experiences in their
lives.
Many of these people likely used to find it challenging to make friends when they were younger, or they
didn't receive praise or recognition from their parents. Psychologists believe that it is likely that these people
would often demand attention from others as teenagers. This desire has remained as a longing to be famous in
adulthood. Conversely, those who want to be rich are much more focused on the future than the past. In
contrast to the former group, the study found that many groups learned from their parents that success comes
from hard work. Their friends and family had always encouraged them to strive for the best in life. These
conclusions suggest that there is a link between our upbringing and how we measure success.

Source: Leahdeoferio11

Directions: Fill out the topic outline based on the short passage, The Psychology of Fame. Choose from the
choices below.

Thesis Statement: ____________________________________________________________________________

I. ___________________________________________________________________________
A. _____________________________________________________
B. _____________________________________________________
C. _____________________________________________________
D. _____________________________________________________
II. __________________________________________________________________________
A. _____________________________________________________
B. _____________________________________________________
C. _____________________________________________________

Select your answer from the following choices.

• People who desire to be famous
• Learned from their parents about success
• Scientists investigate why some humans want to be famous while some want to be rich.
• Difficult to make friends when they were younger
• Friends and family encouraged them
• Demand attention from others
• People who want to be rich
• Didn't use to receive praise or recognition from their parents
• Focused on the future than the past
• Desire for social acceptance

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