English for Academic and

Professional Purposes
Quarter 3 – Module
GRADE 11
EAPP – Grade 11
Alternative Delivery Mode
Quarter 3 – Module
First Edition, 2021

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 M. Magtolis, Secretary of Education
Undersecretary: Diosdado M. San Antonio, Undersectary for Curriculum and Instruction
Assistant Secretary: Alma Ruby C. Torio, Asst. Sec., for Curriculum and Instruction

Development Team of the Module

Authors: Katrina C. Calderon, Goldie C. Rafa, Jeffaersan A. Mondia, Lorreine G. Bonafos, Julie
Anne T. Vital, Ma. Samantha Josephine S. Sevilla
Editor: Katrina C. Calderon
Reviewers: Annabelle H. Nava, EPS, English
Illustrator:
Layout Artist: Katrina C. Calderon
Management Team: Joel T. Torrecampo, CESO VI
ASDS, OIC
Juan C. Obierna
Chief CID, OIC
Annabelle H. Nava
EPS, English

Printed in the Philippines by Schools Division of Las Piñas City

Department of Education – Schools Division of Las Piñas City

Office Address: Gabaldon Bldg., Brgy. Elias Aldana,

Padre Diego Cera Avenue, Las Piñas City
Telefax:(02) 8-835-9030 I (02) 8-822-3840
E-mail Address:laspinas.city@deped.gov.ph

2
 11
English for Academic
and Professional Purposes
Quarter 3– Module 1

This instructional material was collaboratively developed and

reviewed by educators from public schools. We encourage teachers
and other education stakeholders to email their feedback, comments,
and recommendations to the Department of Education at
action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

3
Introductory Message
For the facilitator:
Welcome to the English for Academic and Professional Purposes (EAPP) Alternative
Delivery Mode (ADM).

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help learners
acquire the needed 21st century skills while taking into consideration their needs and
circumstances.

To the parents:
As parents, you play a vital role in educating your child’s life; hence, you may also help
provide the support and stimuli that your child needs to make sense of the world. Since we are
currently facing the coronavirus pandemic, now is the perfect time for you to make your home a
school and act as a teacher to your child.

For the learner:

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
The module is divided into ten lessons:
● Lesson 1 – Academic texts from various disciplines.
● Lesson 2 – Text structures
● Lesson 3 – Techniques in Summarizing academic texts
● Lesson 4 – Thesis statement in academic text
● Lesson 5 -- Outlining Reading Texts in Various Disciplines
● Lesson 6 -- Critical Writing Critiques
● Lesson 7 -- Writing a Review or Critique about an event or a program
● Lesson 8 -- Writing a Concept by definition, explication and clarification
● Lesson 9 -- Comparing and contrasting various kinds of concept papers:
a. Art
b. Business
c. Law
d. Philosophy
e. Politics
f. Religion
g. Science
h. Sports
-Techvoc
-Home Economics
-Agri-Fishery
-IA
-ICT
4
 ● Lesson 10 -- Presents a novel concept or project with accompanying
visuals/ graphic aids

In this module, you are expected to:

● differentiate language used in academic texts from various disciplines;
● use knowledge of text structure to glean the information he/she needs;
● use knowledge of text structure to glean the information he/she needs;
● state the thesis statement of an academic text;
● outline reading texts in various disciplines;
● use appropriate critical writing critique such as formalism, feminism, etc;
● write an objective/balanced review or critique of a work of art, an event or a
program;
● determine the ways of a writer can elucidate on a concept by definition,
explication and clarification;
● compare and contrast various kinds of concept papers:
a. Art
b. Business
c. Law
d. Philosophy
e. Politics
f. Religion
g. Science
h. Sports
i. Techvoc
j. Home Economics
k. Agri-Fishery
l. IA
m. ICT; and
● presents a novel concept or project with accompanying visuals/graphic aids.

5
 Lesson Academic Text from various
1 disciplines

WHAT I NEED TO KNOW

Academic texts unlike narratives do not have suspenseful or dramatic plots.
These texts are resources that entail information about a particular field of
study written by reputable writers. Consequently, with academic reading, it will encourage you to
become critical about presented ideas. It will help you not just to comprehend but also to
analyze concepts, evaluate evidences and create arguments from particular resource.

After this lesson, you are expected to:

1. Differentiate language used in academic texts from various disciplines.
1.1. Evaluate the language features in the text.
1.2. Decipher the appropriate language needed writing academic texts.
1.3. Determine the text structure of the academic text.

WHAT IS IT
Academic writing refers to a style of expression that researchers use to define
the intellectual boundaries of their disciplines and specific areas of expertise.
Characteristics of academic writing include a formal tone, use of the third-person
rather than first-person perspective (usually), a clear focus on the research
problem under investigation, and precise word choice. Like specialist languages adopted in
other professions, such as, law or medicine, academic writing is designed to convey agreed
meaning about complex ideas or concepts for a group of scholarly experts.
Source: Organizing Your Social Sciences Research Paper.
https://libguides.usc.edu/writingguide/academicwriting

Language in Academic texts is formal, objective and impersonal.

Academic language is formal if :

- is not conversational or casual
- it avoids colloquial, idiomatic, slang, or journalistic expressions
- it does not use Informal and colloquial language

For example: ‘international business heavyweights’ (too informal)

Better wording: ‘leading international businesses’
(if referring to corporations, or ‘international business leaders’ if referring to
individuals)

Academic writing is objective. It is unbiased, based on facts and evidence and is not
influenced by personal feelings.

6
Academic language is impersonal in that you generally don’t refer to yourself as the performer
of actions. This involves avoiding the personal pronouns ‘I’ and ‘we’.
For example: instead of writing, ‘I will show’,
Better write: ‘this report will show’
Source: Using Academic Language
https://www.monash.edu/rlo/research-writing-assignments/writing/features-of-academic-writing/academic-language

Text Structures
1. Problem and Solution 4. Chronology/ Sequence
2. Description 5. Cause and Effect
3. Compare and contrast

WHAT’S MORE
A. Directions: Read the given sentences/passage. Then, answer the
questions that follow. Write the letter of the correct answer.

1-2. Articles on women's sports were placed on the left page and often at the bottom, which is
a place skipped by many readers.

Which two sentences below express the same idea above using more formal language?
I. Articles on women’s sports were placed on the left page, often at the bottom,
which is an area most readers jump over.
II. Articles on women’s sports were placed on the left page, often at the bottom,
which is a less prominent position.
III. Articles on women’s sports were placed on the left page often at the bottom,
which is an area often overlooked by readers.

A. I & II B. I & III C. II & III D. none of the three

3-5. Identify the words/phrases showing informal language in the passage below.
Underline the informal words used in the passage. There are six informal phrases in the
passage, the first one is done for you.
These results are *(1)really quite good. The model fits very well with the data points, as
indicated by the R 2 values of 0.32 shown in Table 1 above. But the method used to
obtain the best values for a, b, and c wasn't efficient as it involved putting lots of values
into an Excel spreadsheet over and over to try and get the lowest R 2 value.
Source: Using Academic Language
https://www.monash.edu/rlo/research-writing-assignments/writing/features-of-academic-writing/academic-language

7
 .WHAT I CAN DO

Directions: Read the passage below. Then answer the questions that follow.

(1)Infection after consumption of fresh duck blood and undercooked poultry products
has been suspected in some cases of illness. (2) Indeed, transmission to felids was observed
after experimental feeding of infected chickens to domestic cats, and feeding tigers raw
infected chicken led to outbreaks of illness in Thai zoos, in which felid‐to‐felid transmissions
were also implicated. (3) Infected birds shed high concentrations of virus in feces.(4) Direct
intranasal or conjunctiva inoculation while swimming in contaminated water or, perhaps,
inhalation or ingestion of water could have been potential modes of transmission to some
H5N1‐infected patients.(5) As for human influenza, hand contamination from fomites and
self‐inoculation into the eye or upper respiratory tract remain possible modes.

1. Felids in sentence 2 means __________ .

A. rice fields B. body parts C. a mammal of Cat family D. a type of disease
2. What type of text structure is used in the text?
A. Chronological B. Problem – Solution C. Cause and Effect D. Compare and
contrast
3. What is the purpose of the writer in writing the text?
A. To inform B. To motivate C. To Convince D. To entertain

8
 Lesson
Text Structure
2
WHAT I NEED TO KNOW

The structure of a text specifically academic texts is a presentation of the

critical ideas of the writer in a clear and organized manner. This serves as a
guide for the writer in elucidating his ideas on a particular concept. With
appropriate transition devices used, readers could also be guided on the
flow of the ideas in the text.

WHAT IS IT

TEXT STUCTURE
The term “text structure” refers to how information is organized in a passage.
The structure of a text can change many times in a work and even within a
paragraph.

Types of Text Structures and Its Word Signals

I. PROBLEM AND SOLUTION
Purpose: To state one or more problems and provide one or more solutions to the problem.
Signal Words and Phrases
advantage disadvantage question since So that Because
Answer In order to solution Solved puzzle Dilemma
As a result issue Led to problem cause
of

II. COMPARE AND CONTRAST

Purpose: To describe what is similar and/or different about two or more subjects
Signal Words and Phrases
Characteristics For instance Most important Such as
Consists of In fact Looks like features

III. DESCRIPTION
Purpose: To explain in a topic, concept, person, place, event or object, by providing
characteristics, features and/or giving examples.
Signal Words and Phrases – descriptive words (e.g., color, shape, size)/position words (e.g.,
above, along, beside, between, in front of, near)
Alike But In comparison Same as
also Compared to In contrast Similar to
Although despite Instead of Similarity
As Different from Just Too
As opposed to Either-or On the contrary Unlike
As well as However On the other hand Yet
both In common opposite

9
IV. CHRONOLOGY
Purpose: To provide information in time order in which events, actions, or steps in a process
occur.
Signal Words and Phrases
After Finally Later Soon Prior to
As soon as First/second/third Meanwhile Step Until
At the same time Following Next Then When
Before Immediately Now Today Last
directions initially during simultaneously
V. CAUSE AND EFFECT
Purpose: To explain why or how something happened/happens: effect- what happened
cause – why it happened
Signal Words and Phrases
As a result If… then Outcome On account of Therefore Thus
Because Impact Reasons for Due to Influenced by How
Consequently In order to Since Is caused by Leads to So that
When… then Effects of For this reason

WHAT’S MORE
Directions: Identify the text structure used in the following statements. Encircle
the letter of the correct answer.
1. Because of globalization and technology, the need for ethical sensitivity
in writing is stronger than ever.
A. Problem and solution D. chronology/sequence
B. Description E. cause and effect
C. Compare and contrast
2. To follow ethics of writing first, you should always uphold the truth in your writing.
Second, be sensitive of your audience. Third, be fair and stay unbiased as much as
possible. Lastly, no matter how brilliant and true your information and/or ideas are, if
they are not presented well, they will not take the effect that you wanted to have.
A. Problem and solution D. chronology/sequence
B. Description E. cause and effect
C. Compare and contrast
3. Quoting is when you use quotation marks to denote exact wordings in your work that are
the same as the original source. Meanwhile, paraphrasing is stating a borrowed idea
using your own words.
A. Problem and solution D. chronology/sequence
B. Description E. cause and effect
C. Compare and contrast
4. Primary sources are raw data collected firsthand by the researchers or writers done
through field research. These data can be gathered through surveys, interviews, direct
observations, experiments, etc.
A. Problem and solution D. chronology/sequence
B. Description E. cause and effect
C. Compare and contrast

10
5. Plagiarism cases have been rapidly increasing in the academe. Using citations will not
exactly prevent plagiarism, but they can be used to lessen the impact of plagiarism by
giving credit to the original writers.
A. Problem and solution D. chronology
B. Description E. sequence
C. Compare and contrast

WHAT I CAN DO
Directions: Write a 200-word essay comparing and contrasting your experiences
on Face to Face Learning and Distance/ Modular Learning. Use the appropriate
transition devices. Use another sheet of paper in writing your essay.
Rubric in Academic Writing
Criteria Exemplary (20pts.) Very Good (15 pts.) Good (10 pts.) Needs Practice (5pts.)

Organization Writing shows high Writing is coherent Writing is Writing lacks logical
degree of attention to and logically coherent and organization. It shows
logic and reasoning of organized with logically some coherence but
points. Unity clearly transitions used organized. ideas lack unity.
leads the reader to the between ideas and Some points Serious errors
conclusion and stirs paragraphs to create remain
thought regarding the coherence. Overall misplaced and
topic. unity of ideas is stray from the
present topic.
Transitions
evident but not
used
throughout
essay.

Content Content indicates Content indicates Content Shows some thinking

synthesis of ideas, original thinking and indicates and reasoning but
indepth analysis and develops ideas with thinking and most ideas are
evidences original sufficient and firm reasoning underdeveloped and
thought and support for evidence. applied with unoriginal.
the topic. original
thought on a
few ideas.

Grammar & Essay is free of distracting Essay has few spelling, Most spelling, Spelling, punctuation, and
Mechanics spelling, punctuation, and punctuation, and punctuation, and grammatical errors create
grammatical errors; grammatical errors grammar correct distraction, making
absent of fragments, allowing reader to allowing reader reading difficult;
comma splices, and run- follow ideas clearly. to progress fragments, comma
ons. Very few fragments or though essay. splices, run-ons evident.
run-ons. Some errors Errors are frequent.
remain

Source: Grading Rubric for Written Assignments

http://home.snu.edu/~hculbert/criteria.pdf

11
Lesson
Summarizing
3

WHAT I NEED TO KNOW

Summarizing is a powerful reading and writing strategy. It increases

comprehension and retention of information. Writing is a challenging
communication skill essential in surviving in the academe and succeeding in
the workplace. It is appalling to note that some high school graduates and even some
professionals have poor writing skills. But the good news is that writing skills can be improved
by regular practice and determination.
After this lesson, you are expected to:
1. identify the difference between summarizing, paraphrasing, and synthesizing.

WHAT IS IT

Summarizing is to express the most important facts or ideas about something or

someone in a short and clear form. It should be a short version of a longer
original source.
For example:

Overall, the first two quarters of 2008 have been profitable to the company. Nineteen
of twenty departments report cutting costs at least twenty percent, and sales from fifteen
departments have risen five percent, or about $5 million. Despite these positive
developments, most department heads believe that they will not be able to maintain these
levels for the remainder of the year.

Summary:
The company has driven profits from January to June of 2008, but the rest of the year is
not expected to be as good.

Source: Summarizing
https://owl.purdue.edu/owl/english_as_a_second_language/esl_students/paraphrasing_and_summary/summarizing.html

12
 Techniques in Summarizing

1. Select a short passage (about one to four sentences) that supports an idea in your paper.
2. Read the passage carefully to fully understand it.
3. Take notes about the main idea and supporting points you think you should include in your
summary. Include keywords and terms used by the author and think, too, about how the source
ideas are relevant to the argument(s) that you are presenting in your paper.
4. Using only your notes, explain the original author’s main ideas to someone else. Then explain
how those ideas support or conflict with your own argument.
5. Reread the original source. Is there important information that you have forgotten or
misremembered? Is your summary very similar to the original source?
6. Add in-text citation and check the required formatting style.

Source: Summarizing: How to effectively summarize the work of others

https://www.lib.sfu.ca/about/branches-depts/slc/writing/sources/summarizing

WHAT’S MORE

Directions: Read the paragraph below. Perform the techniques in summarizing.

Supply the required ideas below.

“Illiteracy is a problem in many of the world’s poorest countries. Even in wealthier

nations like the United States, many children struggle with reading and writing. But in 19
cities across the country [United States], the volunteers of Experience Corps are helping
youngsters learn to read. The volunteers, all over 50, work with students in low-income
areas.” (Older Volunteers Help Children Learn to Read, Voice of America, voanews.com)
Main idea: __________________________________________________________
Key words: _________________________________________________________
Your summary: ______________________________________________________
WHAT I CAN DO

Directions: Write the summary of the following paragraphs.

1.
“Women entrepreneurs in the developing world often face challenges that limit
their chances for success and growth. They often have less access to
education than men and have difficulty getting financing on their own. But with
an understanding of the essential aspects of doing business – such as
planning, financing, networking and marketing – they can overcome those
obstacles. That's where the 10,000 Women Initiative comes in. As Faiza
Elmasry tells us, it's an investment in education with dividends that benefit the
businesswomen, their local communities and their national economies.”
(Goldman Sachs invests in Educating Women in Business, Voice of America, voanews.com)

Summary:
____________________________________________________________________________

13
 Lesson Thesis Statement
4

WHAT I NEED TO KNOW

Thesis statement is a sentence that provides an overall insight about a text. It
helps the reader to understand the importance of the content presented in an
academic text. Moreover, a thesis statement points out the main idea.

After this lesson, you are expected to:

1. identify the thesis statement in an academic text; and
2. construct a thesis statement

WHAT IS IT
A thesis statement is a sentence which tells the general idea of an essay. It
provides ideas and evidences that support your claims about a certain topic.
Essays such as expository, analytical, and argumentative types require thesis
statement to help readers acquire the topic and purpose of the text.

Thesis statement can be in the beginning or last part of the paragraph (introduction). Its purpose
depends on the type of essay you would like to write.
Example:

This report provides an analysis and evaluation of the current and prospective
profitability, liquidity and financial stability of Outdoor Equipment Ltd. Methods of
analysis include trend, horizontal and vertical analyses as well as ratios such as Debt,
Current and Quick ratios. Other calculations include rates of return on Shareholders’ Equity
and Total Assets and earnings per share to name a few. All calculations can be found in the
appendices. Results of data analyzed show that all ratios are below industry averages. In
particular, comparative performance is poor in the areas of profit margins, liquidity, credit
control, and inventory management.
Source: https://unilearning.uow.edu.au/report/4bi1.html

14
 WHAT’S MORE
Directions: Read the following excerpts from various published materials and
identify the thesis statement. Underline the thesis statement in the paragraph.
_____1. Many people expect climate activists like myself to have hope. Seeing thousands,
1 2

even millions, of young people on the streets all over the world, and knowing that you are not
alone in wanting to secure a safe future without suffering, must give us hope, right? For some, it 3

does. However, many of us are struggling, or even at peace, with not having hope for the future.
4

5
Instead, our activism is rooted in a sense of justice, perhaps anger, and definitely the need to
do everything in our power to ensure that future generations don’t need to take on the same
fight we are.
Source: Axelsson, Isabelle. You Don’t Have to Be Hopeful to Fight for a Better Future. Time Magazine (May 21, 2020). https://time.com/5840204/hope-better-future-
coronavirus/

_____2. Majority of us are staying safe and sound at home, but that doesn’t mean we’re
1

exempted from experiencing stress and anxiety. Our daily routines may have slowed down 2

compared to when things were still “normal” but we might find ourselves feeling worried or
uneasy at home for no specific reason. The good thing is that there are certain activities you’ve
3

probably been doing at home that might just help you ease your feelings of anxiety.
Source: Mendoza, Mylene. Little Things That Can Help Manage Your Anxiety, Aside From Streaming Videos. Candy Magazine. April 22, 2020.
https://www.candymag.com/features/home-help-manage-anxiety-a00306-20200422

_____3. Houseplants help create a welcoming environment in your living space. They can also
1 2

improve your home’s indoor air quality, which is especially beneficial when so many of us are
spending so many more hours indoors. NASA did a study on plants’ power to improve IAQ so
3

that the months our astronauts spend aboard the International Space Station could be healthier
for them.
Source: Gold, Jamie. 5 Easy-To-Grow Houseplants That Improve Indoor Air Quality. Forbes Magazine. June 16, 2020. https://www.forbes.com/sites/jamiegold/2020/06/16/5-
easy-to-grow-houseplants-that-improve-indoor-air-quality/#315c6a394155

WHAT I CAN DO
Directions: Determine the thesis statement in the sentences below. Then, write
an organized paragraph using the following sentences.
1.
The latest proposal is to run lessons on radio—so the current focus is providing
students with transistor radios
Who can afford the devices needed for online learning, and how to sustain it
with reliable internet connectivity?
. The jargon “blended learning” sounds so impressive in theory, but day by day
it is being pointed out that online learning will only highlight the social inequity that
exists.

________________________________________________________________________
2.
Many are now convinced more than ever that able executives are crucial in responding
to situations of great emergency.
The spread of COVID-19 is a vicious test of the resilience of our government institutions,
the capacity of the people in power to run this fragile system, and the capability of the
Filipino people to make them accountable.
With local governments at the epicenter of government response, people saw how local
executives performed (or underperformed) in response to the spread of the virus.

15
 Lesson
Outlining
5
WHAT I NEED TO KNOW

To have a well-organized paragraph or essay, you should create an

outline. This will serve as a pre-writing guide in connecting your ideas in your
essay.

At the end of the lesson, you are expected to:

Outline reading texts in various disciplines.

Classify the general topic and main idea in the text.
Determine and explain the parts of an outline.

WHAT IS IT

An outline is a tool for organizing ideas. It is used not only as a pre-writing

strategy but also as a post-reading activity. You can either use a decimal
outline or an alphanumeric outline.

Primary reasons for creating an outline.

● Aids in the process of writing

● Helps you organize your ideas
● Presents your material in a logical form
● Shows the relationships among ideas in your writing
● Constructs an ordered overview of your writing
● Defines boundaries and groups
How do I create an outline?

● Determine the purpose of your paper.

● Determine the audience you are writing for.
● Develop the thesis of your paper.
Then:

● Brainstorm: List all the ideas that you want to include in your paper.
● Organize: Group related ideas together.
● Order: Arrange material in subsections from general to specific or from abstract to
concrete.
● Label: Create main and subheadings.

16
Types of Outlines and its example

Decimal Outline Alphanumeric Outline

1.0. Choose Desired College THE COLLEGE APPLICATION PROCESS
1.1 Visit and evaluate college campuses I. CHOOSE DESIRED COLLEGES
1.2 Visit and evaluate college websites A. Visit and evaluate college campuses
1.2.1 Look for interesting classes B. Visit and evaluate college websites
1.2.2 Note important statistics 1. Look for interesting classes
2. Note important statistics
II. PREPARE APPLICATION
A. Write personal statement
1. Choose interesting topic
a. Describe an influential person in
your life
(1) Favorite high school teacher
(2) Grandparent
b. Describe a challenging life
event
2. Include important personal details
a. Volunteer work
b. Participation in varsity sports

Full Sentence Outline

I. Man-made pollution is the primary cause of global warming.
A. Greenhouse gas emissions are widely identified by the scientific community to be
harmful.
1. The burning of coal and fossil fuels are the primary releasers of hazardous
greenhouse gases.

Full sentence outlines are often accompanied with an APA reference list on a separate
page. Quotes within the outline must also utilize APA in-text citation

Source: Types of outlines

https://owl.purdue.edu/owl/general_writing/the_writing_process/developing_an_outline/types_of_outlines.html

17
 WHAT’S MORE

Directions: Read each paragraph. Then fill in the blanks in the outlines
that follow.
1 What makes an effective leader? 2 To be sure, no one characteristic or trait defines an effective
leader. 3 It is true, however, that effective leaders get the most out of employees or group
members by holding them to very high standards or expectations. 4 Setting high standards
increases productivity because people tend to live up to the expectations set for them by
superiors. 5 This is an example of the Pygmalion effect, which works in a subtle, often
unconscious way. 6 When a managerial leader believes that a group member will succeed, the
manager communicates this belief without realizing that he or she is doing so. 7 Conversely, when
a leader expects a group member to fail, that person will not usually disappoint the manager. 8
The manager’s expectation of success or failure becomes a selffulfilling prophecy. 9 Thus it pays
for a manager to expect the best from employees.
(Adapted from Andrew J. DuBrin, Leadership 4/e, © Cengage Learning.)

Main idea: Effective leaders encourage a high level of performance by expecting the best
from their employees.
Support: 1. People are likely to live up to a manager's or superior's expectations.
1. ___________________________________________________________
2. ___________________________________________________________
3.1. Leader who expects the best gets high achievement
3.2. Leader who doesn't expect much gets low achievement
3.3. _____________________________________________________
3.4. Pays for leaders to expect the best

18
 WHAT I CAN DO
Directions: Read each paragraph. Then fill in the blanks in the outlines
that follow.
Many people don’t know the difference between a patent and a trademark. 2 However the
terms trademark and patent aren't synonyms, they refer to different things. 3 Granted for a
specific number of years, a patent protects both the name of a product and its method of
manufacture. 4 In 1928, for example, Jacob Schick invented and then patented the electric
razor in an effort to maintain complete control of his creation. 5 Similarly, between 1895 and
1912, no one but the Shredded Wheat company was allowed to make shredded wheat
because the company had the patent. 6 A trademark is a name, symbol, or other device that
identifies a product and makes it memorable in the minds of consumers. 7 Kleenex, JELL-O,
and Xerox are all examples of trademarks. 8 Aware of the power that trademarks possess,
companies fight to protect them. 9 They do not allow anyone else to use one without
permission. 10Occasionally, though, a company gets careless and loses control of a
trademark. 11Aspirin, for example, is no longer considered a trademark, and any company can
call a pain-reducing tablet an aspirin. Many people don’t know the difference between a patent
and a trademark. 2 However the terms trademark and patent aren't synonyms, they refer to
different things. 3 Granted for a specific number of years, a patent protects both the name of a
product and its method of manufacture. 4 In 1928, for example, Jacob Schick invented and
then patented the electric razor in an effort to maintain complete control of his creation. 5
Similarly, between 1895 and 1912, no one but the Shredded Wheat company was allowed to
make shredded wheat because the company had the patent. 6 A trademark is a name, symbol,
or other device that identifies a product and makes it memorable in the minds of consumers. 7
Kleenex, JELL-O, and Xerox are all examples of trademarks. 8 Aware of the power that
trademarks possess, companies fight to protect them. 9 They do not allow anyone else to use
one without permission. 10Occasionally, though, a company gets careless and loses control of
a trademark. 11Aspirin, for example, is no longer considered a trademark, and any company
can call a pain-reducing tablet an aspirin.

Main Idea:__________________________________________________________________
Support: 1. Patents are granted for a specific number of years and protect both name and
method of manufacture.
A. ______________________________________________________________
B. Between 1895 and 1912, Shredded Wheat company had patent on shredded
wheat.
2. ____________________________________________________________________
A. ______________________________________________________________
B. Companies generally fight to protect trademarks but they can get careless.
Source: Practice with Outlining. http://www.laflemm.com/reso/OutliningFill-InREVISED.pdf

19
Lesson Using Critical Writing Theories in
6 Writing Academic Texts

WHAT I NEED TO KNOW

Reading texts are written by different people from different milieu or contexts.
Likewise, the people who read these texts come from different backgrounds
with differing perspectives. It is therefore more meaningful when texts are read in various
lenses because it gives the readers a broader view about the topic being raised. It also
enables one to become a critical thinker because having multiple perspectives pave the
way for better judgment about things at hand.
After this lesson, you are expected to:
1. identify the critical writing theories used in academic texts; and
2. employ appropriate critical writing theories in academic texts.

WHAT IS IT

Critical thinking means not easily believing pieces of information that you see,
read or hear. There are several critical writing theories that may help us make
better sense of what we are reading. These are the following:
1. Formalist Theory
This theory focuses on the style, structure, tone, imagery, etc. of the text being read. In
using formalism, you will analyze how certain elements work together to create meaning
within a text.
2. Reader Response Theory
This theory holds that there are many different ways to interpret the text based on the
reader’s cultural, religious, economic, etc. background. In other words, readers bring their
own thoughts, views, experiences and attitudes to the text and interpret the story through a
personal lens.
3. Psychoanalytical Theory
This theory centers on the psychology of the characters and analyzes character motivation,
behavior and actions. If you can figure out the protagonist’s psychology, then you can use
that to interpret the text. The theory is also used to analyze the author’s state of mind.
4. New Historicism Theory
This theory looks at the cultural makeup of a certain era and the ideas and values that
define that era. The text serves as a “retelling of history” and, if viewed as a historical
document, can supply a radically different viewpoint than what is commonly known about an
event, era and/or person.
5. Post-colonial Theory
This theory includes the dynamics of racism and Third World politics. It seeks to explain how
centuries of colonialism seeps through the systems of colonized countries.

20
 6. Marxist Theory
This theory focuses on the representation of class conflict as well as the reinforcement
and/or dismantling of class distinctions.
7. Feminism and Queer Theory
Feminism is both an intellectual commitment and a political movement that seeks justice for
women and the end of sexism in all forms, including the ill portrayal and non-inclusion of
women in academic and literary texts. Meanwhile, “Queer theory” questions the fixed
categories of sexual identity and the cognitive paradigms generated by normative (that is,
what is considered “normal”) sexual ideology.
8. Ethnic or Minority Theory
This theory concerns itself generally with art and literature produced by identifiable ethnic
groups either marginalized or in a subordinate position to a dominant culture.

WHAT’S MORE
Finding meaning to a reading text is definitely one of the many rewards of
reading critically. To help you employ the various critical writing theories, you
may use the following checklist:
Directions: Write on the blank the critical writing theory used in the sentences below.
Choose from pool of terms below.
Feminist Theory Psychoanalytical New Historicism
Marxist Theory Reader-Response Formalism
Post-colonial Theory Queer Ethnic or Minority
_____1. When I read “Sonny’s Blues" I am reminded of my younger sister who loves music. The
story really gets to me because sometimes I worry about her and my relationship with her.
_____2. The reaping system is unfair, with the poor getting the worst of it.
_____3. Jose P. Rizal’s “Kung Bakit Tamad ang mga Pilipino” traced the roots of the Filipinos’
seeming laziness according to the Spaniards. Rizal argued that it is the Spaniards who were the
real lazy ones because they assign even the simplest tasks to the Filipinos who they mocked as
“Indios”.
_____4. Female suffrage is a reform demanded by the social conditions of our times, by the
high culture of woman, and by the aspiration of all classes of society to organize and work for
the interests they have in common.
_____5. In the unification of two minds, orientation of sexuality is irrelevant.

21
 WHAT I CAN DO
Directions: Read the article below. Analyze the text using Readers’ Response
Theory. Write an essay about your reaction on the excerpt of
the article. You may research further to have better analysis. Make sure to have
an original piece. Use another sheet of paper for your essay.

Circulars in Duterte’s drug war violate constitutional rights – research

APR 26, 2019 11:47 AM PHT
LIAN BUAN
(Excerpt)
(UPDATED) Voluntary submission in existing laws can exempt a drug suspect from criminal
liability. In Duterte’s war on drugs, a surrenderer may further expose himself to prosecution,
according to research done by the Ateneo Human Rights Center.
MANILA, Philippines (UPDATED) – The circulars that operationalized President Rodrigo
Duterte's drug war violate the rights of suspects guaranteed in the Constitution, according to a
research paper presented by the Ateneo Human Rights Center (AHRC) on Friday, April 26.
AHRC Director Ray Paolo Santiago said the research paper examined the legal
framework of Oplan Tokhang, and concluded that the operation, on paper, has a kind of
vagueness that "affords state agents the latitude if not discretion that render our human rights
vulnerable."
The paper outlines all rights that are violated by the policies, such as right to privacy,
information, due process, presumption of innocence and rights against illegal search, and self-
incrimination – all guaranteed by the Constitution.
“The implementation of the current anti-drug policies, now with the benefit of hindsight,
reveals a pattern of human rights violations that must be addressed,” said lawyer Araceli
Habaradas, one of the research proponents.
The first circular, PNP CMC No. 16-2016 as signed by then-top cop General Ronald dela
Rosa in July 2016, is for “the conduct of house-to-house visitations to persuade suspected
illegal drug personalities to stop their illegal drug activities.”
“The PNP Double Barrel Circular can serve as the license for police personnel to do acts
that expose Tokhang subjects to many evils sought to be prevented by the Bill of Rights
because of the vagueness and lack of accompanying guidelines,” the research paper said.
The most glaring issue is whether Tokhang constitutes custodial investigation, defined
as the questioning of someone taken into custody or someone deprived of his freedom.
Source: https://www.rappler.com/nation/duterte-drug-war-circulars-violate-human-rights

Guide Questions in writing your essay using Readers’ Response:

1. Is the issue well presented? How?
2. Did the writer/researcher presented valid evidences for claim? Cite it.
3. Do you agree with stand of the paper? Why? Why not?
4. What did you learn from the article? How much were your views and opinions
challenged or changed by this text? Explain.

22
 Lesson
Writing a critique
7
WHAT I NEED TO KNOW
Critique papers summarize and judge the book, journal article, and artwork,
among other sources. Basically, these papers include a critical evaluation of
the item under reflection.
After this lesson, you are expected to:
1. Writes an objective/balanced review or critique of a work of art, an event or a
Program
1.1. Apply the guidelines in writing a reaction paper/review/critique to a
speech

WHAT IS IT

The term critique paper refers a genre of academic writing that briefly
summarizes and critically evaluates a work or concept. Critiques can be used
to carefully analyze a variety of works such as Creative works (novels, exhibits, film, images,
poetry), Research (monographs, journal articles, systematic reviews, theories) and Media (news
reports, feature articles)
Why do we write critiques?
Writing a critique on a work helps us to develop:
● A knowledge of the work’s subject area or related works.
● An understanding of the work’s purpose intended audience, development of argument,
structure of evidence or creative style.
● A recognition of the strengths and weaknesses of the work.

Parts of a Critique Paper

1. Introduction
Typically, the introduction is short (less than 10% of the word length) and you should:
Name the work being reviewed as well as the date it was created and the name of the
author/creator. Describe the main argument or purpose of the work. Explain the context in
which the work was created. This could include the social or political context, the place of the
work in a creative or academic tradition, or the relationship between the work and the creator’s
life experience. Have a concluding sentence that signposts what your evaluation of the work
will be. For instance, it may indicate whether it is a positive, negative, or mixed evaluation.

23
1. Summary
Briefly summarize the main points and objectively describe how the creator portrays these by
using techniques, styles, media, characters, or symbols. This summary should not be the focus
of the critique and is usually shorter than the critical evaluation.
1. Critical evaluation
This section should give a systematic and detailed assessment of the different elements of the
work, evaluating how well the creator was able to achieve the purpose through these. For
example: you would assess the plot structure, characterization and setting of a novel; an
assessment of a painting would look at composition, brush strokes, color, and light; a critique of
a research project would look at subject selection, design of the experiment, analysis of data
and conclusions. A critical evaluation does not simply highlight negative impressions. It should
deconstruct the work and identify both strengths and weaknesses. It should examine the work
and evaluate its success, considering its purpose.
1. Conclusion
This is usually a very brief paragraph, which includes: A statement indicating the overall
evaluation of the work A summary of the key reasons, identified during the critical evaluation,
why this evaluation was formed. In some circumstances, recommendations for improvement on
the work may be appropriate.
1. Reference list
Include all resources cited in your critique. Check with your lecturer/tutor for which referencing
style to use.

WHAT’S MORE
Critique papers contain a summary and a critical analysis of a source or
concept. Basically, these papers lead to a careful analysis of a variety of works
like research papers, media and other creative works. Therefore, critique papers
may be categorizes based on the purpose of why it is written.

Purpose of writing a critique paper:

1. describe give the reader a sense of the writer's overall purpose and intent.
2. analyze examine how the structure and language of the text convey its meaning.
3. interpret state the significance or importance of each part of the text.
4. assess make a judgment of the work's worth or value.

Directions: Read the article below. Write a 200-word critique based on the claims and
evidences presented by the writer.

Philippines: New Anti-Terrorism Act Endangers Rights

Special Council Would Usurp Court Powers
June 5, 2020 6:00AM EDT
(Excerpt)
(Manila) – The Philippines government is on the verge of enacting a counterterrorism law that will
eliminate critical legal protections and permit government overreach against groups and individuals
labeled terrorists, Human Rights Watch said today. The draft Anti-Terrorism Act of 2020 passed both
the House of Representatives and the Senate, and President Rodrigo Duterte is expected to quickly
sign the bill into law.

24
 The draft law uses an overbroad definition of terrorism that can subject suspects, apprehended
without a warrant, to weeks of detention prior to an appearance before a judge. A special body
composed mainly of Cabinet officials appointed by the president would provide the authority to enforce
the law.
“The Anti-Terrorism Act is a human rights disaster in the making,” said Phil Robertson, deputy
Asia director at Human Rights Watch. “The law will open the door to arbitrary arrests and long prison
sentences for people or representatives of organizations that have displeased the president.”
In a letter to Congress on June 1, 2020, Duterte certified that passage of the Anti-Terrorism Act
was urgent, short-circuiting a more thorough debate of the legislation and prompting the House of
Representatives to quickly adopt in full a version of the bill passed by the Senate. The measure would
replace the existing Human Security Act of 2007.
The draft law creates a new Anti-Terrorism Council (ATC), consisting of members appointed by
the executive, that would permit the authorities to arrest people it designates as “terrorists” without a
judicial warrant and to detain them without charge for up to 24 days before they must be presented
before a judicial authority. Under existing law, terrorism suspects must be brought before a judge in three
days. Human Rights Watch believes that anyone taken into custody should appear before a judge within
48 hours.
Under the draft law, those convicted on the basis of overbroad definitions of “terrorism” face up
to life in prison without parole. An individual, as well as a group, commits terrorism when he or she
“engages in acts intended to cause death or serious bodily injury to any person, or endangers a person's
life,” or “causes extensive damage to public property,” in order to “create an atmosphere or spread a
message of fear.” While the definition also includes aims often associated with terrorism, such as
seeking to “seriously destabilize or destroy the fundamental social, economic or political structures of the
country,” it does not require such intent. By this broad definition, starting a fight in a bar could technically
be classified as an act of terrorism, Human Rights Watch said.
Source: https://www.hrw.org/news/2020/06/05/philippines-new-anti-terrorism-act-endangers-rights

Guide Questions in writing your critique:

1. Is the issue clearly explained? How?
2. Did the writer present valid evidences to justify his claims? Cite and explain it.
3. Do you agree with stand of the paper? Why? Why not?
4. What did you learn from the article? How much were your views and opinions challenged or
changed by this text? Explain.

WHAT I CAN DO

Directions: Write a critique of the governments’ effort in resolving

the COVID-19 problems. Discuss your views about vaccination
process and system created. State your point of views on the impact of quarantine
system the people and the economy. Is it justifiable and correct or not? Explain your
views.

25
 Lesson
Concept Paper
8
WHAT I NEED TO KNOW
This next module will briefly discuss the concept paper, and it has another
writing task for you. A concept paper is a precedent of a full proposal, and a full
proposal is a precedent of something big such as a research study, a project,
or feasibility study. Before being able to write a concept paper, you have to know what a
concept paper is and its salient parts.

After this lesson, you are expected to:

1. determine the ways a writer can elucidate on a concept by definition, explication and
clarification;
1.1. define what a concept paper is; and
1.2. identify definition, explication and clarification as a method to explain a
concept.

WHAT IS IT

What is a Concept Paper?

Prior to the submission of a project proposal, proponents are requested to
submit a summary of what the project is all about, the reason for conducting
the project, and how it will be carried out. Did you know that a concept paper has several
uses?
● First, it serves as a foundation of the full proposal.
● Second, it helps to determine whether a certain project is feasible or not.
● Third, it is used to pique the interest of the potential funding agencies.
● Finally, it is used to obtain informal feedback on the ideas prior to
preparing the full paper.

Knowing all these, it is important that you know how to explain well the concept within
your paper to achieve the full potential and expected outcome of your paper. There are
three ways to explain a concept that you can use:

KINDS OF CONCEPT PAPER

1. Absolute Concept: signifies the meaning of a concept, all definitions are absolute
concepts.
Ex. A triangle is a three-sided figure.
2. Connotative Concept: signifies a characteristic existing in the concept, all modifiers are
connotative concept.
Ex. Drummer boy

26
 Note: Absolute Concept – Explicit (obvious and apparent, directly stated)
Connotative Concept – Implicit (not expressed clearly, only suggested,
indirectly stated) up. A new world or a new sense of normalcy has been established for
the characters. A sense of closure or finality is also evident in the resolution.

1. DEFINITION – It is the method of identifying a given term and making its meaning
clearer. A definition can be presented in three ways: informal, formal, or extended.
● An informal definition is done through a parenthetical or brief explanation.
Informal definition example:
Freedom, also referred to as liberty or independence, is a state people reach
when they are free to think and do whatever they please.
● A formal definition explains by incorporating the term to be defined (species), and
the quality that makes the term different from other terms in the same category.
Formal definition example:
Term: freedom
Part of speech: noun
Definition: The power or right to act, speak, or think as one wants without
hindrance or
restraint.
● An extended definition is a detailed way of defining a term and is usually
composed of at least one paragraph. This type of definition incorporated various
patterns of development (e.g., formal and informal definition, comparison and
contrast, narration, description, classification, functional analysis, process,
analogy, and cause and effect) to explain a given concept.

Extended definition example:

To our colonial forefathers, freedom meant having a voice in their
government. (historical reference) The Revolutionary War was a last resort
against an empire that continued to tax its colonists without the representation of
the colonists in Parliament. Since the United States won the right to rule itself,
our country has been referred to as "the land of the free and the home of the
brave." (example) True freedom means the ability to think, feel, say, or act
however one chooses. (listing parts) It is a state where the bars of bondage do
not exist. (negation) Unfortunately, the widening gap between the haves and
have nots means that some are now shackled by their lack of education. (evoke
the senses: shackled) Americans can attain real freedom when everyone has the
same educational opportunities.
1. EXPLICATION – An explication is a method of explanation in which sentences, verses,
quotes or passages are taken from a literary or academic work and then interpreted and
explained in a detailed way.

Examples of Explication:
Here is the last stanza of Robert Frost's "The Road Not Taken," and a possible
explication.

I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I-
I took the one less traveled by,
And that has made all the difference.

27
 The speaker in the poem uses the word "sigh" to signify possible future regret for the
decision that he made when faced with two paths. While the poem focuses on two
physical paths-roads diverging in a "yellow wood," the speaker is alluding to
metaphorical paths-two possible choices that will alter the course of his life. And so
on and so forth.
1. CLARIFICATION – It is a method of explanation in which the points are organized from
a general abstract idea to specific and concrete. From the term itself to clarify things that are
unclear.

WHAT’S MORE
Directions: Write the words CLEAR and UNCLEAR before the sentences
accordingly.

________1. Lately, most movies I've seen have been merely second-rate entertainment, but
occasionally there are some with worthwhile themes. The rapid disappearance of the
Indian culture is the topic of a recent movie I saw.
________2. Lately, most movies I've seen have been merely second-rate entertainment, but
occasionally there are some with worthwhile themes. One recent movie I saw was
about the rapid disappearance of the Indian culture.
________3. Because of the growing use of computers to store and process corporate
information, industrial spying is increasing rapidly.
_________ 4. Industrial spying, because of the growing use of computers to store and process
corporate information, is increasing rapidly.
_________ 5. Industrial spying is increasing rapidly because of the growing use of computers to
store and process corporate information.
Source: Improving Sentence Clarity
https://owl.purdue.edu/owl/general_writing/mechanics/sentence_clarity.html

WHAT I CAN DO
Directions: Write a letter of proposal to the Mayor to subsidize the COVID-19
vaccination to all the people in your barangay. State your
claims why your barangay deserve to receive free and complete doses of the
vaccines. Cite valid evidences that will strengthen your proposal.
Have at least 200 words in your letter. Use formal and clear words in writing your letter.
Use another sheet of paper for this.

28
 Lesson Compare and Contrast
9 Concept Papers
WHAT I NEED TO KNOW

Comparing and contrasting concept papers develops your critical

thinking skills. This helps you learn to comprehend, analyze, evaluate and
synthesize your ideas from different perspectives. Hence, this will aid in
exploring your understanding and using it to gain insights that may debunk your old
perspectives or prove your claims.
At the end of the lesson you are expected to:
1. Compare and contrast various kinds of concept paper.
2. Identify explicit and implicit statements.

WHAT IS IT

How to Compare and Contrast Concept Papers?

A compare and contrast paper discusses the similarities and differences between two or more topics.
The paper should contain an introduction with a thesis statement, a body where the comparisons and
contrasts are discussed, and a conclusion.
Steps in Comparing and Contrasting Papers
1. Address both similarities and differences and
discuss the similarities and differences. Analyze the ideas to determine the differing elements of the
concepts.
2. Have a clear thesis statement and create a thesis statement that state the purpose and
importance of comparing and contrasting the material.
3. Use clear transitions
Examples of transitions and phrases for comparisons:
as well, similar to, consistent with, likewise, too, both...and..
neither...nor…, also
Examples of transitions and phrases for contrasts:
on the other hand, however, although, differs, conversely,
rather than, in comparison, on the other hand, while,
whereas, to differ from, to be unlike, but
Structure your paper
There are two main ways to structure a compare and contrast essay, namely using a block or a
point-by-point structure.
In Block structure, all of the information about one of the objects being compared/contrasted is given
first, and all of the information about the other object is listed afterwards. This type of structure is
similar to the block structure used for cause and effect and problem-solution essays.

29
*Introduction
-Object 1 - Point 1
-Object 1- Point 2
-Object 1 - Point 3
*Transition sentence/Paragraph
-Object 2 - Point 1
-Object 2 - Point 2
-Object 2 - Point 3
*Conclusion

The Point-by-Point structure, each similarity (or difference) for one object is followed immediately by
the similarity (or difference) for the other. Both types of structure have their merits. The former is
easier to write, while the latter is generally clearer as it ensures that the similarities/differences are
more explicit.
*Introduction
Point 1
Object 1 to Object 2
Point 2
Object 1 to Object 2
Point 3
Object 1 to Object 2
*Conclusion
Source: Smith, S. (March, 2020). Compare and Contrast Essays.
https://www.eapfoundation.com/writing/essays/candc/

1. Include Analysis

The paper should also include analysis that shows the importance/ purpose of the
comparisons and contrasts. For instance, if you are comparing two articles on the topic of the nursing
shortage, help us understand what this will achieve. Did you find consensus between the articles that
will support a certain action step for people in the field? Did you find discrepancies between the two
that point to the need for further investigation?

2. Make Analogous Comparisons

Example of poor comparisons:
Kubista studied the effects of a later start time on high school students, but Cook used
a mixed methods approach.
(This example does not compare similar items. It is not a clear contrast because the
sentence does not discuss the same element of the articles. It is like comparing apples to
oranges.)
Example of analogous comparisons:
Cook used a mixed methods approach, whereas Kubista used only quantitative methods.
(Here, methods are clearly being compared, allowing the reader to understand the distinction.)
Source: Writing a Paper: Comparing & Contrasting.
https://academicguides.waldenu.edu/writingcenter/writingprocess/comparecontrast

30
 Sample Essay
Structure: Point by Point
(Thesis Statement)
One challenge teacher’s face is identifying and assisting students who are struggling without
disrupting the rest of the class. (Description of the first subject) In a traditional classroom
environment, the teacher can easily identify when a student is struggling based on their demeanor
in class or simply by regularly checking on students during exercises. They can then offer
assistance quietly during the exercise or discuss it further after class. (Contrast the previous
statements) Meanwhile, in a Zoom-based class, the lack of physical presence makes it more
difficult to pay attention to individual students’ responses and notice frustrations, and there is less
flexibility to speak with students privately to offer assistance. (Conclusion) In this case, therefore,
the traditional classroom environment holds the advantage, although it appears likely that aiding
students in a virtual classroom environment will become easier as the technology, and teachers’
familiarity with it, improves.
Source: How to compare and contrast in an essay
https://www.scribbr.com/academic-essay/compare-and-contrast/

WHAT’S MORE
Directions: Compare and contrast the two research studies about the quality of
Organic Foods and Conventional Foods. Write an essay about it.

Text A
The Nutritional Quality of Organic and Conventional Food Products Sold in Italy: Results from the
Food Labelling of Italian Products (FLIP) Study
Margherita Dall’Asta 1,† , Donato Angelino 2,† , Nicoletta Pellegrini 3,* and Daniela Martini 4,‡2020

Abstract: The market for organic products is growing rapidly, probably attributable to the general
customer perception that they are healthier foods, with a better nutritional profile than conventional
ones. Despite this, the available studies show limited differences in the nutrient profile of
organically and conventionally primary food products. Apart from this literature, no studies have
focused on the nutrition profile of commercially prepacked foods. Thus, the aim of the present
survey was to compare the nutritional quality intended as nutrition facts of organic and
conventional prepacked foods sold in Italy. A total of 569 pairs of prepacked products (organic and
their conventional counterparts) were selected from nine food categories sold by online retailers.

By comparing organic and conventional products in the “pasta, rice and other cereals” category,
the former were lower in energy, protein, and higher in saturates compared to the latter. Organic
“jams, chocolate spreads and honey” products were lower in energy, carbohydrates, sugars and
higher in protein than their regular counterparts. No differences were found for energy,
macronutrients and salt for other categories.

Therefore, based on the mandatory information printed on their packaging, prepacked organic
products are not of a superior nutritional quality than conventional ones, with just a few exceptions.
Consequently, the present study suggests that organic certification cannot be considered an
indication of better overall nutritional quality. Further studies examining the nutritional quality of
organic foods, taking into account the ingredients used, might better explain the results obtained.

Keywords: organic food; food labeling; nutrition facts; nutritional quality

Source: Products (FLIP) Study. http Nutrients 2020, 12, 1273; doi:10.3390/nu12051273s://www

31
Text B

Food Quality: A comparison of organic and conventional fruits and vegetables

Genevieve Bordeleau, Isla Myers-Smith, Marta Midak, Andrzej Szeremeta
May 23, 2002
Ecological Agriculture
Abstract

This paper addresses food quality of organic and conventional fruits and vegetables. A literature
review was conducted to summarize and discuss the findings of research comparing food from
the two production systems. A difference in food quality was found for nutritive value (vitamin C)
and toxicity (nitrates and pesticides). A survey was performed to evaluate consumers’ reasons for
purchasing organic food and their understanding of the term food quality. The primary reasons
found, in this survey, for buying organic food were environment, health and taste. Definitions of
food quality were varied. Most responses related to sensory, safety and nutritive parameters. A
market supply experiment was conducted to analyze the difference in specific internal and
external quality parameters for organic and conventional Golden Delicious apples. Significant
differences were found for the sugar-acid ratio, volume and color (no difference was found for
sugar, acid, pH, dry matter and firmness). Near infrared (NIR) spectral analysis was performed to
evaluate this technology’s ability to predict food quality and to differentiate between organic and
conventional apples. NIR spectra could weakly (74% correlation) predict sugar content in apples.
Potential discrimination of organic and conventional apples was shown for our data, however, our
statistical model could only classify at a 25% significance level. We conclude that there are
differences between organic and conventional foods for some parameters, however, quality is
influenced by factors other than organic regulations such as cultivar, climate, soil type and storage
conditions. We have found enough evidence to support a significant difference in food quality in
the findings of research and in the preferences of our survey respondents.
Source: Food Quality: A comparison of organic and conventional fruits and vegetables https://edepot.wur.nl/115486

WHAT I CAN DO
Directions: Compare and contrast ideas. Choose one among the topics below.
Follow the guidelines below in writing your essay. Have another sheet of paper for
your essay.
1. Modern Medicine and Alternative medicine
2. Sinovac Vaccine and other Vaccines for Covid-19
3. Traditional Commerce to E-commerce (e.i. online bank transaction, online shopping)
4. Face to face schooling and Distance Learning

32
33