COURSE INTENDED LEARNING OUTCOME

At the end of the course, students should be able to:

a. Acquire knowledge of appropriate reading strategies for a better understanding of academic texts.
b. Produce a detailed abstract of information gathered from the various academic texts read.
c. Manifest understanding of the principles and uses of a reaction paper/review/critique.
d. Conduct an objective assessment of an event, a person, or a thing.
e. Writes a comprehensive review/reaction paper.
f. Learn how to evaluate sources.
g. Identify the principles and uses of a concept paper, position paper, & etc.
h. Compose a well-balanced concept paper in a specific discipline.
i. Present a convincing position paper based on properly cited factual evidence.
j. Produce an insightful statement of principles and reasons for establishing a student organization, coming up with a group exhibit of creative works,
etc.

COURSE CONTENT

COURSE CODE EAPP

COURSE TITLE English for Academic and Professional Purposes
COURSE This course is designed to help Senior High Students improve their written and oral communication skills. They will be given real-
DESCRIPTION time tasks that will allow them to use the target language in academic and professional settings. They will also be exposed to the
language of the fields in which they plan to work later in life.
COURSE UNIT 4 units
CONTACT HOURS 4 Hours every week for 21 weeks
PRE-REQUISITES Reading and Writing Skills
COURSE OUTLINE

WEEK TOPIC
1 Fundamentals of Reading Academic Texts
2 Locating Thesis Statement & Topic Sentence
3 Summarizing & Paraphrasing
4 Evaluating & Citing Sources
5 Midterm Examination
6 Writing a Reaction paper, Review, & Critique
7 Writing Concept Paper
8 Writing a Position Paper
9 Writing a Position Paper in Specific Discipline
10 Final Examination

LEARNING PLAN

DESIRED LEARNING COURSE TEXTBOOKS/REFERENCES TEACHING AND LEARNING ASSESSMENT OF RESOURCE TIME
OUTCOME (DLO) CONTENT/SUBJECT ACTIVITIES (TLAs) TASK (ATs) MATERIALS TABLE
MATTER
 Determines the Fundamentals of  EAPP Book pg. -  Discussion  Oral  Textbook
structure of a Reading Academic 11-12 Recitation  Chalkboard
specific academic Texts  Quiz  Laptop
texts.  Structure of  Comparati
 Differentiate Academic Texts ve &
language used in  Critical Reading Contrast
academic texts from Strategies Essay
various disciplines.  Content & Style of
 Explains the specific Academic Texts
ideas contained in
various academic
texts.
  Recitation  Quiz  Picture
 States the Thesis Locating Thesis  Pg. 23  Games  Group  Textbook
Statement & Topic Statement & Topic  Pg. 29-30 Activity
Sentence of an Sentence
Academic Texts.  Understanding &
 Explain a text using Locating Thesis
one’s own words. Statement
 Strategies in
Locating Thesis
Statement &
Topic Sentences.

Prelim
 Summarizes the Basic Summarizing  Pg. 92-94  Interactive  Quiz  Chalkboard
content of an  What is  Pg. 97 Discussion  Oral  Visual Aid
academic text. summarizing?
 Differentiate  Formats in
paraphrasing and summarizing
summarizing.
Summarizing and
Paraphrasing
 When to use
paraphrasing &
summarizing

 Forms opinions Evaluating Sources  Pg. 44  Interactive lecture  Recitation  Chalkboard

based on facts.  Criteria in  Pg. 37-41  Agree/  Visual Aid
 Cite specific sources Evaluating  Pg. 46-50 Disagree
 to support claims. Sources on  Textbook
 Present ideas Citing Sources Plagiarism
convincingly.  Purpose of citing  Group
 Cite and evaluate sources Activity
sources using  Forms of Citation  Group
different style  Style Guides in Evaluation
guides/formats. Citing Sources
 Guidelines in
Text Citations

Midterm
 Raises legitimate, Writing a Reaction  Pg. 28 • VideoPresentation • Quiz • Pictures
contrary views in Paper, Review, &  Pg. 30 • Open-ended questions • Critique • Textbook
an appropriate Critique • Discussion • Review • Powerpoint
manner.  What is a Presentation
 Uses appropriate Reaction paper, • Projector
critical approaches review, &
in writing a critique critique?
such as feminism,  Critical
formalism, etc. Approaches in
 Writes an using critiques
objective/balanced a) Formalism
review or critique b) Feminism
of a work of art, an c) Reader’s
event or a program. Response
Criticism,
etc.
• Defines Concept Paper Writing a Concept EAPP Book • Discussion • Presentation • Powerpoint
• Identifies situations in Paper  Pg. 140 • Group Activity Presentation
which a concept may be  What is  Pg. 158 & Presentation • Projector
effectively used to concept • Practical
improve our society. paper? Application of
 Concept Concept Paper
explanation
 Guidelines
in writing a
concept
paper
Semi-
final
 Identify the Writing a EAPP Book • Discussion • Quiz • Textbook
importance of Position Paper • Pg. 163 • Agree/Disagree • Oral • Visual Aids
position paper  What is a position Activities
 Identifies situations paper? • Games
in which a position  Parts of position
paper may be paper
effectively used in  Guidelines in
our present society. Writing Position
Paper

 Writes various Writing A EAPP Book  Interactive Lecture • Group Activity • Textbook
kinds od position Position Paper in  Pg. 166-167 • Oral • Chalkboard
papers. Specific
Discipline
• Particular
Situatiom
• Various Field
Final
Course Requirement:
1. Major Exam 50%
2. Attendance 10%
3. Performance Task 25%
*Position Paper 15%
Total: 100%