The document discusses calories, which are a unit of measurement for energy that can be applied to food or other substances. Calories describe the potential energy in food to maintain bodily functions through metabolic processes. The number of calories burned during exercise depends on factors like body weight and type of activity, and maintaining or changing weight involves balancing calories consumed and expended each day.
The document discusses calories, which are a unit of measurement for energy that can be applied to food or other substances. Calories describe the potential energy in food to maintain bodily functions through metabolic processes. The number of calories burned during exercise depends on factors like body weight and type of activity, and maintaining or changing weight involves balancing calories consumed and expended each day.
The document discusses calories, which are a unit of measurement for energy that can be applied to food or other substances. Calories describe the potential energy in food to maintain bodily functions through metabolic processes. The number of calories burned during exercise depends on factors like body weight and type of activity, and maintaining or changing weight involves balancing calories consumed and expended each day.
1. Write your answers/essays/tasks on other sheets of paper.
2. Take good care of this module and don’t write anything on it. 1 English for Academic and Professional Purposes Quarter 1 – Module 1: Academic Text and Text Structure
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. Differentiating the language used in academic texts from various disciplines (CS_EN11/12A- EAPP-Ia-c-2).
Lesson 1 Academic Text
The academic text or the academic language embodies the language that is used for academic discipline. It has different forms namely, a paragraph or the sentence structure, purpose, genre, audience, overall organization and level of text difficulty. These are the factors that affect how the person write or read in the discipline.
Parts of the Academic Text
I. Title Page– provides information regarding the title, author, and type of work. II. Abstract or Summary- provides a brief account of the main content of an academic paper. III. Table of Contents- gives an opportunity to gain an idea of what the academic paper is about at an early stage. IV. Introduction- it is a soft-start and orientation to engage and acquaint with the academic text. V. Background- gives the necessary background information to understand the context of the academic text. VI. Aim and Issue- provides the terms of reference for academic paper. VII. Theoretical Framework- defines the key concepts, proposes relations between them, discusses relevant theories and models based on a literature review. VIII. Method- provides the methodological details of the paper. IX. Results, Analysis and Discussion- involves the result of the study, its analysis and discussion. X. Closure- the end section of the academic paper. A summary or a concrete conclusion about the issue and questions can be used to end the academic paper. XI. List of References- acknowledges the contribution of other writers and researchers in your work. XII. Appendices- contains supplementary materials that may be helpful in providing a more comprehensive understanding of the academic paper.
What’s In Read the following statements carefully. Identify the word or group of words that corresponds the following statements. Write your answer on the space provided before each number.
_______________ 1. It gives a list of what is usually found on a page before the start of a written work. _______________ 2. It includes the information about the contents of the article, the author, origin of the article and the article type. _______________ 3. It is the procedure used to identify, select, process, and analyze information about a topic. _______________ 4. It provides a quick overview of the main content of an academic paper. _______________ 5. It is a structure that can hold or support a theory of a research. _______________ 6. It gives information that increases a reader’s awareness to the context of the academic text. _______________ 7. It is the end section of the academic paper. _______________ 8. It states the purpose or intent of the paper. _______________ 9. It provides details of the sources that have been used in the text. _______________ 10. It is used when the incorporation of material in the body of the text would make it poorly structured or too long and detailed.
2 What’s New Legal Indictment State of ---- --- Country TWENTY-FIRST JUDICIAL DISTRICT COURT
THE GRAND JURORS of the State of --- duly impaneled and sworn, in and for --- County in the name and by the authority of the said State upon their oath, find and present: That one John Doe late of --- County, on the 223rd day of January in the year of our Lord One Thousand Nine Hundred and Twenty-Four, with force and arms, in -- County, aforesaid and within jurisdiction of the Twenty First Judicial District Court of ---, for the --- County, did unlawfully, feloniously, with malice aforethought kill and slay one Porphyria Blank by strangulation. Contrary to the form and the Statutes of the State of ---, in such cases made and provided and against the peace and dignity of the same. ………………………………………………….. District Attorney for the 21st Judicial District of --- What is It
Academic Text Non-academic Text
Stricter Format Formal but not that strict
Yields toward the academe Yields toward the personal means It has a purpose of creating new body of It has a goal which is to communicate. knowledge
What’s More In the left column, write the findings of the grand jurors using their language based on the text. In the right column, interpret the findings of the grand juror using the type of language you use in ordinary communication. Note: Give one answer to the findings and its interpretation so that the learners have ideas what to do. What I Have Learned Answer this question in not less than 10 sentences but not more than 15 sentences. Evaluate your answer based on the given rubric below. Findings of the Grand Juror Interpretation Example: Example: “unlawfully” -A person have done an act contrary to the law.
1. How does the language used by the grand juror differ from the language you used? __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ RUBRIC Criteria Excellent (4) Good (3) Fair (2) Poor (1) Score Content Your response Your response Your response did not Your response (Response to directly addressed directly addressed directly address the did not address the question/s) the question/s. You the question/s. You question/s but you the question/s. used a thesis used a thesis provided some relevant statement and statement. information that relevant supporting indirectly addressed details. the question/s. Organization Your output is well- Your output is Your output is mainly Your output (Flow of organized. You organized. You organized. You seldom lacked Thoughts) connected all the often connected connected the ideas. organization. ideas smoothly. the ideas smoothly. Mechanics You observed proper You somehow You barely observed You did not (Output output format. observed proper proper output format. observe proper Format) output format. output format.
Total: *Note: Add 3 points to your total scores. 3 What I Can Do Understanding Calories (1) A calorie, also known as kilocalorie, is a unit of energy. This unit represents the energy required to heat a kilogram of water on degree Celsius. While people generally link the term calorie with food, it is a unit of measurement that can be applied to any substance possessing energy. For instance, there are 8200 calories in a litter (about one quart) of gasoline. (2) Calories describe the potential energy in food to maintain bodily functions, grow or repair tissue, and perform mechanical work such as exercise. Food calories may take the form of fat, carbohydrates, or proteins. Once consumed, enzymes act on these nutrients through metabolic processes and break them into their perspective categories of fatty acids, glucose, and amino acids. These molecules travel through the blood stream to specific cells where they are absorbed for immediate use or sent on to the final stage of metabolism where they release their stored energy through the process of oxidation. (3) The number of calories burned during an exercise depends on various factors including body weight and the type of exercise. For example, an individual weighing 59 kilograms (130 pounds) would expend roughly 500 calories per hour swimming or playing basketball. However, this same person would burn an estimated 200 walking or playing table tennis. In order to survive and maintain body weight, the average individual requires approximately 2000 to 2500 calories per day. Gaining or losing weight is a simple process. Add and subtract 7,700 calories over the course of time to gain or lose a kilogram. Nutrition has nothing to do with it. It is all about calories. Answer the following question in not less than 15 sentences but not more than 20 sentences. Evaluate your answer based on the given rubric. Why is it important to understand calories? _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
*Note: Use the rubric at page 3 as guide. Add 3 points to your total scores.
Assessment Complete the table by writing the language used in “Understanding Calories” and using your own language.
Paragraph Language Used in the Text Interpretation
1
Additional Activities List down at least 10 words from “Understanding Calories” that are related to dietary and nutrition and write their definition. 1. ___________________________________________________________________________ 2. ___________________________________________________________________________ 3. ___________________________________________________________________________ 4. ___________________________________________________________________________ 5. ___________________________________________________________________________ 6. ___________________________________________________________________________ 7. ___________________________________________________________________________ 8. ___________________________________________________________________________ 9. ___________________________________________________________________________ 10. _________________________________________________________________________ 4 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. Using knowledge of text structure to glean the information that you need (CS_EN11/12A- EAPP-Ia-c-4).
What I Know Think of other words or phrases that can be associated to these two words. Write your answers inside the box.
TEXT STRUCTURE
Lesson 2 Text Structure
Text structure refers to how the information within a written text is organized. This strategy helps you understand that a text might present a main idea and details; a cause and then its effects; and/or different views of a topic. It helps you in identifying and analyzing text structures to navigate the various structures presented within nonfiction and fiction texts.
What’s In Write T if the statement is correct but if it is false, write F and change the underlined word or group of words to make the whole statement correct. _______________1. Abstract or Summary provides you a brief account of the main content of an academic paper _______________2. Title Page provides information regarding the title, author, and type of work. _______________3. Theoretical Framework is a part of academic text that provides the methodological details of the paper. _______________4. Academic text has a purpose of creating new body of knowledge. _______________5. Academic text yields toward the personal means _______________6. Closure gives you the necessary background information to understand the context of the academic text. _______________7. Table of Contents gives you an opportunity to gain an idea of what the academic paper is about in an early stage. _______________8. Aim and Issue provides the terms of reference for your academic paper. _______________9. List of References is a part of the academic text that acknowledges the contribution of other writers and researchers in your work. _______________10. Method contains supplementary materials that may be helpful in providing a more comprehensive understanding of the academic paper.
What’s New Wrigley’s Chewing Gum (1) Wrigley’s chewing gum was developed as a premium to be given away with other product rather than as a primary product for sale. As a teenager, William Wrigley Jr. was working for his father in Chicago selling soap that has been manufactured in his father’s factory. The soap was not very popular with merchants because it was priced at 5 cents, and this selling price did not leave a good profit margin for the merchants. Wrigley convinced his father to raise the price to ten cents and
5 to give away cheap umbrellas as a premium for the merchants. This worked successfully, confirming to Wrigley that the use of premium was an effective sales tool. (2) Wrigley then established his own company, in his company he was selling soap as a wholesaler, giving baking soda away as a premium, and using a cookbook to promote each deal. Over time, the baking soda and cookbook became more popular than the soap, so Wrigley began a new operation selling baking soda, he soon decided on chewing gum. Once again, when Wrigley realized that the demand for premium was stronger than the demand for the original product, he created the Wm. Wrigley Jr. Company to produce and sell chewing gum. (3) Wrigley started out with two brands of gum, Vassar and Lotta gums, and soon introduced Juicy Fruit and Spearmint. The latter two brands grew in popularity, while the first two were phased out. Juicy Fruit and Spearmint are two of Wrigley’s main brand to this day.
What’s More In chronological order, use the following organizer to list the different events of how Wrigley’s Chewing gum succeeded. Event 1:
Event 2:
Event 3:
The Ending:
What is It Common Types of Text Structures
Structure Description Signal Words Examples
Descriptive This type of text structure features a characteristics are, to Information sheets detailed description of something to illustrate, also, one about products for give the reader a mental picture. example, in addition sale. Cause and This structure presents the causal as a result of, because Warning labels naming Effects relationship between a specific event, of, thus, for these possible side effects of idea, or concept and the events, ideas, reasons using a product. or concept that follow. Comparison and This type of text examines the like, in contrast, News articles about Contrast similarities and differences between similar to, while, as the position of two two or more people, events, concepts, opposed to, whereas political parties on ideas, etc. certain issues. Order/Sequence This text structure gives readers a first, second, last, Directions in a manual chronological of events or a list of next, then, before, for using an appliance. steps in a procedure. another Problem and This type of structure sets up a the problem is, the A political speech Solution problem or problems, explains the solution is, the proposing a solution solution, and then discusses the difficulty is for a social problem. effects of the solution
What I Have Learned
Answer the question in not less than 15 sentences but not more than 20 sentences. Evaluate your answer based on the given rubric below. In some countries, chewing gum ends up paying a fine, what is your stand if chewing a gum is banned in the Philippines? Support your answer using a description type of text structure. _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
*Note: Use the rubric at page 3 as guide. Add 3 points to your total scores.
What I Can Do Answer the question in not less than 3 paragraphs but not more than 5 paragraphs. Evaluate your answer based on the given rubric. 6 Discuss a social issue topic that is really happening today using a CauseEffect and Problem- Solution type of text structures. _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ *Note: Use the rubric at page 3 as guide. Add 3 points to your total scores. Assessment Competition and Cooperation (1) Explanations of the interrelation between competition and cooperation have evolved over the time. Early research into competition and cooperation defined each of them in terms of the distribution of rewards related to each. Competition was defined as a situation in which rewards are distributed unequally on the basis of performance, cooperation on the other hand, was defined as a situation in which rewards are distributed equally on the basis of mutual interactive behaviour among individuals. By this definition, a competitive situation requires at least on competitor to fail for each competitor that wins, while a cooperative situation offers a reward only if all members of the group receive it. (2) Researchers have found definitions of competition and cooperation based upon rewards inadequate primarily because definitions of these two concepts based upon rewards depict them as opposite. In current understanding, competition is not viewed as opposite of cooperation, instead, cooperation is viewed as integral component of competition. Cooperation is necessary among team members, perhaps in a sporting event or in a political race, in order to win the competition, it is equally important to understand that cooperation is of great importance between teams in that same sporting event or ground rules of the game or election in order to compete. (3) Interestingly, the word competition is derived from a Latin verb which means “to seek together.” An understanding of the derivation of the word competition supports the understanding that cooperation, rather than evoking a characteristic at the opposite extreme of human nature from competition, is in reality a necessary factor in competition.
Fill in the Venn diagram below to list down the similarities and differences of “competition” and “cooperation.”
Competition Cooperation
Additional Activity Use your Venn diagram to help you write a 200-word essay on the similarities and differences of “competition” and “cooperation.” How do “competition” and “cooperation” work within society? Evaluate your answer based on the given rubric. _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
7 _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ English for Academic and Professional Purposes Quarter 1 – Module 2: Summarization of Text
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. Using various techniques in summarizing a variety of academic texts (CS_EN11/12A-EAPP-Ia-c-4).
Lesson 3 Summarization of a Text
Summarization of a text teaches you how to take a large selection of text and reduce it to the main points for more concise understanding. Upon reading a passage, summarizing helps you learn to determine essential ideas and consolidate important details that support them. It is a technique that enables you to focus on key words and phrases of an assigned text that are worth noting and remembering.
What’s In In this lesson you will most likely use Common Types of Text Structure.
What’s New A Brief History of English By: Paul Roberts (1) No understanding of the English language can be very satisfactory without the notice of the history of the language. But we have to make do with just a notion. The history of English is long and complicated, and we can only hit the high spots. (2) The history of our language begins a little after 600 C.E. Everything before that was pre-history, which means that we can guess at it but can’t prove much. For a thousand years or so before the birth of Christ, our linguistic ancestors were savage wandering through the forest of Northern Europe. Their language was part of the Germanic branch of the IndoEuropean family. (3) At the time of the Roman Empire-say, from the beginning of the Christian era to around 400 C.E/- the speakers of what was to become English were scattered along the north coast of Europe. They spoke a dialect of Low German. More exactly, they spoke several different dialects, since they were several different tribes. The names given to the tribe who got to English are Angles, Saxons, and Jutes. For convenience, we can refer to them all as Anglo-Saxons. (4) Their first contact with civilization was a rather thin acquaintance with the Roman Empire on whose borders they lived. Probably some of the Anglo-Saxons wondered into the empire occasionally, and certainly Roman merchants and traders travelled among the tribes. At any rate, this period saw the first if our so many borrowing from Latin. Such words as “kettle, wine, cheese, butter, cheap, plum, gem, bishop, church” were borrowed at this time. They show of the relationships of the Anglo- Saxons with the Romans. The Anglo-Saxons were learning, getting their first taste of civilization. (5) They still had a long way to go, however, and their first step was to help smash the civilization they were learning from. In the fourth century the Roman power weakened badly. While the Goths were pounding, away at the Romans in the Mediterranean countries, their relatives, he Anglo-Saxons, began to attach Britain. (6) The Romans has been the ruling power in Britain since 43 C.E. They have subjugated the Celts whom they found living there and had succeeded in settling up a Roman administration. The Roman influence did not extend to the outlying parts of the British Isles. In Scotland, Whales, and Ireland the Celts remained free and wild, they made periodic forays against the Romans in England. Among other defense measures, the Romans build the famous Roman Walls to ward off the tribes in the north. (7) Even in England the Roman power was thin. Latin did not become the language of the country as it did in Gaul and Spain. The mass of people continued to speak Celtics, with Latin and the Roman civilization it contained in use as a top dressing. (8) In the fourth century, troubles multiplied for the Romans in Britain. Not only did the untamed tribes of Scotland and Whales grow more and more restive, but also the Anglo-Saxons began to make pirate raids on the eastern coast. Furthermore, there was growing difficulty everywhere in the Empire, and the legions in Britain were siphoned off to fight elsewhere. Finally, in 410 C.E. the last Roman
8 ruler in England, bent on becoming the emperor, left the island and took the last legions with him. The Celts were left in possession of Britain but almost defenseless against the impending Anglo- Saxons attack. (9) Not much is surely known about the arrival of the Anglo-Saxons in England. According to the best early source, the eighth-century historian Bade, the Jutes came in 449 in response to a plea from the Celtics king, Vortigern, who wanted their help against the Picts attacking the north. The Jutes subdue the Picts, but then quarrelled and fought with Vortigern, and with reinforcement from the continent, settled permanently in Kent. Somewhat later the Angles established themselves in the eastern England and the Saxons in the south and west. Bede’s account is plausible enough, and these were probably the main lines of the invasion. (10) We don’t know, however, that the Angles, Saxons, and Jutes were long time securing themselves in England. Fighting went on for as long as a hundred years before the Celts in Celts were all killed, driven into Wales, or reduced to slavery. This is the period of King Arthur, who was not entirely mythological. He was a Romanized Celt, a general, though probably not a king. He had some success against the Anglo-Saxons, but it was only temporary. By 550 or so the Anglo-Saxon were finally established, English was in England. (11) All this is pre-history, so far as the language is concerned. We have no record of the English language until after 600, when the Anglo-Saxon were converted to Christianity and learned the Latin alphabets. The conversion began, to be precise in 597 within thirty to forty years. The conversion was a great advance for the Anglo-Saxons, not only of the spiritual benefits but also because it re- established contact with what remained of Roman civilization. The civilization didn’t amount to much in the year 600, but it was certainly, superior to anything in England up to the time. (12) It is customary to divide the history of the English language into three periods: Old English, Middle English, and Modern English. Old English runs from the earliest record-i.e. seventh century- to about 1100: Middle English from 1100 to 1450 or 1500; Modern English form 1500 to the present day. Sometimes Modern English is further divided into Early Modern, 1500-1700, and Late Modern from 1700 to the present. (13) When England came into history, it was divided into several more or less autonomous kingdoms, some of which at times exercised a certain amount of control over the others. In the century after the conversion the most advanced kingdom was Northumbrians, the area between the Humber River and the Scottish border. By 700 C.E the Northumbrians had developed a respectable civilization, the finest in Europe. It is sometimes called the Northumbian Renaissance, and it was the first of the several renaissance through which Europe struggled upward out of the ruins of the Roman Empire. It was in this period that the best of the Old English literature was written, including the epic poem Beowulf. (14) In the Eighth century, Northumbian power declined, and the center of the influence moved southward to Mercia, the kingdom of Midlands. A century later center shifted again, and Wessex, the country of the West Saxons, became the leading power. The most famous king of the West Saxons was Alfred the Great, who reigned in the second half of the ninth century, dying in 901. He was famous not only as a military man and administrator but also as a champion of learning. He founded and supported schools and translated or caused to be translated many books from Latin into English. At this time also much of the Northumbian literature of two centuries earlier was copied in West Saxons. Indeed, the great bulk of Old English writing which has come down to us is the West Saxon dialect of 900 or later. (15) In the military sphere, Alfred’s great accomplishment was his successful opposition to the Viking invasion. In the ninth and tenth centuries, the Norsemen emerged in their ships from their homeland in Denmark and the Scandinavian Peninsula. They travelled and attacked and plundered at their will and almost with impunity. They ravaged Italy and Greece, settled in France, Russia and Ireland, colonized Iceland and Greenland, and discovered America several centuries before Columbus. Nor they overlooked England. (16) After many years of hit-and-run raids, the Norsemen landed an army on the east coast of England in the year 886. There was nothing much to oppose them except the Wessex power led by Alfred. The long struggle ended in 877 with a treaty by which a line was drawn roughly from the northwest of England to the southwest. On the eastern side of the line, Norse rule was to prevail. This was called the Danelaw. The western side was to be governed by Wessex. (17) The linguistic result of all this was a considerable injection of Norse into the English language. Norse was at this time not so different from English as Norwegian or Danish is now. Probably the speakers of English could understand, more or less, the language of the new comers who had moved into eastern England. At any rate, there was considerable interchange and word borrowing. Examples of Norse words in the English language are sky, give, law, egg, outlaw, leg, ugly, scant, crawl, scowl, take, thrust. There are hundreds more. We have even borrowed some pronouns from Norse-they, their, and them. These words were borrowed first by the eastern and northern dialects and then in the course of hundreds of years made their way into English generally. (18) It is supposed also-indeed, it must be true-that the Norsemen influenced the sound structure and the grammar of English. But this is hard to demonstrate in detail. 9 (19) We may now have an example of Old English. The favourite illustration is the Lord’s Prayer, since it needs no translation. This has come to us in several different versions, Here is one: Faeder ure [thorn] u[eth]e eart on heofonum si [thorn] in nama gehalgd. Tobecume [thorn]in rice. Gewur[eth]e [thorn]in willa on eor[eth]an swa swa on heofonum. Urne gedaeghwamlican half slye us to daeg. An forgyf us ure gyltas swa swa we forgyfa[thorn] urum glytendum. And ne gelaed [thorn]u us on cost nunge ac alys of yfele. So[eth]lice. (20) Some of the differences between this and Modern English are merely differences in orthography. For instance, the sign æ is what Old English writers used for a vowel sound like that in modern hat or and. The th sounds of modern thin or then are represented in Old English by [thorn] or [eth]. But of course there are many differences in sounds too. Ure is the ancestor of modern our, but the first vowel was like that in too or ooze. Hlaf is modern loaf; we have dropped the h sound and changed the vowel, which in half was pronounce something like the vowel in father. Old English had some sounds which we do not have. The sound represented by y does not occur in Modern English. If you pronounced the vowel in bit with your lips rounded, you may approach it. (21) In grammar, Old English was much more highly inflected than Modern English is. That is, there were more case endings for nouns, more person and number ending for verbs, a more complicated pronoun system, various endings for adjectives, and so on. Old English nouns had four cases –nominative, genitive, dative, accusative. Adjectives had fiveall these and an instrumental case besides. Present day English has only two cases from nouns-common case and possessive case. Adjectives now have no case system at all. On the other hand, we now use more rigid word order and more structure words (preposition, auxiliaries, and the like) to express relationships than Old English did. (22) Some of this grammar we can see in the Lord’s Prayer. Heofonum, for instance is a dative plural; the nominative singular was heofon. Urne is an accusative singular; the nominative is ure. In urum gyltendum both words are dative plural. Forgyfap is the third person plural form of the verb. Word order is different. “urne gedaeghwamlican half syle us” in place of “Give us our daily bread.” And so on. (23) In vocabulary Old English is quite different from Modern English. Most of the Old English words are what we may call native English; that is, words which have not been borrowed from other languages but which have been a part of English ever since English was a part of Indo-European. Old English did certainly contain borrowed words. We have seen that many borrowing were coming in from Norse. Rather large numbers had been borrowed from Latin, too. Some of these were taken while the Anglos-Saxons were still in the continent (cheese, butter, bishop, kettle, etc.); a large number came into English after Conversion (angle, candle, priest, martyr, radish, oyster, purple, school, spend, etc.). But the great majority of Old English words were native English. (24) No on the contrary, the majority of words in English are borrowed, taken mostly from Latin and French. Of the words from The American College Dictionary only about 14 percent are native. Most of these to be sure, are common, high frequency words-the, of, I, and because, man, mother, road, etc.; of the thousand most common words in English, some 62 percent are native English. Even so, the modern vocabulary is very much Latinized and Frenchified. The Old English vocabulary was not. (25) Sometime between the year 1000 and 1200 various important changes took place in the structure of English, and Old English became Middle English. The political event which facilitated these changes was the Norman Conquest. The Normans, as the name shows, came originally from Scandinavia. In the early tenth century they established themselves in Northern France, adopted the French language, and developed a vigorous kingdom and a very passable civilization. In the year 1066, led by Duke William, they crossed the Channel and made themselves master of England. For the next several hundred years, England was ruled by kings and whose first language was French. (26) One might wonder why, after the Norman Conquest, French did not become the national language, replacing English entirely. The reason is that the conquest was not a national migration, as the early Anglo-Saxons invasion had been. Great numbers of Normans came to England, but they came as rulers and landlords. French became the language of the court, the language of nobility, the language of the polite society, the language of literature. But it did not replace the English language as the language of the people. There must be hundreds of towns and villages in which French was never heard except when visitors of high station passed through. (27) But English, though survived as the national language, was profoundly changed after the Norman Conquest. Some of the changes-in sound structure and grammar-would no doubt have taken place whether there have been a conquest or not. Ever before 1066 the case system of English nouns and adjectives was becoming simplified; people came to rely more on word order and prepositions than on inflectional endings to communicate their meanings. The process was speeded up by sound changes which caused many of the endings to sound alike. But no doubt the conquest facilitated the changes. German, which did not experience a Norman Conquest, is today rather highly inflected compared to its cousin English. (28) But it is in the vocabulary that the effects of the Conquest are most obvious. French ceased, after a hundred years or so, to be the native language of very many people in England, but it continued-and continues still- to be a zealously cultivated sound language, the mirror of elegance 10 and civilization. When one spoke English, on introduced not only French ideas and French things but also their French names. This was not only easy but also socially useful. To pepper one’s conversation with French expressions was to show that one was well bred, elegant, au courant. The last sentence shows that the process was not yet dead. By using au courant instead of, say, abreast of things, the writer indicates that he is no dull clod who knows only English but an elegant person aware of how things are done in le haut monde. (29) Thus French word came into English, all sorts of them. There were words to do with government; parliament, majesty, treaty, alliance, tax, government; church words; parson, sermon, baptism, incense, religion; words for foods; veal, beef, mutton, bacon, jelly, peach, lemon, cream, biscuit; colours; blue, scarlet, vermilion, household words; curtain, chair, lamp, towel, blanket, parlour; play words; dance, chess, music, leisure, conversation; literary words; story, romance, poet, literary; learned words; study, logic, grammar, noun, surgeon, anatomy, stomach; just ordinary words of all sorts; nice, second, very, age, bucket, gentle, final, fault, flower, cry, count, sure, move, surprise, plain. (30) All these and thousands more poured into English vocabulary between 1100 and 1500, until at the end of that time, many people must have had more French words than English at their command. This is not to say that English became French. English remained English in sound structure and in grammar, though these also felt the ripples of the French influence. The very heart of the vocabulary, too, remained English. Most of the high frequency words-the pronouns, the prepositions, the conjunctions, the auxiliaries, as well as a great ordinary nouns and verbs and adjectives-were not replaced by borrowing. (31) Middle English, then, was still Germanic language, but it differed from Old English in many ways. The sound system and the grammar change a good deal. Speakers made less use of case systems and other influential devices and relied more on word order and structure words to express their meanings. This is often said to be simplification, but it isn’t really. Languages don’t become simpler; they merely exchange one kind of complexity for another. Modern language is not a simple language, as any foreign speakers who try to learn it will hasten to tell you. (32) For us, Middle English is simpler than the Old English just because it is closer to Modern English. It takes three or four months at least to learn to read Old English prose and more than that for poetry. But a week of good study should put one touch with the Middle English poet Chaucer. Indeed you may be able to make some sense of Chaucer straight off, though you would need instruction in pronunciation to make it sound like poetry. Here is a famous passage from the General Prologue to the Canterbury Tales, fourteenth century: Ther was also a Nonne, a Prioresse. That of hir smyling was ful simple and coy; Hir gretteste oot was but by Seint Loy; And she was cleped madame Eglentyne. Ful weel she soong the service dyvyne. Entuned in hir nose ful seemly, And Frenshe she spak ful faire and fetisly, After the scole of Stratfordatte-Bowe, For Frenshe of Parys was to hirse unknowe. (33) Sometime between 1400 and 1600 English underwent a couple of sound changes which made language of Shakespeare quite different from that of Chaucer. Incidentally, these changes contributed much to the chaos in which English spelling now finds itself. (34) One change was the elimination of a vowel sound in certain unstressed positions at the end of words. For instance, the words name, stone, wine, dance were pronounced as two syllables by Chaucer but as just one by Shakespeare. The e in these words became, as we say, “silent”. But it wasn’t silent for Chaucer, it represented a vowel sound. So also the words laughed, seemed, stored would have been pronounced by Chaucer as twosyllable words. The change was an important one because it affected thousands of words and gave different aspects to the whole language. (35) The other change is what is called the Great Vowel Shift. Thus was a systematic shifting of half a dozen vowels and diphthongs in stressed syllables. For instance, the word nam had in Middle English a vowel something like that in the modern word father; wine, had the vowel of modern mean; he was pronounced something like modern hey; mouse sounded like moose; moon had the vowel of moan. Again the shift was through going and affected all the word in which these vowels sounds occurred. Since we still keep the Middle English system of spelling these words, the differences between Modern English and Middle English are often more real than apparent. (36) The vowel shift has meant also that we have come to use an entirely different set of symbols for representing vowel sounds that is used by the writers of such languages as French, Italian or Spanish, in which no such vowel occurred. If you come across a strange word-say, bine-in an English book, you will announce it according to the English system, with the vowels of wine or dine. But if you read bine in the French, Italian, or Spanish book, you will pronounce it with the vowel of mean or seen. (37) These two changes, then, produced basic differences between Middle English and Modern English. But there were several other developments that had an effect upon the language. One was the invention of printing, an invention introduced to England by William Caxton in the year 1472. Where before books had been rare and costly, they suddenly become cheap and common. More and more people learn to read and write. This was the first of many advances in communication in which have worked to unify languages and to arrest the development of dialect difference, though of course 11 the printing affects writing principally rather than speech. Among other things it hastened the standardization of spelling. (38) The period of Early Modern English- that is, the sixteenth and seventeenth centuries-was also the period of the English Renaissance, when people developed, on the other hand, a keen interest in the past and, on the other, a more daring and imaginative view of the future. New ideas multiplied, and new ideas meant new languages. Englishmen had grown accustomed to borrowing words from French as a result of the Norman Conquest; now they borrowed from Latin and Greek. As we have seen, English have been raiding Latin from Old English times and before. But now the floodgates really opened, and thousands of words from the classic languages poured in. Pedestrian, bonus, anatomy, contradict, climax, dictionary, benefit, multiply, exist, paragraph, initiate, scene, inspire are random examples. Probably the average educated American today has more words from French in his vocabulary than from the native English source and more from Latin than the French. (39) The greatest writer of the Early Modern English period is of course Shakespeare, and the best- known book is the King James Version of the Bible, published in 1611. The bible (if not Shakespeare) has made many features of Early Modern English perfectly familiar to many people down to present time, even though we do not use these features in the present-day speech and writing. For instance, the old pronounce thou and thee have dropped out of use now, together with their verb forms, but they are still familiar to us in prayer and in Biblical quotation. “Whither thou goest, I will go” Such form as hath and doth have been replaced by has and does, “Goes he hence tonight? Would now be “Is he going away tonight?” Shakespeare’s “Fie o’nt, sirrah” would be “Nuts to that, Mac.” Still, all these expressions linger with us because of the power of the works in which they occur. (40) It is not always realized, however, that considerable sound changes have taken place between Early Modern English and the English of the present day. Shakespearean actors putting on a play speak the words, properly enough, in their modern pronunciation. But it is very doubtful that this pronunciation would be understood at all by Shakespeare. In Shakespeare’s time, the word reason was pronounced raisin; face had the sound of the modern glass; the l in would, should, palm was pronounce. In these points and a great many others, the English language has moved a long way from what it was in 1600. (41) The history of English since 1700 is filled with many movements and counter movements, of which we can notice only a couple. One of this is the vigorous attempt made in the eighteenth century, and rather the halfhearted attempts made since, to regulate and control the English language. Many people of the eighteenth century, not understanding very well the forces which govern the language, proposed to polish and prune and restrict English, which they felt was proliferating too wildly. There was much talk on an academy which would rule on what people could and could not say and write. The academy never came into being, but the eighteenth century did succeed in establishing certain attitudes which, though they haven’t had much effect on the development of the language itself, have certainly changed the native speaker’s feeling about the language. (42) In part a product of the wish to fix and establish the language was the development of the dictionary. The first English dictionary was published in 1603; it was a list of 2,500 words briefly defined. Many others were published with gradual improvement until Samuel Johnson published his English Dictionary in 1775. This steadily revised, dominated the field in England for nearly a hundred years. Meanwhile in America, Noah Webster published his dictionary in 1828, and before long dictionary publishing was a big business in this country. The last century has seen the publication of one great dictionary; the twelve volume Oxford English Dictionary, compiled in the course of seventy-five years through the labour of many scholars. We have also, of course, numerous commercial dictionaries which are good as the public wants them to be if not, indeed, rather better. (43) Another product of the eighteenth century was the invention of “English Grammar”. As English came to replace Latin as the language of scholarship it was felt that one should also be able to control and dissect it, parse and analyse it, as one could Latin. What happened in practice was that the grammatical description that applied to Latin was removed and superimposed on English. This was silly, because English is an entirely different kind of language, with its own forms and signals and ways of producing meaning. Nevertheless, grammar on the Latin model were worked out and taught in the schools. In many schools they are still being taught. This activity is not often popular with school children, but it is sometimes an interesting and instructive exercise in logic. The principal harm in it is that it has tended to keep people from being interested in English and has obscured the real features of English structure. (44) But probably the most important force in the development of English in the modern period has been the tremendous expansion of Englishspeaking peoples. In 1500 English was minor language, spoken by a few people on a small island. Now perhaps the greatest language of the world, spoken natively by over a quarter of a billion people and as a second language by many millions more. When we speak of English now, we must specify whether we mean American English, British English, Australian English, Indian English, or what, since the differences are considerable. The American cannot go to England, or the Englishman to America confident that he will always understand and be understood. The Alabaman in Iowa or the Iowan in Alabama shows himself a foreigner every time
12 he speaks. It is only because the communication has become fast and easy that English in this period of its expansion has not broken into a dozen mutually unintelligible languages.
What is It Summarization of text builds your comprehension by helping to reduce confusion. You should process the information you read with the goal of breaking down content into succinct pieces. Summarizing text by using writing activities builds on your prior knowledge, helps improve your writing skills and strengthens your vocabulary skills. Simple Steps in Summarizing Text
1. Read the text comprehensively. The very first step in making a summary is to have a comprehensive reading skill. 2. Write the main statements. Underlining or marking the main ideas from a text is the next step. 3. List down supporting details. Look for the details that support the main idea.
4. Create a summary. Prepare the first draft of the summary.
5. Adjust summary as needed. Omit or add any piece of information that is appropriate for making the summary
What’s More Use the graphic organizer below to make a timeline on the brief history of English. Complete the table below. Base your answers on the “A Brief History of English” text.
History of English
What I Have Learned
Main Idea Supporting Ideas Unnecessary Information
Assessment From Hand to Mouth By: Michael C. Corballis (1) Imagine trying to teach a child to talk without using your hands or any other means of pointing of gesturing. The task would surely be impossible. There can be little doubt that bodily gestures are involved in the development of language, both in the individual and in the species. Yet, once the system is up and running, it can function entirely on vocalizations, as when two friends chat over the phone and create in each other’s minds a world of events far removed from the actual sounds that emerge from their lips. My contention is that the vocal element emerged relatively late in hominid evolution. If the modern chimpanzee is to be our guide, the common ancestor of 5 or 6 million years ago would have been utterly incapable of a telephone conversation but would have been able to make voluntary movements of hands and face that could the least serve as a platform upon which to build a language.
13 (2) Evidence suggests that the vocal machinery necessary for autonomous speech developed quite recently in hominid evolution. Grammatical language may well have begun to emerge around 2 million years ago but would at first have been primary gestural, though no doubt punctuated with grunts and other vocal cries that were at first largely involuntary and emotional. The complex adjustments necessary to produce speech as we know it today would have taken some time to evolve, and may not have been complete until some 170,000 years ago, or even later, when Homo sapiens emerged to grace, but more often disgrace, the planet. These adjustments may have been incomplete even in our close relatives the Neanderthals; arguably, it was this failure that contributed to their demise. (3) The question now is what were the selective pressures that led to the eventual dominance of speech? On the face of it, an acoustic medium seems a poor way to convey information about the world; not for nothing is it said that a picture is worth a thousand words. Moreover, signed language has all the lexical and grammatical complexity of spoken language. Primate evolution is itself a testimony to the primacy of the visual world. We share with monkeys a highly sophisticated visual system, giving us three- dimension information in colour about us, and an intricate system for exploring that world through movement and manipulation. Further, in a hunter- gatherer environment, where predators and prey are major concern, there are surely advantages in silent communication since sound acts as a general alert. And yet we came to communicate about the world in a medium that in all primates except ourselves is primitive and stereotyped- and noisy. (4) Before we consider the pressures that may have favoured vocalization over gestures, it bears repeating that the switch from hand to mouth was almost certainly not an abrupt one. In fact, manual gestures still feature prominently in language; even as fluent speakers gesture almost as much as they vocalize, and of course deaf communities spontaneously develop signed language. It has also been proposed that speech itself is in many respects better conceived as composed of gestures rather than sequences of these elusive phantoms called phonemes. In this view, language evolved as a system of gestures based on movements of the hands, arms and face, including movements of the mouth, lips, and tongue. It would not have been a big steps to add voicing to the gestural repertoire, at first as mere grunts, but later articulated so that invisible gestures of the oral cavity could rendered accessible, but to the ear rather than the eye. There may therefore have been continuity from the language that was almost exclusively manual and facial, though perhaps punctuated by involuntary grunts, to one in which the vocal component has a much more extensive repertoire and is under voluntary control. The essential feature of modern expressive language is not that it is purely vocal, but rather that the component can function autonomously and provide the grammar as well as meaning of linguistics communication. (5) What, then, are the advantages of a language that can operate autonomously through voice and ear, rather than hand and eye? Why speech? Advantages of Arbitrary Symbols (6) One possible advantage of vocal language is its arbitrariness. Except in rare cases of onomatopoeia, spoken words cannot be iconic, and they therefore offer scope for creating symbols that distinguish between object or actions that look alike or might otherwise be confusable. The names of similar animals, such as cats, lions, tigers, cheetahs, lynxes, and leopards, are rather different. We may be confused as to which animals is which, bur at least it is clear which one we are talking about. The shortening of words overtime also makes communication more efficient, and some of us have been around long enough to see this happen: television has become TV or telly, microphone has been reduced to mike (or mic), and so on. The fact that more frequent words tends to be shorter than less frequent ones was noted by the American philologist George Kingsley Zipf, who related it to a principle of “least effort.” So long as signs are based on iconic resemblance, the signer has little scope for these kinds of calibration. (7) It may well have been very important for hunter-gatherers to identify and name a great many similar fruits, plants, trees, animals, birds, and so on, and attempts at iconic representation would eventually only confuse. Jared Diamond observes that the people living largely traditional lifestyle in New Guinea can name hundreds of birds, animals, and plants, along with details about each of them. These people are illiterate, relying on word of mouth to pass on information, not only about potential foods, but also about how to survive dangers, such as crop failures, droughts, cyclones, and raids from other tribes. Diamond suggests that the main repository of accumulated information is elderly. He points out that humans are unique among primates in that they can expect to live to a ripe old age, well beyond the age of child bearing (although perhaps it was not always so). A slowing down of senescence may well have been selected in evolution because the knowledge retained by the elderly enhanced the survival of their younger relatives. An elderly, knowledgeable granny may help us all live a little longer, and she can also look after the kids. (8) In the naming and transmission of such detailed information, iconic representation would almost certainly be inefficient: edible plants or berries could be confused with poisonous ones, and animals that attack confused with those that are benign. This is not to say that gestural signs could not to do the trick. Manual signs readily become conventionalized and convey abstract information. Nevertheless, there may be some advantage to using spoken words, since they have virtually no iconic content to begin with, and so provide a ready-made system for abstraction.
14 (9) I would be on dangerous ground, however, if I were to insist too strongly that speech is linguistically superior to signed language. After all, students at Gallaudet University seem pretty unrestricted in what they can learn; signed language apparently functions well right through to university level- and still requires students to learn lots of vocabulary from their suitably elderly professor. It is nevertheless true that many signs remain iconic, or at least partially so and are therefore somewhat tethered with respect to modifications that might enhance clarity or efficiency of expression. But there may well be a trade- off here. Signed language may easier to learn than spoken ones. Especially in initial stages of acquisition, in which the child comes to understand the linking of objects and the action with their linguistic representations. But spoken languages, ones acquired, may relay messages more accurately, since spoken words are better calibrated to minimize confusion. Even so, the iconic component is often important, and as I look the quadrangles outside my office I see how freely the students there are embellishing their conversations with manual gestures. In The Dark (10) Another advantage of speech over gesture is obvious: we can use it in the dark! This enables us to communicate at night, which not only extends the time available for meaningful communications but may also have proven decisive in the competition for space and resources. We of the gentle species Homo sapiens have a legacy of invasion, having migrated out of Africa into territories inhabited by other hominins who migrated earlier. Perhaps it was the newfound ability to communicate vocally, without the need for a visual component that enabled our fore-bearers to plan, and even carry out, invasion at night, and so vanquish the earlier migrants. (11) It is not only a question of being able to communicate at night. We can also speak to people when objects intervene and you can’t see them, as when you yell to your friend in another room. All this has to do, of course, with the nature of sound itself, which travels equally well in the dark as in the light and wiggles its way around obstacles. The wall between you and the base drummer next door may attenuate the sound but does not completely block it. Vision, on the other hand, depends on light reflected from an external source, such as the sun, and is therefore ineffective when no such source is available. And the light reflected from the surface of an object to your eye travels in rigidly straight lines, which means that it can provide detailed information about shape but is susceptible to occlusion and interference. In terms of the sheer ability to reach those with whom you are trying to communicate, words speak louder than actions. Listen to Me! (12) Speech does have one disadvantage, though: it is generally accessible to those around you and is therefore less convenient for sending confidential or secret messages or for planning an attack on enemies within earshot. To some extent, we can overcome this impediment by whispering. And sometimes, people resort to signing. But the general alerting function of sounds also has its advantages. When Mark Anthony cried, “Friends, Romans, countrymen, lend me ears.” he was trying to attract attention as well as deliver a message. (13) In the evolution of speech, the alerting component of language might have consisted at first simply of grunt that accompany gestures to give emphasis to specific actions or encourage reluctant offspring to attend while a parent lays down the law. It is also possible that non-vocal sounds accompanied gestural communication. Russell Gray has suggested to me that clicking one’s fingers as children often do when putting their hands up in class to answer a question, may be a sort of “missing link” between gestural and vocal language. I know of no evidence that chimpanzees or other nonhuman primates are able to click their fingers as humans can, although lip smacking, as observed in chimpanzees, may have played a similar role. Sounds may therefore have played a similar and largely alerting role in early evolution of language, gradually assuming more prominence in conveying the message itself. (14) For humans, visual signals can only attract attention if they occur within a fairly restricted region of space, whereas the alerting power of sound is more or less independent of where its source is located relative to listener. And sound is a better alerting medium in other respects as well. No amount of gesticulation will wake a sleeping person, whereas a loud yell will usually do the trick. The alerting power of sound no doubt explains why animals have evolved vocal signals for sending messages of alarm. Notwithstanding the peacock’s tail or parrot’s gaudy plumage, even birds prefer to make noises to attract attention, whether in proclaiming territory or warning of danger. Visual signals are relatively inefficient because they may elude our gaze, and in any case we can shut them out by closing our eyes, as we vulnerable to auditory assault. (15) Speech has another, and subtler, attentional advantage. Manual gesture is much more demanding of attention, since you must keep your eyes fixed on gesturer in order to extract her meaning, whereas speech can be understood regardless of where you are looking. There are a number of advantages in being able to communicate with people without having to look at them. You can effectively divide attention, using speech to communicate with a companion while visual attention is deployed elsewhere, perhaps to watch a football game or to engage in some joint activity, like building a boat. Indeed, the separation of visual and auditory attention may have been critical in the development of pedagogy.
15 Three Hands Better than Two (16) Another reason why vocal language may have arisen is that it proves an extra medium. We have already seen that most people gesture with their hands, and indeed their faces, while they talk. One might argue then, that the addition of vocal channel provides additional texture and richness to the message. (17) But perhaps it is not a simply a matter of being better. Susan GoldenMeadow and David McNeill suggest that speech may have evolved because it allows the vocal and manual components to serve different and complimentary purposes. Speech is perfectly adequate to convey syntax, which has no iconic or mimetic aspect, and can relieve the hands and arms of this chore. The hands and arms, of course, well adapted to providing the mimetic aspect of language, indicating in analogue fashion the shapes and sizes of things, or the direction of movements, as in the gesture that might accompany any statement “he went that a-way.” By allowing the voice to take over the grammatical component, the hands are given free rein, as it were, to provide the mimetic component. (18) But speech may have evolved, not because it gave the hands freer rein for mimetic expression, but rather because it freed the hands to do other activities. Charles Darwin, who seems to have thought of almost everything, wrote, “We might have used our fingers as efficient instruments, for a person with practice can report to a deaf man every word of a speech rapidly delivered at a public meeting, but the loss of our hands, while thus employed, would have been a serious inconvenience.” It would clearly be difficult to communicate manually while holding an infant, or driving a car, or carrying a shopping, yet we can and do talk while doing these things. (19) Speech has the advantage over manual gestures in that it can be accomplished in parallel with manual demonstration. Demonstrations might themselves be considered gestures, of course, but the more explanatory aspect of pedagogy, involving grammatical structure and symbolic content, would interfere with manual demonstration if they were too conveyed manually. Clearly, it is much easier and more informative to talk while demonstrating than to try to mix linguistic signs in with the demonstration. This is illustrated by a good TV cooking show, where chefs is seldom at a lost for either word or ingredients. It may not be far fetch to suppose that the selective advantages of vocal communication emerged when the hominins began to develop a more advanced tool technology, and they could eventually verbally explain what they were doing while they demonstrated toolmaking techniques. Moreover, if vocal language did not become autonomous until the emergence of Homo sapiens, this might explain why tools manufacture did not really begin to develop true diversity and sophistication, and indeed to rival language itself in this respect, until within the last 100,000 years. (20) Thus, it was not the emergence of the language itself that gave rise to the evolutionary explosion that has made our lives so different from our near relatives, the great apes. Rather, it was the invention of autonomous speech, freeing the hands for more sophisticated manufacture and allowing language to disengage from other manual activities, so that people could communicate while changing the baby’s diapers, and even explain to a novice what they were doing. The idea that language may have evolved relatively slow, seems much more in accord with biological reality than the notion of linguistic “big bang” within the past 200,000 years. Language and manufacture also allowed cultural transmission to become the dominant mode of inheritance in human life. That ungainly bird, the jumbo jet, could not have been created without hundreds, perhaps thousands, of years of cultural evolution, and the brains that created it were not biologically superior to the brains that existed in 100,000 years ago in Africa. The invention of speech may have merely been the first of many developments that have put us not only on the map, but all over it.
Use the graphic organizer below to list the advantages and disadvantages of speech and gesture. Gesture Speech
Advantages Disadvantages Advantages Disadvantage s
Additional Activities Write the 2 main ideas from the “From Mouth to Hand” text and list down at least 5 supporting details for each main statements. Main Statement Supporting Details 1. a. d. b. e. c. 2. a. d. b. e. c. 16 English for Academic and Professional Purposes Quarter 1 – Module 3: Thesis Statement 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. Stating the thesis statement of an academic texts (CS_EN11/12A-EAPP-Iac-6).
What I Know
List down the five qualities of a good thesis statement using this Word Search Puzzle.
Thesis statement occurs at the end of the introduction, after the background information on the topic. The thesis statement relates to the background information through a transition, which could be a full sentence, or a simple transition word, such as therefore, because, but etc.
What’s New On Various Kinds of Thinking By: James Harvey Robinson
(1) We do not think enough about thinking, and much of our confusion is the result of current illusions in regard to it. Let us forget for the moment any impression we may have derived from the philosophers, and see what seems to happen in ourselves. The first thing that we notice is that our thought moves with such incredible rapidity that is almost impossible to arrest any specimen of it long enough to have a look at it. When we are offered a penny for our thoughts we also find out that we have recently had so many things in our mind that we can easily make a selection which will not compromise us too nakedly. On inspection we shall find that even if we are not downright ashamed of a great part of our spontaneous thinking it is far too intimate, personal, ignoble or trivial to permit us to reveal more than small part of it. I believe this must be true to everyone. We do not, of course, know what goes on in other people’s heads. They tell us very little, and we tell them very little. The spigot of speech, rarely fully opened, could never emit more than driblets of the ever renewed hogshead of thought-noch grösser wie’s Heidelberger Fass. We find it hard to believe that other people’s thoughts are as silly as our own, but they probably are. (2) We all appear to ourselves to be thinking all the time during our waking hours, and most of us are that we go on thinking while we all sleep, even more foolishly than when awake. When uninterrupted by some practical issue we are engaged in what is now known as a reverie. This is our spontaneous and favourite kind of thinking. We allow our ideas to take their own course is determined by our hopes and fears, our spontaneous desires, their fulfilment or frustration; by our likes and dislikes our loves and hates and resentment. There is nothing else anything like so interesting to ourselves as ourselves. All thought that is not more or less laboriously controlled and directed will inevitably circle about the beloved Ego. It is amusing and pathetic to observe this tendency in ourselves and in others. We learn politely and generously to overlook this truth, but if we dare to think of it, it blazes forth like the noontide sun. (3) The reverie of “free association of ideas” as of late becomes the subject of scientific research. While the investigators are not yet agreed on the result, or at least on the proper interpretation to be given to them, there can be no doubt that our reveries from the chief index to our fundamental character. They are reflection of our nature as modified by often hidden and forgotten experiences. 17 We need not go into the matter further here, for it is necessary to observe that the reverie is at all times a potent and in many cases an omnipotent rival to every other kind of thinking. It doubtless influences all our speculations in its persistent tendency to self – magnification and self-justification, which are its chief preoccupations, but it is the last thing to make directly or indirectly for honest increase of knowledge. Philosophers usually talk as if such thinking did not exist or where in some way negligible. This is what makes their speculations s unreal and often worthless. (4) The reverie, as any of us can see for himself, is frequently broken and interrupted by the necessity of a second kind of thinking. We have to make practical decisions. Shall we write a letter or not? Shall we take the subway or bus? Shall we have dinner at seven or half past? Shall we buy US rubber or a liberty Bond? Decisions are easily distinguishable from the free flow of the reverie. Sometimes they demand a good deal of careful pondering and the recollection of pertinent facts; often, however, they are made impulsively. They are a more difficult and laborious thing that the reverie, and we resent having to “make up our mind” when we are tire, or absorbed in a congenial reverie. Weighing a decision, it should be noted, does not necessarily add anything to our knowledge, although we may, of course seek further information before making it. (5) A third kind of thinking is stimulated when any questions our belief and opinions. We sometimes find ourselves changing our minds without any resistance or heavy emotion, but if we are told that we are wrong we recent the imputation and hardened our hearts. We are incredibly heedless in the formation of our beliefs, but find ourselves filled with an illicit passion for them when anyone proposes to rub us of their companionship. It is obviously not the ideas themselves that are dear to us, but our self-esteem, which is threatened. We are by nature stubbornly pledge to defend our own from attack, whether it be our person, our family, our property, or our opinion. A United State Senator once remarked to a friend of mine that God Almighty could not make hi change his mind on our Latin- American policy. We may surrender, but rarely confess ourselves vanquished. In the intellectual world at least peach is with our victory. (6) Few of us take the pain to study the origin of our cherished convictions; indeed, we have a nature repugnance to so doing. We like to continue to believe what we have been accustomed to accept as true, and the resentment arouse when doubt is cast upon any of our assumptions lead us to seek every manner of excuse for clinging to them. The result is that most of our so-called reasoning consists in finding arguments for going on believing as we already do. (7) I remember years ago attending a public dinner to which the Governor of the State was bidden. The chairman explained that his Excellency could not be present for certain “good” reasons; what the “real” reason were the presiding officer said he would leave us to conjecture. This distinction between “good” and “real” reason is one of the most clarifying and essential in the whole realm of thought. We can readily give what seems to us “good” reason for being a Catholic or a Mason, a Republican or a Democrat, an adherent or opponent of the League of the Nations. But the “real” reason re usually on a quite different plane. Of course the importance of this distinction if the popularly, if somewhat obscurely, recognized. The Baptist Missionary is ready enough to see that the Buddhist is not such because his doctrines would careful inspection, but because he happened to born in Buddhist family in Tokio. But it would be treason to his faith to acknowledge that his own partiality for certain doctrine is due to the fact that his mother was a member of the First Baptist church of Oak Ridge. A Savage can give all sorts of reasons for his belief that is it dangerous to step on a man’s shadow, and a newspaper editor can advance plenty of arguments against the Bolshevik. But neither of them may realize why he happens to be defending his particular opinion. (8) The “real” reasons for our beliefs are concealed from ourselves as well as from others. As we grow up we simply adopt the ideas presented to us in regards to such matter as religion, family, relationship, property, business, our country, and the state. We unconsciously absorb them from our environment. They are consistently whispered in our ear by the group in which we happen to live. Moreover, as Mr. Trotter has pointed out, these judgements begin the product of suggestion and not of reasoning, have the quality of perfect obviousness, so that to question them. ...is to the believer to carry scepticism to an insane degree, and will be met by contempt, disapproval, or condemnation, according to the nature of the belief in question. When therefore, we find ourselves entering an opinion about the basis of which there is a quality of feeling which tell us that to inquire into it would be absurd, obviously unnecessary, unprofitable, undesirable, bad form, or wicked, we may know that that opinion is a non-rational one, and probably, therefore, founded upon inadequate evidence. (9) Opinions, on the other hand, which are the result of experience or of honest reasoning do not have this quality of “primary certitude”. I remember when as a youth I heard a group of businessmen discussing the question of the immorality of the soul, I was outraged by the sentiment of doubt expressed by one of the party. As I look back now I see that I had at the time no interest at the matter, and certainly no least argument to urge in favour of the belief in which I had been reared. But neither my personal indifference to the issue, nor the fact that I had previously given it no attention, serve to prevent an angry resentment when I heard my ideas questioned. (10) The spontaneous and loyal support of our preconceptions-this process of finding “ good” reasons to justify our routine beliefs-is known to modern psychologist as rationalizing”-clearly only a
18 new name for a very ancient thing. Our “good” reasons ordinarily have no value in promoting honest enlightenment, because no matter how solemnly they may be marshalled, they are at the bottom of the result of personal preference or prejudice, and not of an honest desire to seek or accept new knowledge. (11) In our reviews we are frequently engage in self-justification, for we cannot bear not to think of ourselves wrong, and yet have constant illustrations of our weaknesses and mistakes. So we spend much time finding fault with circumstances and the conduct of others, and shifting on to them with great ingenuity the onus of our own failures and disappointments. Rationalizing is the self- exculpation which occurs when we feel ourselves, or our group, accused of misapprehension or error. (12) The little word my is the most important one in all human affairs, and properly to reckon with it is the beginning of wisdom. It has the same force whether it is my dinner, my dog, and my house, or my faith, my country, and my God. We not only resent the imputation that our watch is wrong, or our car is shabby, but that our conception of “Epictetus,” of the medicinal value of salicine, or the date of Sargon I, is subject to revision. (13) Philosophers, scholars, and men of science exhibit a common sensitiveness in all decisions in which their amour proper is involved. Thousands of argumentative works have been written to vent a grudge. However stately their reasoning, it may be nothing but rationalizing, stipulated by the most common place of all motives. A history of Philosophy and theology could be written in terms of grouches, wounded pride, and aversions, and it would be far more instructive than the usual treatment of these themes. Sometimes, under Providence, the lowly impulse of resentment leads to great achievements. Milton wrote his treatise on divorce as a result of his troubles with his seventeen years old wife, and when he was accused of being the leading spirit in a new sect, The Divorcers, he wrote his noble Areopagitica to prove his right to say what he thought fit, and incidentally to establish the advantage of a free press in the promotion of Truth. (14) All mankind, high and low, think in all the ways which have been described. The reverie goes on all the time and not only in the mind of the mill hand and the Broadway flapper, but equally in weighty judges and godly bishops. It has gone on in all the philosophers, scientists, poets, and the theologians that have ever lived. Aristotle’s most abstruse speculations were doubtless tempered by highly irrelevant reflections. He is reported to have had very thin legs and small eyes, for which he doubtless had to find excuses, and he was wont to indulge in very conspicuous dress and rings and was accustomed to arrange his hair carefully. Diogenes the cynic exhibited the impudence of touchy soul. His tub was his distinction. Tennyson in beginning his “Maud” could not forget his charging over losing his patrimony years before as the result of an unhappy investment in the Patent Decorative Carving Company. These facts are not recalled here as gratuitous disparagement of the truly great, but to insure a full realization of the tremendous competition which all really exacting thought has to face, even in the minds of the most highly endowed mortals. (15) And now the astonishing and perturbing suspicion emerges that perhaps almost all that has passed for social science, political economy, politics, and ethics in the past maybe brushed aside by future generations as mainly rationalizing. John Dewey has already reached his conclusion in regards to philosophy. The Veblen and other writers have revealed the various the unperceived presuppositions of the traditional political economy, and now comes an Italian Sociologist, Vilfredo Pareto, who, in his huge treatise on general sociology, devotes hundreds o pages of sustaining a similar thesis affecting all the social sciences. This conclusion may be ranked by students of hundreds of years hence as one of the several great discoveries of our age. It is by no means fully worked out, and it is so opposed to nature that it will be very slowly accepted by the great mass of those who consider themselves thoughtful. As a historical student I am personally fully reconciled to this newer view. Indeed, it seems to me inevitable that just as the various sciences of nature were, before the opening of the seventeenth century, largely masses of rationalization to suit the religious sentiments of the period, so the social science have continued even to our own day to be rationalizations of uncritically accepted beliefs and customs. (16) It will become apparent as we proceed that the fact that an idea is ancient and that is has been widely received is no argument in its favour, but should immediately suggest the necessity of carefully testing it as a probable instance of rationalization. (17) This brings us to another kind of thought which can fairly easily be distinguished from the three kinds described above. It has not the usual qualities of the reverie, for it does not hover about our personal complacencies and humiliations. It is not made of the homely decision forced upon us by everyday needs, when we review our little stocks of existing information, consult our conventional preferences, and obligations, and make a choice or action. It is not the defence of our own cherished beliefs and prejudices just because they are our own-mere plausible excuses for remaining of the same mind. On the contrary, it is the peculiar species of thought which leads us to change our minds. (18) It is the kind of thought that has raised man from his pristine, sub savage ignorance and squalor to the degree of knowledge and comfort in which he now possesses. On his capacity to continue and greatly extend this kind of thinking depends his chance of groping his way out of the plight in which the most civilized people of the world now find themselves. In the past this type of thinking has been called Reason. But so many misapprehensions have grown up around the word
19 that some of us have become suspicious of it. I suggest, therefore, that we substitute a recent name and speak of “creative thought” rather than a Reason. For this kind of meditation begets knowledge, and knowledge is really creative inasmuch as it makes things look different from what they seemed before and may indeed work for their reconstruction. (19) In certain moods some of us realize that we are observing things or making reflections with seeming disregard of our personal preoccupations. We are not preening or defending ourselves; we are not faced by the necessity of any practical decision, nor are we apologizing for believing this or that. We are just wondering and looking and mayhap seeing what we never perceived before. (20) Curiosity is as clear and defined as any of our urges. We consider what is in a sealed telegram or in a letter in which someone else is absorbed, or what is being said in the telephone booth or in a low conversation. This inquisitiveness is vastly stimulated by jealousy, suspicion, or any hint that we ourselves as directly or indirectly involved. But there appears to be a fair amount of personal interest in other people’s affairs even when they do not concern us except as a mystery to be unrevealed or a take to be told. The reports of a divorce suit will have “news value” for many weeks. They constitute a story, like a novel or a play or moving pictures. This is not an example of pure curiosity, however since we readily identify ourselves with others, and their joy and despair then become our own. (21) We also take note of, or “observe” as Sherlock Holmes says, things which have nothing to do with or personal interests and make no personal appeal either by direct or by way of sympathy. This is what Veblen so well called “idle curiosity.” And it is usually idle enough. Some of us when we face the line of people opposite us in a subway train impulsively consider them in detail and engage in rapid inference and form theories in regards to them. On entering a room there are those who will perceive at a glance the degree of preciousness of the rugs, the character of the pictures, and the personality revealed by the books. But there are many, it would seem, who are so absorbed in their personal reverie or in some definite purpose that they have no bright-eyed energy for idle curiosity. The tendency to miscellaneous observation we come by honesty nought, for we note it in many of our animal relatives. (22) Veblen, however, uses the term “idle curiosity” somewhat ironically, as is his wont. It is idle only to the one who fail to realize that it may be a very rare and indispensable thing from which almost all distinguished human achievement proceeds, since it may lead to systematic examination and seeking for things hitherto undiscovered. For research is but diligent search which enjoys the high of the primitive hunting. Occasionally and fitfully idle curiosity thus lead to creative thought, which alters and broadens our own views and inspirations and may in turn, under highly favourable circumstances, affects the views and lives of others, even for generations to follow. An example or two will make this unique human process clear. (23) Galileo was a thoughtful youth and doubtless carried on a rich and varied reverie. He had artistic ability and might have turned out to be a musician or painter. When he had dwelt among the monks at Valambrosa he had been tempted to lead the life of a religious. As a boy he busied himself with toy machines and he inherited a fondness for mathematics. All these facts are of record. We may safely assume also that along with many other subjects of contemplation, the Pisan maidens found a vivid place in his thoughts. (24) One day when seventeen years old he wondered into the cathedral of his native town. In the midst of his reverie he looked up at the lamps hanging by long chains from the high ceiling of the church. Then something very difficult to explain occurred. He found himself no longer thinking of the building, worshipers, or the services; of his artistic or religious interests; of his reluctance to become a physician as his father wished. He forgot the question of a career and even the graziosissime donne. As he watched the swinging lamps he was suddenly wondering if mayhap their oscillations, whether long or short, did not occupy the same time. Then he tested his hypothesis by counting his pulse, for that was the only timepiece he had with him. (25) This observation, however remarkable in itself, was not enough to produce a really creative thought. Others may have noticed the same thing and yet nothing came out of it. Most of our observations have no assignable results. Galileo may have seen that the warts of the peasant’s face formed a perfect isosceles triangle, or he may have noticed with boyish glee that just as the officiating priest was uttering the solemn words, ecce agnus Dei, a fly lit on the end of his nose. To be really creative, ideas have to be worked up and then “put over”, so that they become a part of man’s social heritage. The highly accurate pendulum clock was one of the later results of Galileo’s discovery. He himself was lead to reconsider and successfully refute the old notions of falling bodies. It remained for Newton to prove that the moon was falling, and presumably all the heavenly bodies. This quite upset all the consecrated views of the heavens as managed by angelic engineers. The universality of the laws of gravitation stimulated at the attempt to seek other and equally important natural law and cast grave doubts on the miracles in which mankind had hitherto believed. In short, those who dared to include in their thought the discoveries of Galileo and his successors found themselves in the new earth surrounded by new heavens. (26) On the 28th of October, 1831, three hundred and fifty years after Galileo had noticed the isochronous vibration of the lamps, creative thought and its currency had so far increased that Faraday was wondering what would happened if he mounted a disk of copper between the poles of a
20 horse shoe magnet. As the disk revolved an electric current was produced. This would have doubtless have seemed the idlest kind of experiment to the stanch businessmen of the time, who, it happened, where just then denouncing the child-labour bills in their anxiety to avail themselves to the full of the results of earlier idle curiosity. But should be dynamos and motors which have come into being as the outcome of Faraday’s experiment be stopped this evening, the business man of to-day, agitated over labour troubles, might, as he struggled home past lines of “dead” cars, through dark streets to an unlighted house, engage in a little creative thought of his own and perceived that he and his labourers would have no modern factories and mines to quarrel about if it had not been for the strange, practical effects of the idle curiosity of scientists, inventors, and engineers. (27) The example of creative intelligence given above belongs to the realm of modern scientific achievement, which furnishes the most striking instance of the effects of scrupulous. Objective thinking. But there are, of course, other create realms in which the recording and embodiment of acute observation and insight have brought themselves into the higher life of man. The great poets and dramatists and our modern story tellers have found themselves engage in productive reveries, noting and artistically presenting their discoveries for the delight and instruction of those who have the ability to appreciate them. (28) The process by which a fresh and original poem or drama comes into being is doubtless analogous to that which originates and elaborates so-called scientific discoveries; but there I clearly a temperamental difference. The genesis and advance of painting, sculpture, and music offer still other problems. We really as yet know shockingly little about these matters, and indeed very few people have the least curiosity about them. Nevertheless, creative intelligence in its various forms and activities is what makes a man. Were it not for its slow, painful and constantly discouraged operations through the ages man would be no more than a species of prime living on seeds, fruit, roots, and uncooked flesh, and wandering naked through the woods and over the plains like a chimpanzee. (29) The origin and progress and future promotion of civilization are ill understood and misconceived. These should be made the chief theme of educations, but much hard work is necessary before we can reconstruct our ideas of man and his capacities and free ourselves from innumerable persistent misapprehension. There have been obstructionists in all times, not merely the lethargic masses, but the moralists, the rationalizing theologians and most of the philosophers, all busily if unconsciously engage in ratifying existing ignorance and mistakes and discouraging creative thought. Naturally, those who reassure us seem worthy of honour and respect. Equally naturally, those who puzzled us with disturbing criticism and invite us to change our ways of objects of suspicion and readily discredited. Our personal discontent does not ordinarily extend to any critical questioning of the general situation in which we find ourselves. In every age the prevailing conditions of civilization have appeared quite natural and inevitable to those who grew up in them. The cow asks no questions as how it happens to have a dry stall and a supply of hay. The kitten laps its warm milk from a china saucer, without knowing anything about porcelain; the dog nestles in the corner of a divan with no sense of obligation to the inventors of upholstery and manufacturers of down pillows. So we humans accepts our breakfasts, our trains and telephones and orchestras and movies, our National Constitution, our moral code and standards of manners, with the simplicity and innocence of a pet rabbit. We have absolutely inexhaustible capacities for appropriating what others do for us with no thought of a “thank you”. We do not feel called upon to make any least contribution to the merry game ourselves. Indeed, we are usually quite unaware that the game is being played at all. (30) We have now examined the various classes of thinking which we can readily observe in ourselves and which we have plenty of reasons to believe to go on, and always have been going on, in our fellowmen. We can sometimes get quite pure and sparkling example of all four kinds, but commonly they are so confused and intermingled in our reverie as not to be readily distinguishable. The reverie is a reflection of our longings, exultations, and complacencies, our fears, suspicions, and disappointments. We are chiefly engaged in struggling to maintain our self-respect and in asserting the supremacy which we all crave and which seems to us our natural prerogative. It is not strange, but rather quite inevitable, that our beliefs about what is true and false, good and bad, right and wrong, should be mixed up with the reverie and be influenced by the same considerations which determined its character and course. We resent criticisms of our views exactly as we do of anything else connected with ourselves. Our notion of life and its ideals seem to us to be our own and such as necessarily true and right, to be defended at all costs. (31) We very rarely consider, however, the process by which we gained our convictions. If we did so, we could hardly fail to see that there was usually little ground for our confidence in them. Here and there, in this department of knowledge or that, someone of us might make a fair claim to have taken some trouble to get correct ideas of, let us say, the situation in Russia the sources of our food supply, the origin of the constitution, the revision of the tariff, the policy of the holy Roman Apostolic Church, modern business organization, trade unions, birth control, socialism, the League of Nations, the Excess-profits tax, preparedness, advertising in its social bearings; but only a very exceptional person would be entitled to opinions on all of even these few matters. And yet most of us have opinions on all these, and on many other questions of equal importance, of which we may know even less. We feel compelled, as self-respecting persons, to take sides when they come up for discussion. We even
21 surprised ourselves by our omniscience. Without taking thought we see in a flash that it is most righteous and expedient to discourage birth control by legislative enactment, or that one who decries intervention in Mexico is clearly wrong, or that big advertising is essential to big business and that big business is the pride of the land. As godlike beings, why should we not rejoice in our omniscience? (32) It is clear, in any case, that our convictions on important matters are not the result of knowledge or critical thought, nor, it may be added, are they often dictated by supported self-interest. Most of them are pure prejudices in the proper sense of that word. We do not form them ourselves. They are the whispering of “the voice of the herd”. We have in the last analysis no responsibility of them and need assume none. They are not really our own ideas, but those of others no ore well informed or inspired them ourselves, who have got them in the same careless and humiliating manner as we. It should be our pride to revise our ideas and not to adhere to what passes for respectable opinion can frequently be shown to be not respectable at all. We should, in view of the considerations that have been mentioned, resent our spine credulity. As an English writer has remarked: (33) If we feared the entertaining of an unverifiable opinion with the warmth with which we fear using the wrong implement at the dinner table, if the thought of holding a prejudice disgusted us as does a foul disease, then the danger of man’s suggestibility would be turned into advantages.
What is It The thesis statement is called the “heart of the essay.” The idea of an essay without a thesis statement is akin to a body without its heart. It also is called the “central point” or the “core” of an essay. It is comprised of evidences that the writer uses to elaborate on his topic further. Each of these evidences is then elaborated and discussed in the body paragraphs. Qualities of a Good Thesis Statement
1. It should be factual. A strong thesis statement requires solid evidence to support and develop it because without evidence, a claim is merely an unsubstantiated idea or opinion. 2. It should be interesting. Avoid generic arguments and formula statements. They work well to get a rough draft started, but will easily bore a reader. Keep revising until the thesis reflects your real ideas. 3. It should be limited. The thesis statement should be limited to what can be accomplished in the specified number of pages. Being specific will be much more successful than writing about general things that do not say much. 4. It should be manageable. Similar to the specificity guideline, a good thesis statement must also be manageable. Manageability will vary according to the length of the paper you are writing. 5. It should be researchable.
What’s More Use the graphic organizer below to identify the thesis statement and some important supporting details on the selection given that you have read. Evaluate your answer based on the given rubric.
RUBRIC Criteria Excellent (4) Good (3) Fair (2) Poor (1) Score Content Your output shows Your output shows Your output shows Your output shows understanding of the few a lack of no understanding topic’s concept. misunderstandings understanding of of the topic’s of concept. many concepts. concepts. Organization Your output is well- Your output is Your output is Your output lacked organized. All key thoughtfully mainly organized. organization. words are used. organized. Most key Many keywords are Many keywords are words are used. used. missing. 22 Links among Identifies all the Identifies important Identifies Fails to identify Concepts important concepts concepts but makes important concepts important and shows an some incorrect but makes many concepts and understanding of the connections. incorrect appropriate relationships among connections. connection them. Total:
*Note: Add 3 points to your total scores
What I Have Learned
Answer the given question in a paragraph form with a maximum of 10 sentences. Be guided by the assessment rubric given. How important is the thesis statement in an essay? _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ *Note: Use the rubric at page 3 as guide. Add 3 points to your total scores.
What I Can Do Choose one paragraph from the selection. Identify the thesis statement and make your stand whether you agree or disagree on your statement. Support your assertion by giving an example. Write two paragraphs consisting of 15 sentences each. Given below is the assessment rubric that serves as your guide. _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ *Note: Use the rubric at page 3 as guide. Add 3 points to your total scores.
Assessment From the Autopsy Surgeon’s Report Death occurred from the effects of asphyxia, cerebral anemia, and shock. The victim’s hair was used for the constriction ligature. Local marks of the ligature were readily discernible: there were some abrasion and a slight ecchymosis in the skin. But I found no obvious lesion in the blood vessels of the neck. Cyanosis of the head was very slight and there were no pronounced hemorrhages in the galea of the scalp. I should judge that very great compression was affected almost immediately, with compression of the arteries as well as of the vein, and that the superior laryngeal nerve was traumatized in the effect of throwing the victim into profound shock… The lungs revealed cyanosis, congestion, over aeration, and sub pleural petechial haemorrhages….
Based on the selection, given below is a concept map. Your task is to list all the thesis statements and supporting details inside the box. Be guided by the assessment rubric given.
*Note: Use the rubric at page 3 as guide. Add 3 points to your total scores. 23 Additional Activities Use the following graphic organizer to help you group the ideas inside the box that relate with one another based on “From the Autopsy Surgeon’s Report.” Evaluate your output based on the given rubric.
Causes of Death
Example: Asphyxia
Evidence
Example: Discernible Local Marks of L igature
*Use the rubric on pages 22-23 as guide in accomplishing this task
English for Academic and Professional Purposes
Quarter 1 – Module 4: Outlining Reading Texts 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)
Lesson 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)
24 Open Area Blind Spot Area a. _______________________________ a. ______________________________ b. _______________________________ b. ______________________________ c. _______________________________ c. ______________________________ d. _______________________________ d. ______________________________ e. _______________________________ e. ______________________________
Hidden Area Unknown Area
a. _______________________________ a. _____________________________ b. _______________________________ b. _____________________________ c. _______________________________ c. _____________________________ d. _______________________________ d. _____________________________ e. _______________________________ e. _____________________________
What’s New Porphyria’s Lover By: Robert Browning
The rain set early in tonight, Be sure I looked up at her eyes
The sullen wind was soon awake, Happy and proud; at last I knew It tore the elm-tops down for spite, Porphyria worshipped me; surprise And did its worst to vex the lake: Made my heart swell, and still it grew I listened with heart fit to break. While I debated what to do. When glided in Porphyria; straight That the moment she was mine, mine, fair, She shut the cold out and the storm, Perfectly pure and good: I found And kneeled and made the cheerless grate A thing to do, and all her hair Blazed up, all the cottage warm; In one long yellow string I would Which done, she rose, and form her form Three times her little throat around, Withdrew the dripping cloak and shawl, And strangled her. No pain felt she; And laid her soiled gloves by, untied I am quite sure she felt no pain. Her hat and let the damp hair fall, As a shut bud that holds a bee, And, last, she sat down by my side I warily opened her lids: again And called me. When no voiced replied, Laughed the blue without a stain. She put my arm about her waist, And I untightened next the tress And made her smooth white shoulder bare About her neck; her cheek once more And all her yellow hair displaced, Blushed bright beneath my burning kiss: And, stooping, made my cheek lie there, I propped her head up as before, And spread, o’er all, her yellow hair, Only, this time my shoulder bore Murmuring how she loved me-she Her head, which droops upon it still: Too weak, for all her hearts endeavor, The smiling rosy little head, To set its struggling passion free So glad it has its utmost will, From pride, and vainer ties dissever, That all it scorned at once id fled, And give herself to me forever. And I, its love, am gained instead! But passion sometimes would prevail, Porphyria’s love: she guessed not how Nor could tonight’s gay feast restrain Her darling one wish would be heard. A sudden thought of one so pale And thus we sit together now For love of her, all in vain: And all night long we have not stirred, So, she was come through wind and rain. And yet God has not said a word.
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.
25 Two Main Types of Outlines
a. Topic Outline A topic outline provides an overview of the topics to be included in an essay.
Example:
b. 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:
26 Five Steps in Outlining a Text
1. Read and comprehend 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.
What’s More Five Key Elements of a Story 1. Setting A story's setting refers not only to the physical location, but also the time the action takes place. It is 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 in a 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. 3. 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
27 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. 4. 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 : ______________________________ II. Character A. Protagonist : _________________________ B. Antagonist : _________________________ III. Plot A. Introduction: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ B. Rising Action: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ C. Climax: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ D. Falling Action: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ E. Resolution: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________
28 IV. Conflict _______________________________________________________________________________________________ V. Themes _______________________________________________________________________________________________
What I Have Learned
Complete the following statements. Evaluate your answer based on the rubric below. I have learned that outlining the text _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ It is very important in a writing process because _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ I can improve more about the outlining by _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ *Note: Use the rubric at page 3 as guide. Add 3 points to your total scores.
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.”
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?
30 Complete the outline based on “The Sob Sister’s Story” selection.
I. Setting A. Time : ______________________________ B. Place : ______________________________ II. Character A. Protagonist : _________________________ B. Antagonist : _________________________
III. Plot A. Introduction: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ B. Rising Action: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ C. Climax: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ D. Falling Action: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ E. 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.
_______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ *Note: Use the rubric at page 3 as guide. Add 3 points to your total scores.
