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Senior High English Curriculum

This document outlines the learning competencies, hours taught, percentage of course content, number of test items, and test item placement for an English for Academic and Professional Purposes course. The course focuses on developing skills in reading academic texts (16% of course), writing reaction papers (16%), writing concept papers (21%), writing position papers (21%), and writing reports (26%). It includes competencies such as determining text structure, summarizing content, forming opinions supported by evidence, defining paper types, and designing and conducting surveys. The course totals 72 hours taught over 60 test items to assess student learning.

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785 views1 page

Senior High English Curriculum

This document outlines the learning competencies, hours taught, percentage of course content, number of test items, and test item placement for an English for Academic and Professional Purposes course. The course focuses on developing skills in reading academic texts (16% of course), writing reaction papers (16%), writing concept papers (21%), writing position papers (21%), and writing reports (26%). It includes competencies such as determining text structure, summarizing content, forming opinions supported by evidence, defining paper types, and designing and conducting surveys. The course totals 72 hours taught over 60 test items to assess student learning.

Uploaded by

DANA
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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TAYTAY SENIOR HIGH SCHOOL

TABLE OF SPECIFICATIONS
English for Academic and Professional Purposes
NO.
NO. OF
OF TEST ITEM
LEARNING COMPETENCIES HOURS %
ITEM PLACEMENT
TAUGHT
S
READING ACADEMIC TEXTS 12 16% 9 27-35
1. determines the structure of a specific academic text
2. differentiates language used in academic texts from various
disciplines
3. explains the specific ideas contained in various academic texts
4. uses knowledge of text structure to glean the information he/she
needs
5. uses various techniques in summarizing a variety of academic
texts
6. states the thesis statement of an academic text
7. paraphrases/ explains a text using one’s own words
8. outlines reading texts in various
9. summarizes the content of an academic text
WRITING REACTION PAPER 12 16% 9 36-44
1. forms opinions based on facts
2. cites specific sources to support claims
3. presents ideas convincingly
4. uses the appropriate language for a specific discipline
5. raises legitimate, contrary views in an appropriate manner
6. uses appropriate critical approaches
7. applies the principles of writing effective reviews and critiques
WRITING CONCEPT PAPER 16 21% 13 1-13
1. defines what a concept paper is
2. determines the ways a writer can elucidate on a concept by
definition, explication and clarification
3. identifies situations in which a concept paper may be effectively
used to improve our society
4. comprehends various kinds of concept papers
5. explains and clarifies concepts in fields
WRITING THE POSITION PAPER 16 21% 13 14-26
1. defines what a position paper is
2. identifies situations in which a position paper may be effectively
used in our present society
3. gathers manifestoes and analyzes the arguments used by the
writer/s
4. defends a stand on an issue by presenting reasonable arguments
supported by properly cited factual evidences
WRITING REPORT 20 26% 16 45-60
1. determines the objectives and structures of various kinds of reports
2. designs, tests and revises survey questionnaires
3. conducts surveys, experiments or observations*
4. gathers information from surveys, experiments, or observations
5. disseminates written forms of information from surveys,
experiments or observations
6. summarizes findings and executes the report through narrative and
visual/graphic forms
TOTAL ITEMS 72 100% 60 60

Prepared by: REY C. SACCUAN

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