LEARNING ACTIVITY SHEET NO: 2

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES (EAPP)

Module 5: Outline Reading Text in Various Discipline

I. INTRODUCTION

In this module, you will learn the strategies in outlining reading texts in various disciplines. Maybe
you already encountered the term ‘outlining’ before and your teachers asked you to make an outline of
a text. If that’s so, you may find the activities on this lesson as a piece of cake! If not, don’t worry
because the lesson and activities are made simple and understandable. Just follow the instructions and
you will always be on track.

II. VOCABULARY LIST

Let’s enrich your vocabulary with these terms that you will encounter throughout this lesson.
1. Outlining – summarizing the essential features of a text in hierarchical or logical order
2. Skim – to look over or read quickly specially to find the main ideas
3. Text – a piece of writing, written or printed material
4. Thesis statement – states the purpose and/or central idea of a text

III. ACTIVITIES/ LEARNING CONCEPT

TEST A: Read and comprehend the short text

below. Then, complete the outline that follows Noise Pollution
by filling out the blanks with the correct
words/phrases from the text. Write the answer Aircraft, traffic, construction, various
on a sheet of paper. machinery, and other facets of modern
civilization create noise pollution. This
I. Noise Pollution excessive noise can harm human physically
and psychologically. Diseases in hearing are
A. Sources of noise pollution a common result of noise pollution. After
1. Aircrafts research confirmed that loud levels of noise
2. Traffic reduced hearing, some cities passed laws
3. ____________________ setting the decibel level of music allowed in
4. ____________________ night clubs.
5. Other facets of modern civilization Noise pollution can be reduced by
IV.B.ASSIGNMENT
General effects of noise pollution on human either moving the source away from people
beings or creating quieter machines. For example,
1. ______________________ the placement of airports away from the city
2. ______________________ reduces the noise pollution of the city. Better
C. Ways of reducing noise pollution insulation of buildings against noise can
1. ______________________ reduce noise pollution inside a building.
2. Creating quieter machines

A. CREATING A READING OUTLINE

Before, you were told to make an outline STEPS IN CREATING A READING OUTLINE
prior to writing an essay or text (pre-writing). In this
sense, the outline serves as your guide or blueprint 1. Read the entire text first. Skim the text
in writing to ensure organization of your ideas; it is afterward.
called as writing outline. In this lesson you will 2. Locate the thesis statement of the whole text.
make an outline after you read a text (post-reading), 3. Look for key phrases in each paragraph of the
it is called as reading outline. That means the text.
outline will reflect the summary or abstract of the 4. Locate the topic sentence of each paragraph.
text. Therefore, you need to read and comprehend 5. Look at the topic sentences and group these
the text before you could make an outline. Now, let’s with related ideas together.
have a detailed grasp of this lesson. 6. Arrange the contents according to levels.
7. Evaluate the supporting details.
An outline is a summary that gives the 8. Go back to the text to check whether you have
essential features of a text. It shows how the parts followed the sequence closely and you have not
of a text are related to one another as parts that missed any important information
are of equal importance, or sections that are
subordinate to a main idea (Valdriz, 2017).
You may follow the simple steps below in finalizing your outline.
1. Place your thesis statement at the beginning.
2. List the major points that support your thesis.
3. List supporting ideas or arguments for each major point.
4. If applicable, continue to sub-divide each supporting idea until your outline is fully developed.

B. TYPES OF READING OUTLINE

When preparing an outline, you can either use a decimal outline or alphanumeric outline. A decimal
outline only uses numbers as labels while an alphanumeric outline uses both letters and numbers
as labels (Barrot, 2016)
Alphanumeric Outline
Decimal Outline
I. _______________________________________
1. _____________________________________ A. ___________________________
1.1 ___________________________ B. ___________________________
1.2 ___________________________ C. ___________________________
1.3 ___________________________ II. ___________________________
2. _____________________________________ A. ___________________________
2.1 ___________________________ 1. _______________________
2.2 ___________________________ a. _____________________
2.2.1 _______________________ b. _____________________
2.2.2 _______________________ 2. _______________________
2.3 ___________________________ B. ___________________________
3. _____________________________________ 1. _______________________
3.1 ___________________________ 2. _______________________
3.2 ___________________________ a. _____________________
b. _____________________
C. ___________________________
1. _______________________
2. _______________________
Between these two ways of outline labelling, III. ___________________________
which do you think is commonly used? That’s A. ___________________________
right! It’s Alphanumeric outline. B. ___________________________
C. ___________________________

C. MECHANICS OF OUTLINING (for Alphanumeric Outline)

1. Indicate main headings and subheadings using Roman numerals and capital letters. To divide the
subheadings further, Arabic numbers are used. Fourth degree ideas are indicated by numbers and
small letters followed by a close parenthesis. The descending parts of an alphanumeric outline are
labelled in the following order:
I. _________________________
A. ________________________
1. _______________________
a. ______________________
1) __________________________________________
b) _____________________

2. Place a period after each number and letter heading and subheading.
3. Do not place a period after each number or letter with close parenthesis.
4. Do not place a period after each item unless it is a complete sentence.
5. Begin each item with a capital letter.
6. Be sure that corresponding main divisions are of the same level of importance and that corresponding
sub-divisions are of the same level of importance also.
7. Use parallel grammatical structure for headings.
8. Avoid the use of the words “Introduction”, “Body”, “Conclusion” to substitute headings.

D. SAMPLE OUTLINES

Study the sample outlines, Outline A and B below and take note of the comparison of these two
outlines.
 OUTLINE A OUTLINE B

Thesis Statement: Research shows Thesis Statement: Research shows that single-sex classes are
that single-sex classes are better for better for girls and, therefore, should be encouraged.
girls and, therefore, should be
encouraged. I. During the first 200 years in America, women were not allowed
in schools.
I. Background A. Initially, education was only for men.
A. Segregated education B. Throughout the nineteenth century, the number of coed
B. Coeducation schools increased.
C. Title IX C. In 1972, Congress passed Title IX, a law prohibiting sex
II. Gender Bias discrimination in educational institutions.
A. Attention II. One significant advantage of single-sex classes is the
1. Opportunity elimination of gender bias that often occurs in coed classes.
2. Discipline A. Teachers pay more attention to boys.
B. Favoritism 1. Girls are not called on as often as boys in coed
1. Encouragement classes.
2. Expectation 2. Many times teachers tolerate disruptive behavior
III. Academic advantages in boys but discourage the same behavior in girls.
A. Grade improvement B. Favoritism is also an issue in coed classes.
1. Materials 1. Teachers “get a thrill from involving a boy who’s
2. Methods going to be disruptive.”
B. Techniques 2. Teachers have higher expectations for boys than
1. Math for girls.
2. Science III. Girls benefit from being free from the gender bias of coed
IV. Personal advantages classes.
A. Distraction A. They perform better academically.
B. Comfort 1. Textbooks “show an inherent and often
1. Environment inadvertent bias against females in textbooks.”
2. Students 2. This bias also shows itself in teaching
C. Development techniques.
1. Self-confidence B. Techniques that are disadvantageous to girls are more
2. Role models apparent in certain subject areas.
1. Girls show more interest in math when taught in
single-sex classes.
2. Girls also show more interest in Science subject.

What did you notice with the structure of content or entries of the sample outlines A and B?\

The first outline (Outline A) consists of words and phrases; so, it is called as topic outline. The
second outline (Outline B) is composed of complete sentences; therefore it is a sentence outline.

How about the organization of entries in the sample outlines above?

There are four principles that need to be followed in organizing the contents or entries in an
outline. These principles are coordination, subordination, division, and parallel construction. The
principle of coordination requires ideas of the same relevance to be labeled in the same way. The
principle of subordination shows that minor details must be placed under their respective major details.
The principle of division requires that no cluster should contain only one item. In short, if you have
subheading 1, there should be subheading 2. Lastly, the principle of parallel construction requires all
entries in each cluster to use the same structure and format.

Now that you already know the concepts, apply these in the following practice tasks.

IV. PRACTICE TASKS

TEST B: Read the text below and complete the topic outline that follows. Write the answer on a sheet
of paper.
Origins of Writing

Ancient civilizations attributed the origins of writing to the gods. For the ancient Egyptians, their
god Thoth was the creator of writing and, in some stories, also the creator of speech. The ancient
Sumerians and Assyrians also believed that writing originated with certain gods, as did the ancient
Maya. In Chinese mythology, the creation of writing is attributed to an ancient sage and was used for
communication with the gods. Clearly, writing was highly valued even by ancient peoples.
 Humans began painting pictures on cave walls 25,000 years ago or more; but writing systems
did not develop until groups of people began settling in farming communities. Scholars say that writing
systems developed independently in at least three different parts of the world: Mesopotamia, China,
and Mesoamerica.

The oldest known writing system developed among the ancient Sumerians in Mesopotamia
around 3000 B.C. Along with the rise of agricultural societies carne the development of property
ownership and the need to keep records of it. In early agricultural societies, property consisted largely
of land, livestock such as cattle, and grain. Originally, clay tokens of various shapes were used to count
these possessions. From this developed a system of impressing the shapes onto clay tablets. One of
the earliest clay tablets of this type was found in excavations in Mesopotamia and dates from the time
of the Sumerian culture. Scribes then began using reeds instead of tokens to mark the clay, developing
a system of wedge-like shapes to represent the tokens. This system of writing using wedge shapes is
known as cuneiform. It was later adopted by other cultures and became the basis for other writing
systems. Originating in a system that used pictures to represent objects, cuneiform writing eventually
developed into systems that used symbols to represent the sounds of language.

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

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

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

Origins of Writing

Thesis Statement: The origin of writing systems can be attributed to ancient civilizations of
Mesopotamia, China, and Mesoamerica.
I. Ancient Sumerians in Mesopotamia
A. Recording of property ownership
1. Clay tokens
2. ________________
3. ________________
4. ________________
II. Oldest form of Chinese writing
A. ________________
1. Used for predicting the future
B. ________________
1. Basis for Japanese and Korean writing systems
III. Writing systems in Mesoamerica
A. ________________
1. Temple walls and religious structures inscriptions
2. Used a system of symbols
B. Zapotec Culture
1. Writing around 400 B.C.
C. ________________
1. Developed earlier a writing system
TEST C: Read the text below and complete the sentence outline that follows. Write the answer only on a
sheet of paper.

How Drugs are Studied

It takes years, and sometimes decades, from a drug to move from the theoretical stage to the
pharmacy shelf. Of the thousands of drugs under investigation at any one time, only a small fraction
will produce the desired result without unacceptable side effects.
First, scientists target a step in the disease process where they believe a drug can have an
effect. Then, they manufacture compounds or take them from organisms such as viruses and fungi and
test them in laboratory cultures. Once scientists isolate a chemical that produces a desirable effect,
they analyze its structure and alter it as necessary to enhance the outcome.
The next step involves testing the drugs in animals. Scientists look at how much drug is absorbed
into the bloodstream, how it distributes to different organs, how quickly it is excreted or leaves the body,
or whether it has any toxic effects or byproducts. Researchers usually test at least two animal species
because the same drug may affect species differently.
If a chemical passes laboratory and animal testing and is deemed appropriate to analyze in
human volunteers, it is ready for clinical trials, researchers follow a protocol that describes who may
participate in the study, tests and procedures to follow, the length of the study, and outcomes to be
measured. Drug trials may focus on treating a disease, preventing a disease from occurring or
recurring, or enhancing the quality of life for people living with incurable, chronic conditions.
There are four phases of clinical trials; the first three phases study whether the drug is effective
and can be safely administered to patients, and the fourth phase evaluates long-term safety and use
once a drug is on the market. Phase I clinical trials test a drug in small groups of healthy volunteers
(fewer than 100) to ascertain its safety and the appropriate dose range. These studies last for six
months to one year.
Phase II clinical trials test several hundred volunteers to determine how effectively the drug
combats the disease being studied. These trials continue to evaluate safety, side effects, and optimal
dose. Phase II studies also last for six months to one year.
Phase III trials test thousands of volunteers for several years, with researchers closely
monitoring study participants at regular intervals. These studies typically compare the drug under
investigation with a control: either a drug known to cure or alleviate a specific disease or, if one does
not exist, a substance that has no medicinal effects, known as a placebo. Phase III trials are typically
blind studies (participants do not know which drug they are receiving) or double-blind studies (neither
participants nor researchers know which drug an individual is receiving until the trial is completed).
Once a drug passes the first three phases and is found to be safe and effective, drug companies may
apply for the right to market the product. After a drug is approved and on the market, Phase IV trials
may investigate long-term effects, effects in different groups of patients such as the elderly, or use of
the medication for a different condition such as using a cancer drug to treat AIDS.

How Drugs are Studied

Thesis Statement: __________________________________________________________.
I. First, scientists target a step in the disease process.
A. They manufacture compounds from viruses and fungi and test them in laboratory.
B. ___________________________________________________.
II. ______________________________________________________.
A. The scientists closely study the drug’s effect on the organs of animals.
B. Researchers examine at least two animals to differentiate the effects.
III. There are four phases of clinical trials for humans after the drug is found effective on
animals.
A. ___________________________________________________.
1. The tests are done to ascertain the safe dosage.
2. These trials last for six months to one year
B. Phase II trials test several hundred volunteers.
1. ________________________________________________.
2. These trials also last for six months to one year.
C. ___________________________________________________.
1. These studies compare the drug under investigation with a control.
2. These trials are typically blind studies or double-blind studies.
D. ___________________________________________________.
1. These trials investigate long-term effects
2. ________________________________________________.
TEST D: Read the article below and make an outline, either topic outline or sentence outline. Be
guided by the rubric for outlining. Write your answer on a sheet of paper.

Learning Styles

There are three basic types of classroom learning styles: visual, auditory and kinesthetic. These
learning styles describe the most common ways that people learn. Individuals tend to instinctively prefer
one style over the others; thus, each person has a learning style that is dominant even though he or
she may also rely something on the other approaches at different times and in different circumstances.
Visual learners prefer to sit somewhere in the classroom where no obstructions hinder their view
of the lesson. They rely on the teacher’s facial expressions and body language to aid their learning.
They learn best from a blend of visual displays and presentations such as colorful videos, diagrams,
and flip-charts. Often, these learners think in pictures and may even close their eyes to visualize or
remember something. When they are bored, they look around for something to watch. Many visual
learners lack confidence in their room discussions and lectures.
Auditory learners sit where they can hear well. They enjoy listening and talking, so discussions
and verbal lectures stimulate them. Listening to what other have to say and then talking the subjects
through helps them process new information. These learners may be heard reading to themselves out
loud because they can absorb written information better in this way. Sounding out spelling words,
reciting mathematical theories, or talking their way across a map are examples of the types of activities
that improve their understanding.

Kinesthetic learners may find it difficult to sit still in a conversational classroom. They need to be
physically active and take frequent breaks. When they are bored, they fidget in their seats. They prefer
to sit someplace where there is room to move about. They benefit from manipulating materials and
learn best when classroom subjects such as math, science, and reading are processed through hands-
on experience. Incorporating arts-and-crafts activities, building projects, and sports into lessons helps
kinesthetic learners process new information. Physical expressions of encouragement, such as a pat
on the back, are often appreciated. In addition to these traditional ways of describing learning styles,
educators have identified other ways some students prefer to learn. Verbal learners, for example, enjoy
using words, both written and spoken. Logical learners are strong in the areas of logic and reasoning.
Social learners do best when working in groups, whereas solitary learners prefer to work alone.
Research shows that each of these learning styles, as well as the visual, auditory, and kinesthetic
styles, uses different parts of the brain. Students may prefer to focus on just one style, but practicing
other styles involves more of the brain’s potential and therefore helps students remember more of what
they learn. Teachers who present their lessons using varied techniques that stimulate all learning styles
expose students to both their dominant and less preferred methods of learning, aiding them to reach
their potential more fully as learners.

Scoring Rubric for Outlining