WHOLE BRAIN LEARNING SYSTEM

OUTCOME-BASED EDUCATION

ENGLISH – SHS GRADE

English for Academic and
11
Professional Purposes

I
LEARNING QUARTER

MODULE WEEK 7

WBLS-OBE MELC-Aligned Self-Learning Module English 11 - EAPP 0

 MODULE IN
ENGLISH FOR ACADEMIC AND
PROFESSIONAL PURPOSES

QUARTER I
WEEK 7

Reading Concept Papers

Development Team
Writer: Rodel Bryan C. Valdez Bryan B. Ecija
Carrie Alyss P. Ibacarra
Editors: Vrenie Joy C. Pedro Maria Corazon H. Retutal
Reviewers: Adelyn C. Domingo Lourdes B. Arucan
Illustrator: Wynnelord Rainier E. Tibay
Layout Artist: Wynnelord Rainier E. Tibay
Management Team: Vilma D. Eda Arnel S. Bandiola
Lourdes B. Arucan Juanito V. Labao
Adelyn C. Domingo

WBLS-OBE MELC-Aligned Self-Learning Module English 11 - EAPP 1

 What I Need to Know

Most Essential Learning Competency:

Compare and contrast various kinds of concept papers
Objectives:

In your journey through the discussions and different tasks, you are expected
to:

1. define the term concept paper;

2. explain the importance of concept paper;
3. understand the concepts explained in a text; and
4. compare and contrast concept papers read in terms of strategy used in
explaining the concept.

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Day 1

What I Know

Multiple Choice. Write the letter of the correct answer on a separate sheet of paper.

1. It is an academic text that defines an idea and explains its essence in order to clarify
the “what” of the idea.
a. concept paper c. reaction paper
b. position paper d. research paper

2. Which statement explains concept paper as a project proposal?

a. It conveys and explains the essence of an idea.
b. It is an in-depth analysis of any idea, situation, or practice.
c. To accomplish this, one needs to explain in full a simple definition of the
term.
d. It seeks to present an idea for consideration by others, possibly for
funding or support.
e.
3. All of the following are parts of an extended definition paper, except:
a. analytic description c. enumerating structure of the concept
b. definition of the term d. methodology/ project design
c.
4. All of the following statements tell the importance of reading concept paper, except:
a. It helps people gain new insights and discover new perspectives.
b. It allows people to expand their knowledge and personal horizons.
c. It clarifies wrong beliefs people have towards a particular concept.
d. It enhances researching skills, allowing people to select any sources.

For items 5 to 7, read the passage below then answer the questions that follow.

(1) A citizen is a person who lives in a state and is governed by its laws in all
matters. An ideal citizen is an asset to a nation. Countries are not good or bad

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 but their citizens make them so. Smugglers, law breakers and people of bad
character are also citizens of a country but they cannot be called ideal citizens.

(2) An ideal citizen is every inch a patriot. Citizenship secures for the people a sense
of security for their life and property. In a democratic country like India, a citizen
enjoys the right of voting in elections to public bodies. He can himself stand as a
candidate for election to the municipal committee of his town and legislative bodies
of his country. HE can even stand for the office of the president of the country.

(3) A citizen enjoys several other advantages. It is the duty of the state of provide
him with employment as far as possible. A citizen enjoys several facilities. The
state provides him with essential services such as transport, right of voting,
electricity, hospitals, and schools for the education of his children. Modern states
are welfare states. They are supposed to look after the welfare of the citizens. A
citizen can stand up and fight for certain rights.

(4) On the other hand, a citizen has to carry out certain duties and responsibilities. He
is expected to obey the laws of his country. He must be loyal to the state. He or she
must gladly offer his or her services to the state. In time of war or a national
emergency, a citizen should serve the country in any capacity he is called upon to
serve. Every citizen must support the police and the administration in general in the
maintenance of peace. It is also the duty of all citizens to desist from creating disorder
by communal riots (EVirtual Guru 2015).

(5) The greatness of the country depends not on her material resources, but on men
and women. A nation is great if her citizens are great.

5. What concept is discussed and clarified in the essay above?

a. all citizens c. good citizens
b. bad citizens d. Filipino citizens
6. What type of definition is used to tell what an ideal citizen is?
a. formal definition c. extended definition
b. informal definition d. dictionary definition

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7. Which among the supporting details goes with the main idea in Paragraph 4 about
an ideal citizen?
a. He obeys the law.
b. He enjoys several facilities.
c. He maintains harmonious relationship with others.
d. The goodness of the country depends on the type of citizens it has.

True or False. Read the statements below and determine if they are true or false.
8. When one writes a concept paper, he/she engages in an academic discourse.

9. Writing concept paper contributes to the dialogue of scholars about a given topic.
10. Concept papers can be developed through deductive reasoning only.

Lesson
Reading Concept Papers
7
To be able to write your own concept paper, there is a need to study various examples of
concept papers. By doing so, you will be able to understand how they are structured and how
these papers clarified the concepts being discussed. Expect that this module would be filled
with a lot of texts. Do not get bored! Have fun reading!

What’s In

In the previous module, you learned the different techniques in defining a concept. Why
is it difficult to define concepts?

_________________________________________________________________________
_________________________________________________________________________

Why are the different techniques in defining a concept that you learned in the previous
module?

_________________________________________________________________________
_________________________________________________________________________

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 What’s New

Many authors have already attempted to define concepts (e.g. love). There are probably
thousands of books that were already published discussing the same concept. But you may
notice that each book differs when it comes to their definition of the same concept. According
to Wyson 92016), this is because each author has his or her own notion of what the concept
entails.

Now, as a student, how do you think reading concept papers is important to you and to
your studies? Write as many ideas as you can on a separate sheet of paper.

What is It

Concepts are defined by Saqueton and Uychoco (2016) as “ideas or principles that are
associated with something abstract.” This is why concepts are sometimes difficult to define
and that authors have different notion about them.
Thanks to concept papers because we get the chance to understand ideas or concepts
better. But what is a concept paper?
Concept paper is an academic paper that defines an idea/concept and explains its
essence to clarify its “whatness” (Saqueton and Uychoco, 2016). According to Wyson (2016),
the purpose of concept paper is to “explain, clarify, or theorize a particular concept so that it
can be discussed in the world of the academe.” With that being said, the writer of a concept
paper adds pieces of information to an existing body of knowledge about a certain concept.
Thus, he/she is said to be engaging in a discussion about it.
Concept papers should connect theory and experience (Wyson, 2016). Theories may be
from various scholarly articles about the concept while experience may be from observations.
One may examine real-life phenomena and from these phenomena, the writer may come up
with his/her generalization/s or theories. This is known as inductive reasoning. On the other
hand, the writer may examine theories, then cites various real-life examples to prove it. This
is known as deductive reasoning. By doing any of these two, the writer can connect theory
and experience.
Two Forms of Concept Paper
Barrot and Sipacio (2016) classified concept paper into project proposal and an extended
definition paper.
Concept Paper as Project Proposal
➢ It seeks to present an idea for consideration by others, possibly for funding or support.
➢ It is often asked for by an organization prior to the presentation of a full-blown project
proposal.

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Concept Paper as Extended Definition
➢ It is an in-depth analysis of any idea, situation, or practice.
➢ It clarifies a concept by examining the “what-ness” or nature of something.
➢ It conveys the essence of an idea and explains it.
➢ To accomplish this, one needs to explain in full a simple definition of the term.
➢ It consists of the definition of the term, analytic description, parts, structure, levels, stages
etc. of the concept being tackled, explanation of supporting details and statement of
implications.
Note: This module will focus on the extended definition paper. Let us examine the sample
concept paper below.
Language Acquisition and Learning: Understanding How We
Communicate

By: Daryl Wyson (2016)

1 Perhaps one of the most fascinating phenomena in human civilization is

Beginning the text
the reality of language. How can letters, which by themselves are
with something
meaningless, form meaningful utterances when combined, and these
single utterances, in turn, convey a message when transformed into a familiar to the
sentence or paragraph? (Varga, 2010). This characteristic of language readers help bridge
enables it to serve as a medium that facilitates the transmission of their personal
knowledge and culture. experiences to what
academics say about
2. Yet, despite the significance of language, we have barely unveiled the it.
principles that govern language acquisition and learning. Yes, we need to
learn a language to be understood, and we all do so using different
methods. As such, language scholars have developed paradigms which The underlined
have attempted to explain how language acquisition and learning occur. sentences present
Throughout history, these have helped us understand the complex nature the thesis statement
of language learning and acquisition, and as we learn new insights about of the text.
these phenomena the said paradigms, in turn, also evolve and develop.
3. In the days of the psychologies B.F. Skinner, language learning was The third paragraph
primarily viewed through behaviorist terms. Just like any other behavior, introduces the first
paradigm in language
a person learns a language as certain utterances are positively or
learning. The
negatively reinforced. If a behavior it develops; if it is shunned, a person
illustration of how the
refrains from performing it. When applied in language learning, Skinnerian paradigm works is
psychology would posit that utterances which are positively reinforced or presented in the
rewarded are retained while those that were not reinforced or even fourth paragraph. The
penalized would eventually be unlearned (Stern, 1983). fifth paragraph
presents the
4. Language then, through Skinnerian terms, is viewed largely as the result
implications of the
of habits formed through reinforcement. Thus, in this paradigm, a
paradigm in language
grammatical error committed by a child is considered as a bad habit, and teaching and learning.
at an early stage, should be corrected so that it would not become a The same pattern was
"fossilized" or an error that cannot be corrected, so to speak. Exhibition of used throughout the
excellent syntax, vocabulary, and speech, on the other hand, is paper.
considered as good habits and therefore should be rewarded.
You can also notice
5. Under this paradigm, several teaching methodologies were developed
that the writer used
and employed in language learning environments. For instance, back in in-text or
the 70s, Filipino students in certain schools were fined for each Tagalog parenthetical citations
word they uttered while in school to help them learn English. In this throughout the paper.
scenario, speaking in Filipino was deemed as a bad habit, and thus,
should be penalized. Aside from the said policy, audio-lingual method
also reflects this principle. In this approach to language learning,
students are asked to recite what they hear on tape in the hope that by
doing so, they will form a habit and become proficient English speakers.

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6. Despite the seeming promise of behaviorism, it falls short in taking
into account why new and creative sets of utterances are created
by humans. If what this theory posits were true, then there would
only be certain patterns, those which were positively reinforced,
that humans can produce, In realty, however, the act of language
production or what we call as speech act (Austin, 1962 quoted in
Brown, 1994), is very creative and purposeful as it seeks to
accomplish new, and an infinite number of combinations used by
speakers. Thus, though languages follow syntactical rules, new
words are still formed, and even older ones are able to take on new
meanings.
7. For these reasons, Noam Chomsky criticized Skinners view and
proposed a more cognitive-oriented view. For Chomsky, grammar
is transformational and generative; this means that new utterances
are continually being created, and meaning does not remain static.
Through the use of a brain structure called the Language
Acquisition Device (LAD), we are able to learn a language
(Chomsky, 1965). He proposed the concept of universal grammar,
or the idea that people, through the use of the LAD, are able to
process language in such a way that they are patterned in
comprehensible and syntactical outputs. Thus, for Chomsky,
language learning takes place from within and not from merely
responding to external stimuli.
8. Similarly, Vygotsky offers an idea similar to Chomsky's; according
to him, language and rationality, though they have different roots,
intertwine at some point in a person's development, and when this
happens, rationality will be expressed through language, and
language, on the other hand, could not manifest in the absence of
rational thought. According to him, a child has two types of
concepts, namely spontaneous concepts and scientific concepts.
The spontaneous concepts are learned naturally from the child’s The author makes
environment even without conscious instruction. Examples of use of real-life
which are the codes a child uses to refer to adults (e.g. papa, examples as
mama) or one-word utterances which try to elicit a response (eg. illustrations of the
water, pupu). Scientific concepts, on the other hand, are the ones theories he
which have to be consciously taught such as grammar, reading, discusses.
and the like.
9. Perhaps Piaget's psychosocial development framework may
provide a clue on how language actually develops in the LAD
throughout the different stages in cognitive development (Banks
and Thompson, 995). The first of these is called the sensorimotor
stage. At this point in development, actions are reflexive rather than
planned. It isn't until he latter part of the sensorimotor stage that a
child uses words (or proto words) and numbers to represent objects
(e.g. mamam = water; dada = father).

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10. When a child turns two, he enters what Piaget termed as
preoperational stage. In this part of human development, children
are now capable of storing internal images which represent the
view of reality. A child at this stage is egocentric, probably as a
result of his being center of attention in his early years and uses
language to satisfy his needs. Those who belong to this stage tend
to verbalize what they feel without thinking of how others would
react or feel. This stage lasts until around age six.
11. At around six years old, a child enters the concrete operational
stage. At this point, the child now recognizes logical relationships
and grammatical structures. Thus, it is also at this stage when
formal grammatical instruction can begin since the child now
recognizes patterns. Furthermore, it is also at this point when a
child realizes that grammar rules are not rigidly fixed and may vary
as the context and use also change.
12. Finally, Piaget posits that at around puberty, a person enters into Vygotsky’s and
the highest stage of cognitive development, the formal operational Piaget’s
stage. At this point, a person is now capable of understanding frameworks were
abstract concepts. Thus, it is assumed that at puberty, a child can subsumed under
now appreciate poetry and deduce the different contexts in which Chomsky’s. The
the statements are used. paper synthesizes
the ideas of
13. Although language development occurs throughout the different various scholars
stages of development, some would argue that there is only a and presents how
critical time by which a person can efficiently learn a language. one scholar
This is what we call as the critical period hypothesis, and critiques the ideas
according to some, the best time to acquire a language is prior to of other scholars.
puberty when the brain cells are still developing and can easily
absorb knowledge. This was first suggested by the
neurophysiologist Penfield (Stern, 1983). Recently, Wolfe and
Brundt (2001) reasserted this hypothesis, stating that the best time
to learn a language is before ten years old. Until now, however,
despite many succeeding studies, this issue remains debatable
since there are several cases where adults effectively learn a
second language.
14. These theories call on language teachers to appropriate their
respective pedagogies according to how cognitive functions
develop. Since it assumes that the brain, through the LAD, can
decipher grammatical patterns, language can be taught using the
structures that comprise language. Moreover, these also call for a
graduated teaching of language which follows brain development.
For instance, in the early grades, grammatical structures should
already be taught since the LAD is now able to recognize them. In
high school, however, since it is assumed that students can now
understand abstract concepts, more advanced linguistic skills
such as literary analysis, expository writing, summarizing, and
other higher order thinking capacities (Arrends, 1994 quoted in
Salandanan, 2009) should already be taught.

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15. Perhaps a more balanced view of language learning is the one
proposed by Krashen (1981). He both took into consideration and
delineated the roles of input (environment) and cognition on
language learning and how each of the two functions. According
to him, language acquisition happens when one is constantly
exposed to linguistic input. This linguistic input, then, is
unconsciously acquired by the learner until such time that the
learner himself or herself is now able to produce the language.
Language learning, for him, is an entirely different phenomenon;
it happens when one consciously studies the rules and intricacies
of the target language; i.e. grammar rules, principles of
coherence and unity, etc. What a person has acquired through
language learning forms his monitor, or that device which he uses
to filter out his linguistic output. For instance, when a person
speaks in a casual conversation, he does not employ his monitor
a lot, which means that he neither self-corrects grammar errors
nor consciously thinks of grammar rules when speaking.
16. He also took into consideration a person’s affective filter, which
determines how much language a person would learn. If a person
has high affective filter, that is, he has a high degree of anxiety
towards the language, he is less likely to learn the language. On
the other hand, if a person's affective filter is low, that is, he feels
comfortable with the language, then language learning is also
high.
17. As far as Krashen is concerned, language classrooms, then,
should be viewed only as a place where learning is facilitated and
not entirely a place of acquisition, although acquisition may also
take place in the classroom when the teacher asks the students
to form buzz groups, read a particular selection, or watch a film.
However, the classroom can offer only so much acquisition given
the limited time students spend there. Thus, taking into account
Krashen’s model, language teachers are advised to encourage
the students to expose themselves to authentic language inputs,
or language inputs used in actual communication situations. In
the classroom, language teachers could also facilitate acquisition
although their main concern is to give them formal language
instruction, which involve the teaching of grammar rules and
structures, reading techniques, vocabulary building techniques,
and the like. Presumably, having learned the aforementioned
lesson points would allow students to improve their
communicative competence.

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 18. Although there are several theories on how we learn a language The conclusion
none of them is exhaustive and comprehensive. Instead, each synthesizes the
theory, together with the studies that accompany them, contain ideas presented in
certain truisms which can be added to a language teacher's the whole essay
repertoire of learning theories and teaching techniques. The and provides a
challenge, then, for the language teachers and students alike is comment on the
to identify the points in the theories which would best apply to nature of
them and use them to facilitate language learning. We cannot language learning
have a one-size-fits-all theory of language learning, but the ones and acquisition.
enumerated in this paper somehow give us an idea on the
different ways we can approach language learning and teaching.
Bibliography
Arrends, R., 1994. Learning to Teach. New York: McGraw-Hill Pub.
The bibliography
Co. quoted in Salandanan, G. Teacher Education. Quezon City,
presents the
Philippines: Katha Publishing Co.
references used by
Austin, J. 1962. How to Do Things with Words. Cambridge, MA: the writer. The
Harvard University Press quoted in Brown, H.D. 1994a. bibliography uses
Principles of Language Learning and Teaching (3rd ed.). American
Englewood Cliffs, N.J.: Prentice Hall Regents. Psychological
Association (APA)
Austin, J. L. 1962. How to do Things with Words. Cambridge, Mass: format since the
Harvard University Press. Banks, S, & Thompson, C. 1995. paper deals with a
Educational Psychology: For Teachers in Training. United topic under
States: West Publishing Company. education and
linguistics.
Brown, H.D. 1994. Principles of Language Learning and Teaching.
Englewood Cliffs, NJ: Prentice Hall Regents.
Chomsky, N. 1965. Aspects of the Theory of Syntax. Cambridge, MA:
M.IT. Press quoted in Brown, H.D. 1994a. Principles of
Language Learning and Teaching (3rd ed.). Englewood Cliffs,
N.J.: Prentice Hall Regents.
Halliday, M. 1975. Learning How to Mean: Explorations in the
Function of Language. London: Arnold. Krashen, S. 1981.
Second Language Acquisition and Second Language Learning.
Oxford: Pergamon Press.
Stern, H.H. 1983. Fundamental Concepts of Language Teaching.
Oxford: Oxford University Press.
Varga, L. 2010. Introduction to English Linguistics. Budapest: Eotvos
Lorland University.

Questions:
1. What concept is discussed in this essay?
2. How many paradigms are discussed? What are they?
3. How did the writer clarify or explain the different paradigms?

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Day 2

What’s More

Directions: Read the sample concept paper from Laurel et.al. (2016). Then, answer the
questions that follow.

Ketchup
The sauce that is today called ketchup (or catsup) in Western cultures is a
tomato-based sauce that is quite distinct from the Eastern ancestors of this product.
A sauce called ke-tiap was in use in China at least as early as the seventeenth century,
but the Chinese version of the sauce was made of pickled fish, shellfish, and spices.
The popularity of this Chinese sauce spread to Singapore and Malaysia, where it was
called kechap. The Indonesian sauce ketjab derives its name from the same source
as the Malaysian sauce but is made from very different ingredients. The Indonesian
ketjab is made of cooking black soy beans, fermenting them, placing them in a salt
brine for at least a week, cooking the resulting solution further, and sweetening it
heavily; this process results in a dark, thick, and sweet variation of soy sauce.
Early in the eighteenth century, sailors from the British navy came across this
exotic sauce on voyages to Malaysia and Singapore and brought samples of it back
to England on return voyages, English chefs tried to recreate the sauce but were
unable to do so exactly because key ingredients were unknown or unavailable in
England; chefs ended up substituting ingredients such as mushrooms and walnuts in
an attempt to recreate the special tastes of the original Asian sauce. Variations of this
sauce become quite the rage in eighteenth-century England, appearing in a number
of recipe books and featured as an exotic addition to menus from the period.
The English version did not contain tomatoes, and it was not until the end of the
eighteenth century that tomatoes became a main ingredient, in the ketchup of the
newly created United States. It is quite notable that tomatoes were added to the sauce
in that tomatoes had previously been considered quire dangerous to health. The
tomato had been cultivated by the Aztecs, who had called it tomatl; however, early
botanists had recognized that the tomato was a member of the Solanacaea family,
which does include a number of poisonous plants. The leaves of the tomato plant are
poisonous, though of course the fruit is not.
Thomas Jefferson, who cultivated the tomato in his gardens at Monticello and
served dishes containing tomatoes at lavish feasts, often receives credit for changing
the reputation of the tomato. Soon after Jefferson had introduced the tomato to
American society, recipes combining the newly fashionable tomato with the equally
fashionable and exotic sauce known as ketchap began to appear. By the middle of

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the nineteenth century, both the tomato and tomato ketchup were staples of the
American kitchen.
Tomato ketchup, popular though it was, was quite time-consuming to prepare.
In 1876, the first mass-produced tomato ketchup, a product of German-American
Henry Heinz, went on sale and achieved immediate success. From tomato ketchup,
Heinz branched out into a number of other products, including various sauces, pickles,
and relishes. By 1890, his company had expanded to include sixty-five different
products but was in need of a marketing slogan. Heinz settled on the slogan “57
Varieties” because he liked the way that the digits 5 and 7 looked in print, in spite of
the fact that this slogan understated the number of products that he had at the time.
Comprehension Questions:

1. What makes the ketchup we know different from its Asian ancestors?
2. How do the Chinese ‘ke-tiap’ and the Indonesian ‘ketjab’ differ?
3. How did the English modify the Singapore-Malaysian borrowed ‘kechap’?
4. To whom should the American version of ketchup be attributed?
5. How did Heinz make the tomato-based ketchup more popular and marketable?
Structural Analysis
The text uses chronological organization because it traces the history and development
of ketchup. Analyze the structure of the text then fill out the outline below.
I. Introduction: States the thesis:
_________________________________________________________________________
_________________________________________________________________________
II. Body: Traces the development of the sauce from its Chinese origins.
A. Chinese:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
B. Indonesian:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
C. American:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
D. Popular version since 1876:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
III. Conclusion
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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Your answers will be graded using this rubric.
4 3 2 1

Excellent Good Approaching Needs

What you are What you are writing standards improvement
writing about is about is clear. You You put thought into There is no clear or
clear and well- answered the this, but there is no specific explanation
expressed, question. Some real evidence of in answer to the
including specific support may be learning or question.
examples to lacking, or your understanding of the
demonstrate what sentences may be a text. More specific
you learned. Well bit awkward. information is
done! Overall, a decent needed or you need
job. to follow the
directions more
closely.

What I Have Learned

Using your own words, fill in the blanks below. Write your answers on a separate sheet of
paper.

Concept is ________________________________________________________________

Concept paper is
_________________________________________________________________________
Concept paper is important because
_________________________________________________________________________
A writer can connect theories and experiences by
_________________________________________________________________________
Your answers will be graded using this rubric.
4 3 2 1

Excellent Good Approaching Needs

What you are What you are writing standards improvement
writing about is about is clear. You You put thought into There is no clear or
clear and well- answered the this, but there is no specific explanation
expressed, question. Some real evidence of in answer to the
including specific support may be learning. More question.
examples to lacking, or your specific information
demonstrate what sentences may be a is needed or you
you learned. Well bit awkward. need to follow the
done! Overall, a decent directions more
job. closely.

WBLS-OBE MELC-Aligned Self-Learning Module English 11 - EAPP 14

Day 3

What I Can Do

Look for articles about the coronavirus disease (COVID-19). Then, synthesize in a three-
paragraph essay the pieces of information you gathered. Make sure to use in-text citations
and list down all your references in your bibliography. Use the sample concept paper as your
model for the in-text citation and bibliography.
Your work will be graded using this rubric adopted from Johnson (n.d.).
Excellent Good Fair Poor
4 pts 3 pts 2 pts 1 pts

Content & -Content is - Content is - Content is not - Content is

Development thorough, comprehensive, comprehensive incomplete.
accurate, accurate, and and /or - Major points are
persuasive and persuasive. persuasive. not clear and /or
relates to a - Major points are - Major points are persuasive.
specific purpose stated clearly and addressed, but
- Major points are are well not well
specific, stated supported. supported.
clearly, and are - Research is - Research is
well-supported. adequate, timely inadequate or
- research is and addresses does not address
primary course concepts. course concepts.
-course concepts - Content and - Content is
are focused with purpose of the inconsistent with
clear a succinct writing are clear. regard to purpose
writing and clarity of
thought.

Organization & -Concepts of - Concepts of the - Structure of the - Organization

Structure paragraphs are paragraphs are paragraph is not and structure
filled with details clear and easy to easy to follow. detract from the
of support for follow. - Paragraph concepts of the
thesis and topic transitions need paper.
sentences. improvement. - Concepts are
- Paragraphs flow - Concepts are disjointed and
into each other disconnected lack transition of
with connective thoughts.
concepts.

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 Grammar, -Correct - Rules of - Paper contains - Paper contains
Punctuation & grammatical grammar, usage, few grammatical, numerous
Spelling construction and punctuation punctuation and grammatical,
-free of typos are followed; spelling errors. punctuation, and
-clear, correct spelling is - Language lacks spelling errors.
technical correct. clarity or includes - Language uses
vocabulary - Language is the use of some jargon or
-Strong use of clear; sentences jargon or conversational
correct language display conversational tone
structure. consistently tone; lacks -Language is not
-Correct varied structure. professionalism professional
punctuation

References -All references -Most of the -Most of the -No references

are from relevant, references are references are
peer-reviewed from peer- not from peer-
sources reviewed reviewed sources
-All references sources. -Some
are cited. -Most of the references are
references are cited.
cited.

Day 4

Assessment
Post Test

Direction: Read the sample concept paper from Laurel et.al. (2016). Then, answer the
questions that follow. Write your answers on a separate sheet of paper.
Hormones in the Body

Until the beginning of the twentieth century, the nervous system was thought to
control all communication within the body and the resulting integration of behaviour.
Scientists had determined that nerves ran, essentially, on electrical impulses. These
impulses were thought to be the engine for thought, emotion, movement, and internal
processes such as digestion. However, experiments by William Bayliss and Ernest
Starling on the chemical secretin, which is produced in the small intestine when food
enters the stomach, eventually challenged the view. From the small intestine, secretin
travels through the bloodstream to the pancreas. There, it stimulates the release of
digestive chemicals. In this fashion, the intestinal cells that produce secretin ultimately
regulate the production of different chemicals in a different organ, the pancreas.

WBLS-OBE MELC-Aligned Self-Learning Module English 11 - EAPP 16

 Such a coordination of processes had been thought to require control by the
nervous system; Bayliss and Starling showed that it could occur through chemicals
alone. This discovery spurred Starling to coin the term hormone to refer to secretin,
taking it from the Greek word hormon, meaning “to excite” or “to set in motion.” A
hormone is a chemical produced by one tissue to make things happen elsewhere.

As more hormones were discovered, they were categorized, primarily

according to the process by which they operated on the body. Some glands (which
make up the endocrine system) secrete hormones directly into the bloodstream. Such
glands include the thyroid and the pituitary. The exocrine system consists of organs
and glands that produce substances that are used outside the bloodstream, primarily
for digestion. The pancreas is one such organ, although it secretes some chemicals
into the blood and thus is also part of the endocrine system.

Much has been learned about hormones since their discovery. Some play such
key roles in regulating bodily processes or behaviour that their absence would cause
immediate death. The most abundant hormones have effects that are less obviously
urgent but can be more far-reaching and difficult to track: They modify moods and
affect human behaviour, even some behaviour we normally think of as voluntary.
Hormonal systems are very intricate. Even minute amounts of the right chemicals can
suppress appetite, calm aggression, and change the attitude of a parent toward a
child. Certain hormones accelerate the development of the body, regulating growth
and form; others may even define an individual’s personality characteristics. The
quantities and proportions of hormones produced change with age, so scientists have
given a great deal of study to shifts in the endocrine system over time in the hopes of
alleviating ailments associated with aging.

In fact, some hormone therapies are already very common. A combination of

estrogen and progesterone has been prescribed for decades to women who want to
reduce mood swings, sudden changes in body temperature, and other discomforts
caused by lower natural levels of those hormones as they enter middle age. Known
as hormone replacement therapy (HRT), the treatment was also believed to prevent
weakening of the bones. At least one study has linked HRT with a heightened risk of
heart disease and certain types of cancer. HRT may also increase the likelihood that
blood clots – dangerous because they could travel through the bloodstream and block

WBLS-OBE MELC-Aligned Self-Learning Module English 11 - EAPP 17

major blood vessels – will form. Some proponents of HRT have tempered their
enthusiasm in the face of this new evidence, recommending it only to patients whose
symptoms interfere with their abilities to live normal lives.

Human growth hormone may also be given to patients who are secreting
abnormally low amounts on their own. Because of the complicated effects the growth
hormone has on the body, such treatments are generally restricted to children who
would be pathologically small in stature without it. Growth hormone affects not just
physical size but also the digestion of food and the aging process. Researchers and
family physicians tend to agree that it is foolhardy to dispense it in cases in which the
risks are not clearly outweighed by the benefits.

Comprehension Questions:

1. What was the old view regarding the communication system and behavioral processes in
the body?

2. How was this view challenged? How was it proven that chemicals, not nerve impulses,
spurred body processes?

3. What kinds of definition are used for ‘hormone’?

4. What are the functions of the hormone replacement therapy (HRT)? What are some risks
of HRT?

5. When are human growth hormone treatments given?

Structural Analysis. Analyze the structure of the text then fill out the outline below.

I. Introduction
A. Thesis:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
B. Background information:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

II. Body
A. Definition
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

WBLS-OBE MELC-Aligned Self-Learning Module English 11 - EAPP 18

 B. Classification or Categories
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
C. Functions
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

III. Conclusion
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Your answers will be graded using this rubric.

4 3 2 1

Excellent Good Approaching Needs

What you are What you are writing standards improvement
writing about is about is clear. You You put thought into There is no clear or
clear and well- answered the this, but there is no specific explanation
expressed, question. Some real evidence of in answer to the
including specific support may be learning or question.
examples to lacking, or your understanding of the
demonstrate what sentences may be a text. More specific
you learned. Well bit awkward. information is
done! Overall, a decent needed or you need
job. to follow the
directions more
closely.

WBLS-OBE MELC-Aligned Self-Learning Module English 11 - EAPP 19

20 English 11 - EAPP Self-Learning Module MELC-Aligned WBLS-OBE
What I Know What’s More
1. A Comprehension Questions
2. D 1. The ingredients used now are different
3. D from its Asian origins. (Answers may
4. D vary.)
5. A 2. The Chinese ‘ke-tiap’ was made of
6. C pickled fish, shellfish, and spices while
7. A the Indonesian ‘ketjab’ is made of
8. True cooking black soy beans, fermenting
9. True them, placing them in a salt brine for at
10. False least a week, cooking the resulting
solution further, and sweetening it
What Is It heavily.
1. language acquisition and learning 3. Chefs ended up substituting
2. Five paradigms; B.F. Skinner’s ingredients such as mushrooms and
behaviorism, Noam Chomsky’s walnuts in an attempt to recreate the
cognitive-oriented view special tastes of the original Asian sauce.
(transformational and generative), 4. Thomas Jefferson
Lev Vygotsky’s view, Piaget’s 5. By improving the marketability of he
psychosocial development, and sauce through a slogan and the creation
Krashen’s view on the role of input of sixty-five (65) other various products
and cognition
3. By giving examples, comparing Structural Analysis
and contrasting, and showing how I. Introduction: Today’s tomato-based
one scholar criticizes other scholars’ ketchup is different from its Eastern
views ancestors.
II. Body
A. Chinese: The 17th century ke-tiap
sauce was made of pickled fish, shellfish,
and spices.
B. Indonesian: The dark ketjab
consisted of fermented black soy beans,
cooked and sweetened.
C. English: Included mushrooms and
walnuts
D. Popular version: Henry Heinz’s
mass-production of the tomato-based
sauce
III. Conclusion: Heinz improved the
marketability of he sauce through a
slogan and the creation of sixty-five (65)
other various products.
Answer Key
21 English 11 - EAPP Self-Learning Module MELC-Aligned WBLS-OBE
Assessment
Comprehension Questions
1. Until the beginning of the twentieth
century, the nervous system was
thought to control all communication
within the body and the resulting
integration of behaviour. Scientists had
determined that nerves ran, essentially,
on electrical impulses. These impulses
were thought to be the engine for
thought, emotion, movement, and
internal processes such as digestion.
2. Experiments by William Bayliss and
Ernest Starling on the chemical secretin,
which is produced in the small intestine
when food enters the stomach,
eventually challenged the view. From the
small intestine, secretin travels through
the bloodstream to the pancreas. There,
it stimulates the release of digestive
chemicals. In this fashion, the intestinal
cells that produce secretin ultimately
regulate the production of different Structural Analysis
chemicals in a different organ, the I. Introduction
pancreas.
A. Hormones, not nerve,
3. Formal, etymology impulses, regulate body
4. A combination of estrogen and processes.
progesterone has been prescribed for B. By the 20th century, the old
decades to women who want to reduce view that the nervous system
mood swings, sudden changes in body controlled communication
temperature, and other discomforts system in the body and resulting
caused by lower natural levels of those behavior was challenged by
hormones as they enter middle age. William Bayliss and Ernest
Known as hormone replacement Sterling.
therapy (HRT), the treatment was also II. Body
believed to prevent weakening of the A. Hormone is the chemical
bones. At least one study has linked
produced by one tissue to make
HRT with a heightened risk of heart
things happen elsewhere. It
disease and certain types of cancer.
came from the Greek word
HRT may also increase the likelihood
hormon which means ‘to excite’.
that blood clots – dangerous because
they could travel through the
B. Those produced by the
bloodstream and block major blood endocrine system secrete
vessels – will form. Some proponents hormones directly into the blood
of HRT have tempered their stream. Those produced by the
enthusiasm in the face of this new exocrine system are used
evidence, recommending it only to outside the bloodstream, mainly
patients whose symptoms interfere with for digestion.
their abilities to live normal lives. C. Regulate body processes,
5. Human growth hormone may also be modify moods, affect human
given to patients who are secreting behavior, personality, etc., and
abnormally low amounts on their own. for hormone therapies
References
EVirtual Guru. “Essay on An Ideal Citizen.” EVirtualGuru. August 13, 2015.
https://evirtualguru.com/essay-on-an-ideal-citizen-complete-essay-for-class-10-class-12-
and-graduation-and-other-classes/.

Johnson, Gina Kay. n.d. “Concept Paper Rubric.” iRubric.

https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=A9858X&

Laurel, Ma. Milagros, Lucero, Adelaida, and Bumatay-Cruz, Rosalina. 2016. “Chapter 3:
Writing a Concept Paper.” In English for Academic and Professional Purposes Reader,
93-98. Pasig City: Department of Education.

Laurel, Ma. Milagros, Lucero, Adelaida, and Bumatay-Cruz, Rosalina. 2016. Chapter 3:
Writing a Concept Paper. In English for Academic and Professioal Purposes
Teacher’s Guide, 84-97. Pasig City: Department of Education.

Saqueton, Grace and Uychoco, Marikit Tara. 2016. “Unit II: An Entrance to the Realm of
Academic Writing.” In English for Academic and Professional Purposes. Quezon City:
Rex Printing Company.

Wyson, John Daryl. 2016. “Unit 3: The Concept Paper.” In English for Academic and
Professional Purposes, 82-89. Quezon City: Vibal Group, Inc.

WBLS-OBE MELC-Aligned Self-Learning Module English 11 - EAPP 22

 For inquiries or feedback, please write or call:

Department of Education-Schools Division of Laoag City

Curriculum Implementation Division (CID)

Brgy. 23 San Matias, Laoag City 2900

Contact Number: (077)771-3678

Email Address:[email protected]