isbn 978-971-0550-95-1 - techfactors, · pdf filecreatives julius caesar g ... she has a...

WorldLiterature

Series Coordinators

Frances Paula L, Ibanez, M.A.Alexander C. Maximo, M.A.

Authors

Ria Marinelle de VeraKristina Isabelle U. DichosoEris Heidi L. RamosJean Marie M. Romualdez

The EnglishTek K-12 Series offers a holistic and fun approach to learning English. EnglishTek is founded on the Communicative Language Teaching (CLT) approach to develop languagecompetencies. EnglishTek offers a blended learning program through the best practices in language education inside the classroom combined with e-learning technologies in order to make learning engaging and relevant for students. With EnglishTek, students become effective communicators who can understand and produce meaningful discourse, all the while enjoying rich and vibrant learning experiences.

9 789710 550951

ISBN 978-971-0550-95-1

10 K-12SERIES

V O L U M E 1

VOLUME 1

techfactors Inc. EnglishTek 10 B.EG

10.1.14.1

ET10-Vol1-Cover.pdf 1 4/20/2015 1:36:01 PM

Vol. 1

First Edition

World Literature

Kristina Isabelle U. Dichoso, M.A.

Ria Marinelle de Vera

Eris Heidi Ramos

Jean Marie M. Romualdez

Series Coordinators

Alexander C. Maximo, M.A.

Frances Paula L. Ibañez, M.A.

10

ET10-Vol. 1-Front Matter.indd 1 4/2/2014 1:29:28 PM

TechFactors Inc.Trademark of TechFactors Inc.

Philippine Copyright 2014 by TechFactors Inc.

All rights reserved. No part of this courseware may be reproduced or copied in any form, in whole, or in part, without written consent of the copyright owner.

First edition, 2014ISBN 978-971-0550-95-1

Published by TechFactors Inc.Printed in the Philippines

Authors Kristina Isabelle U. Dichoso, M.A., Ria Marinelle de Vera, Eris Heidi Ramos, and Jean Marie M. RomualdezSeries Coordinators Alexander C. Maximo, M.A. and Frances Paula L. Ibañez, M.A.

Creative Writer Angela Paula M. Temblor and Zenia P. LazaroContent and Editorial Cristina G. Saulo, Ma. Regina B. Peñarroyo, Eris Heidi L. Ramos, and Jean Marie M. RomualdezCreatives Julius Caesar G. Barredo, Darylle R. Cajucom, Regina M. Zapata, and Samboy M. Dela TorreIllustration Julius Caesar G. Barredo and Darylle R. CajucomSystems Kim A. Benebese, Mark B. Abliter, Allan Nicole C. Celestino, Kenneth T. Salazar, Robie Marc R. Peralta, Kadmiel D.G. Ramos, and Raymond P. Baguio

Exclusively distributed by TechFactors Inc.101 V. Luna Road ExtensionSikatuna Village, Quezon City1101 Philippines

Telephone number: (632) 929 8094Email address: [email protected]: www.techfactorsinc.com

The materials reprinted in this book, both literary materials and images, are obtained from open domain sources. The copyrights of the literary materials have already expired, and thus are free from copyright in their respective countries and in the Philippines.

Any lapse or oversight is unintentional and will be corrected in the next editions.


iiiPhilippine Copyright 2014 Techfactors, Inc.

FOREWORD

Filipino students face challenges in learning the English language. More than ever, changes in learning environment now affect how we approach language education. Teaching approaches and methods have to fit 21st century learners.

The EnglishTek K to 12 series is TechFactors’ innovation in English learning. Based on the principles of Communicative Language Teaching (CLT) and Blended Learning, EnglishTek incorporates current practices in language learning and educational technology. Aside from developing communicative competence in students, EnglishTek meets the competency standards of the Department of Education K-12 curricula and also focuses on honing vital 21st century skills, giving graduates a competitive advantage.

Lessons in the EnglishTek 7 to 10 volumes are literature-based. They follow the Directed Reading Approach (DRA) which provides students with various activities before, during, and after reading. These activities include schema activation, vocabulary enrichment, comprehension exercises, and real-life application of values. Graphic organizers are also provided in the book to help learners map their ideas and improve their learning strategies and information processing. These engaging activities are all designed to target communication skills. They also create occasions for the students to hear and use the target language.

Moreover, EnglishTek provides holistic learning by highlighting the Reading-Writing connection. Each reading selection is followed by a literary analysis, as well as a discussion of a related grammatical point. The grammar lessons are then connected to a writing lesson. This ensures that the learning of the students is applied. In these writing lessons, EnglishTek provides students with support through model paragraphs and guided practice.

Most of all, learning is made relevant by situating learners in context and by using situations, examples, and texts that can be found in the real world. Through authentic materials that reflect Filipino values, learners can develop connections between their classroom learning and their life experiences.

We hope that, with this series, students become effective communicators in English and simultaneously enjoy the learning process. By building these critical foundations of communication, we hope to produce effective communicators that think critically and can create meaningful discourse.

TechFactors Inc.


ivPhilippine Copyright 2014 Techfactors, Inc.

ABOUT THE AUTHORS


Kristina holds a Masters of Arts degree in English Language and Literature Teaching from Ateneo de Manila University. She has a Bachelor of Arts degree in Secondary Education major in English from the University of Santo Tomas, where she is currently an instructor of English for Academic Purposes. She also taught English as a Foreign Language at the Ateneo de Manila Language Learning Center, and Communication Arts in English at the Immaculate Conception Academy in San Juan, Greenhills. Her research interests include language learning and teaching strategies, teacher cognition, reflective teaching, and politeness discourse.


Ria de Vera is an ESL teacher at the Ateneo Language Learning Center. She has also previously taught basic communication English courses at the Mapua Institute of Technology and La Salle College Antipolo. Her professional interests include teaching English as a second language, business writing practices, materials design, and world literature.

Eris Heidi Ramos

Eris graduated with honors from the University of the Philippines Diliman with a degree in Creative Writing. She is currently pursuing her Master of Arts degree in Language Education at the same institution. Her research interests include second language acquisition, atypical language development, and the correlation of technology and language learning. She is a published author, and is currently working as Content Developer at TechFactors.


Jean was a Reading Specialist at a reading clinic where she taught beginning reading to young children. She has also trained foreign nationals in the use of Business English. Currently, she is working as Content Developer at TechFactors. She holds a Geography degree from the University of the Philippines, Diliman.

ABOUT THE SERIES COORDINATORS


Alex holds a Master of Arts degree and a Bachelor of Arts degree, magna cum laude in English Studies: Language, from the University of the Philippines Diliman. He teaches with the Department of English and Comparative Literature of UP Diliman where he has handled English courses in the undergraduate and graduate level. His research interests include critical discourse analysis, corpus linguistics, organizational communication, and computer-mediated communication. With technology as another passion, he is currently exploring the use of e-learning to develop language skills. He has co-authored books on office productivity, multimedia, and business writing. He also currently serves as project manager for TechFactors.


Frances graduated from the University of the Philippines Diliman with a Bachelor of Arts degree in Communication, major in Journalism. She also earned her Master’s degree in Education, major in Language Education, from the same institution. She worked as a technical writer in several computer firms for eight years, developing user guides and tutorials on different software. She taught part-time in a preschool, where she handled the Nursery class, and in an English language center, where she taught language teaching methodology. She heads the Content Group in TechFactors.


vPhilippine Copyright 2014 Techfactors, Inc.

TABLE OF CONTENTS

Unit 1: Exploring Traditions

Lesson 1: Politics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Cleopatra, A Queen by Jacob AbbottReading Biographies Avoiding Wordiness Doing Research

Lesson 2: Hospitality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Passover Guest by Sholom RabinovitchHypothesizingThis-cohesion Print Sources: Exploring Types, Relevance, and Credibility

Lesson 3: Transformation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .La Grande Demoiselle by Grace Elizabeth King Identifying with a Character Compound Adjectives Media Sources

Lesson 4: Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Excerpt from The Brief and Wondrous Life ... by Junot DiazRecognizing Author’s Purpose Compound Adjectives from Proper NounsOnline Sources

Lesson 5: Patriarchy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Head of the Family by Anton ChekhovDrawing Conclusions Using Quotation Marks Finding Credible Online Sources

Lesson 6: Hierarchies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A Real Durwan by Jhumpa Lahiri Connecting to Social and Political Contexts Uses of Comma Correspondence: Letter, Email, Interview, Survey

Lesson 7: Otherness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Ruined by Lynn NottageIdentifying Literary ContextSemicolon Quoting and Paraphrasing

Lesson 8: Equality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Benediction by Lu HsunMaking Inferences Colon Summarizing

Lesson 9: Stereotypes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Timbuctoo by Guy de MaupassantAnalyzing Cultural DifferencesWords with new meanings Outlining

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20

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103

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ET10-Vol. 1-Table of Contents.indd 5 3/12/2014 9:43:43 AM

viPhilippine Copyright 2014 Techfactors, Inc.

Unit 2: Broadening Horizons

Lesson 1: Visuals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Raven by Edgar Allan PoeReading Images in PoetryDeterminers and Noun Phrases The Research Report

Lesson 2: Dialect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Sad Fortunes of the Rev. Amos Barton by George EliotInferring the Author’s MeaningLatinate Verbs and Phrasal VerbsAvoiding Plagiarism

Lesson 3: Religions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A Handful of Dates by Tayeb SalehResponding to Imagery in Prose Sentence Units MLA Documentation Style

Lesson 4: Advocacies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Remarks by the President On a New BeginningAsking Critical Questions Infinitives MLA In-Text Citations

Lesson 5: Conflicts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Rashomon by Ryūnosuke AkutagawaInternal ConflictCapitalizationMLA Works Cited Page

Lesson 6: Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A Modest Proposal by Dr. Jonathan SwiftInterpreting Satire in Pop Culture Abbreviations APA

Lesson 7: Judgment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Candide by VoltaireEvaluation of Character’s Decision Combining Sentences through CoordinationAPA In-text Citation

Lesson 8: Prophecy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Burial of the Dead by T.S. EliotJudging a Poet’s Message Dashes, Parentheses, BracketsAPA Works Cited Page

Lesson 9: Ghosts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Ghosts by Henrik IbsenChallenging the Text Ellipses, Slash, Hyphens Recognizing Charged Words

134

149

167

182

195

210

228

245

259


UNIT 1: Exploring Traditions

Lesson 1: Politics Lesson 2: Hospitality Lesson 3: Transformation

Lesson 4: Leadership Lesson 5: Patriarchy Lesson 6: Hierarchies

Lesson 7: Otherness Lesson 8: Equality Lesson 9: Stereotypes

ET10-Unit 1-Compiled.indb 1 3/12/2014 9:14:13 AM

2Philippine Copyright 2014 Techfactors, Inc.

Lesson 1: Politics

Lesson Objectives

• Todetermineasynonymouswordusingathesaurusandconsideringthecontextinwhichawordisused

• Toclassifyinformationusinganappropriatelinearvisualorganizer

• Toappreciategrammarasaguideforstructurewhichevolvesintime

• Tousetechnology,specificallytheInternet,inupdatingindividuallyorcollaborativelywrittenoutputsinresponsetosocietalandpersonalissues

• Toformulateinformedassertions,claims,andjustificationsusingenoughandrelevantprimaryandsecondarysourcesofinformation

• Toachieveclarityintheuseofwordsandexpressions

Before Reading

Important Words

Activity.Completethechartbelow.Useathesaurustofindsynonymouswordstotheunderlinedwordineachsentence.

1.Sentence from the text

Nor did either the war itself, or the derangements consequent upon it, extend very far into the interior of the country.

Synonyms of the underlined word

Use of the underlined word in the sentence

2. Sentence from the text

She availed herself, accordingly, of the revenues which poured in very abundantly upon her, to enter upon a career of the greatest luxury, magnificence, and splendor.



3.Sentence from the text

Cleopatra suddenly raised to so conspicuous a position and to the possession of such unbounded wealth and power, expended her royal revenues in plans of personal display, and in scenes of festivity, gaiety, and enjoyment.






She had no conscientious scruples to interfere with the most full and unrestrained indulgence of every propensity of her heart, and the means of indulgence were before her in the most unlimited profusion.




Antony, from whom the plans of the conspirators had been kept profoundly secret, stood by, looking on stupefied and confounded while the deed was done, but utterly unable to render his friend any protection.



Knowledge Activation

Eventhoughancientcivilizationswereruledmostlybymen,somewomenruledwiththem.Somewomenweregivenindependentpowerwhileotherssharedleadershiproleswithahusband,brother,son,orotherclosemalerelatives.InAncientRome,womenrulersweregiventhetitleAugusta.InEurope,theyarequeens.InAsia,theyareempresses.InEgypt,theywerecalledpharaohs.Inthevideoclipyouareabouttowatch,youwillfindtheinfluenceofanEgyptianqueen,namedCleopatra,inthepoliticalactivitiesoftheRomanEmpire.



Activity 1

WatchandlistencarefullytothevideoclipfromYouTubeentitled“Cleopatra’sBiography.”Completetheblanksbelowbywritingdownthewordsgivenbythespeaker.

Cleopatra was born at the beginning of 69 B.C. or at the end of 70 B.C. in Egypt. Cleopatra, ___________ ___________ ___________ Egypt’s greatest Queen, had not even the smallest drop of Egyptian blood. She and her entire family, which consisted of several siblings, was what was called Macedonian Greek; Greek in customs, tradition, and language. She also spoke several other tongues besides her own, including Arabic and Egyptian. Egyptian was a language that her ___________, including her father who was king of Egypt, didn’t even bother to learn. And she could also read hieroglyphs.

At the age of seventeen, Cleopatra ___________ co-regent or co-ruler of Egypt with her ten-year-old brother Ptolemy and following his death after a massive civil war she married her younger brother Ptolemy XIV who was only six years old. ___________ ___________ ___________ Cleopatra, the eldest of the two, was the supreme ruler.

Cleopatra turned out to be very good at politics and was able to bring prosperity and peaceful times to a country which ___________ ___________ poverty-stricken and torn apart by war. But it was only the beginning.

Cleopatra met Julius Caesar when she was twenty-one years-old. Caesar was charmed by the youthful and intelligent woman and took her to Rome with him. And thus began the most famous affair in history. One historian states that ___________ ___________ ___________ view, Cleopatra only allied with him because of shared political views ___________ ___________ romantic love. Nevertheless, a year or two later she bore him a son names Cesarion, though Caesar never publicly acknowledged him as his son much to Cleopatra’s dismay.

A ___________ ___________ ___________, Caesar ___________ ___________ and Cleopatra left Rome and returned to Egypt once more. ___________ ___________ ___________ have full power of the throne and have sole control of Egypt, Cleopatra murdered her brother who ___________ ___________ ___________ in her absence and appointed Cesarion, her son, to the throne.

In 41 B.C., one of Caesar’s most famous generals, Marc Antony, whom Cleopatra ___________ ___________ ___________ ___________ ___________ ___________, summoned her to meet him in Tarsus. Thus began Cleopatra’s second love affair. However, historians do say that her interest in Marc Antony was not purely political as it ___________ ___________ ___________ Caesar, but was born of a true romantic interest him. It is shown in records of the time that the two lovers returned to Egypt and were married in the Egyptian tradition and had three children, two sons and a daughter, by their union. ___________ ___________ ___________ Cleopatra had finally found her happiness, but sadly, it wasn’t to last.

On September 2, a few years after they were married, Cleopatra and Marc Antony combined armies to take on the forces of Rome that were controlled by Octavian, a ruthless Roman general whom over time had become Cleopatra’s worst enemy.



Facing defeat, ___________ ___________ ___________ ___________ ___________ until recently in an act of incredible cowardice, Cleopatra turned and fled the battle. However, according to records recently uncovered it is now said amongst historians that her escaping was a part of a planned maneuver rather than cowardice on her part. Marc Antony, seeing Cleopatra’s escape, ___________ ___________ ___________ his fleet and follow her as she made her return to Egypt. There they lived in relative safety for nearly a year.

However, as ___________ ___________, Octavian was ruthless and pursued Marc Antony to Egypt where Antony’s troops deserted him after Octavian’s appearance. Marc Antony found himself in a hopeless situation and he chose to take his own life. Cleopatra became a virtual prisoner of Octavian and he planned to parade her around Rome to make sure everyone knew how great of a general he truly was. Cleopatra ___________ ___________ ___________.

Just eleven days after Marc Antony’s death, Cleopatra herself committed suicide in her chambers in Rome virtually ruining Octavian’s plans. ___________ ___________ ___________, it was she who had the last word.

Though legend suggests that Cleopatra ended her life through the bite of an Egyptian asp some historians ___________ ___________ ___________. There are some who debate that she could have taken some kind of poison, possibly, to end her life. As for her children, by Marc Antony, no one truly knows what became of them. Yet, another enticing mystery in the life of one of the most extraordinary women in history.

Activity 2

WatchandlistencloselytotheclipfromtheNational Geographicwebsiteentitled“Egypt:Cleopatra.”Basedontheinformationgivenintheclip,whatarethedutiesandresponsibilitiesofaqueeninthetimeofCleopatra?Howdoesthisnarrativedifferfromtheoneyousawearlier?Whatkindsofinformationdoyouthinkbestconstitutesabiography?

Oral Interaction

Whataretherolesofwomenwithinyourbarangaycouncil?Comparetheseresponsibilitieswiththewomenwhoholdpowerintheexecutive,judicial,andlegislativebranchesofthePhilippinegovernment.Howdothetworolesdiffer?Inwhatwayaretheycommon?Asyoureadthenarrativebelow,trytoidentifythewriter’sattitudetowardsthesubject.Compareyouropinionwiththoseofthewriter’s.



Literary Selection

Cleopatra, A QueenbyJacobAbbott

(1)ThewarbywhichCæsarreinstatedCleopatrauponthethronewasnotoneofverylongduration.CæsararrivedinEgyptinpursuitofPompeyaboutthe1stofAugust;thewarwasendedandCleopatraestablishedinsecurepossessionbytheendofJanuary;sothattheconflict,violentasitwaswhileitcontinued,wasverybrief,thepeacefulandcommercialpursuitsoftheAlexandrianshavingbeeninterruptedbyitonlyforafewmonths.

(2)Nordideitherthewaritself,orthederangementsconsequentuponit,extendveryfarintotheinteriorofthecountry.ThecityofAlexandriaitselfandtheneighboringcoastswerethechiefscenesofthecontestuntilMithradatesarrivedatPelusium.He,itistrue,marchedacrosstheDelta,andthefinalbattlewasfoughtintheinteriorofthecountry.Itwas,however,afterall,butaverysmallportionoftheEgyptianterritorythatwasdirectlyaffectedbythewar.Thegreatmassofthepeople,occupyingtherichandfertiletractswhichborderedthevariousbranchesoftheNile,andthelongandverdant1valleywhichextendedsofarintotheheartofthecontinent,knewnothingoftheconflictbutbyvagueanddistantrumors.Thepursuitsoftheagriculturalpopulationwenton,allthetime,assteadilyandprosperously2asever;sothatwhentheconflictwasended,andCleopatraentereduponthequietandpeacefulpossessionofherpower,shefoundthattheresourcesofherempirewereverylittleimpaired.

1. verdant - green with growing plants

2. prosperous - marked by success or economic well-being



(3)Sheavailedherself,accordingly,oftherevenueswhichpouredinveryabundantlyuponher,toenteruponacareerofthegreatestluxury,magnificence,andsplendor.Theinjurieswhichhadbeendonetothepalacesandotherpublicedifices3ofAlexandriabythefire,andbythemilitaryoperationsofthesiege,wererepaired.Thebridgeswhichhadbeenbrokendownwererebuilt.Thecanalswhichhadbeenobstructedwereopenedagain.Thesea-waterwasshutofffromthepalacecisterns4;therubbishofdemolishedhouseswasremoved;thebarricadeswereclearedfromthestreets;andtheinjurieswhichthepalaceshadsuffered,eitherfromtheviolenceofmilitaryenginesortheroughoccupationoftheRomansoldiery,wererepaired.Inaword,thecitywasspeedilyrestoredoncemore,sofaraswaspossible,toitsformerorderandbeauty.ThefivehundredthousandmanuscriptsoftheAlexandrianlibrary,whichhadbeenburned,couldnot,indeed,berestored;but,inallotherrespects,thecitysoonresumedinappearanceallitsformersplendor.Eveninrespecttothelibrary,Cleopatramadeanefforttoretrievetheloss.Sherepairedtheruinedbuildings,andafterward,inthecourseofherlife,shebroughttogether,itwassaid,inamannerhereaftertobedescribed,oneortwohundredthousandrollsofmanuscripts,asthecommencementofanewcollection.Thenewlibrary,however,neveracquiredthefameanddistinctionthathadpertainedtotheold.

(4)TheformersovereignsofEgypt,Cleopatra’sancestors,hadgenerally,ashasalreadybeenshown,devotedtheimmenserevenueswhichtheyextorted5fromtheagriculturalistsofthevalleyoftheNiletopurposesofambition.Cleopatraseemednowdisposedtoexpendtheminluxuryandpleasure.They,thePtolemies,hademployedtheirresourcesinerectingvaststructures,orfoundingmagnificentinstitutionsatAlexandria,toaddtothegloryofthecity,andtowidenandextendtheirownfame.Cleopatra,ontheotherhand,aswas,perhaps,naturallytobeexpectedofayoung,beautiful,andimpulsivewoman,suddenlyraisedtosoconspicuousaposition,andtothepossessionofsuchunboundedwealthandpower,expendedherroyalrevenuesinplansofpersonaldisplay,andinscenesoffestivity,gaiety,andenjoyment.Sheadornedherpalaces,builtmagnificentbargesforpleasureexcursionsontheNile,andexpendedenormoussumsfordress,forequipages,6andforsumptuousentertainments.Infact,solavishwereherexpendituresfortheseandsimilarpurposesduringtheearlyyearsofherreign,thatsheisconsideredashavingcarriedtheextravaganceofsensualluxuryandpersonaldisplayandsplendorbeyondthelimitsthathadeverbeforeorhaveeversincebeenattained.

(5)Whateverofsimplicityofcharacter,andofgentlenessandkindnessofspiritshemighthavepossessedinherearlieryears,ofcoursegraduallydisappearedundertheinfluencesofsuchacourseoflifeasshenowwasleading.Shewasbeautifulandfascinatingstill,butshebegantogrowselfish,heartless,anddesigning.Herlittlebrother—hewasbutelevenyearsofage,itwillberecollected,whenCæsararrangedthemarriagebetweenthem—wasanobjectofjealousytoher.Hewasnow,ofcourse,tooyoungtotakeanyactualshareintheexerciseoftheroyalpower,ortointerfereatallinhissister’splansorpleasures.Butthenhewasgrowingolder.Inafewyearshewouldbefifteen—whichwastheperiodoflifefixeduponbyCæsar’sarrangements,and,infact,bythelawsandusages7oftheEgyptiankingdom—whenhewastocomeintopossessionofpowerasking,andasthehusbandofCleopatra.Cleopatrawasextremelyunwillingthatthechangeinherrelationstohimandtothegovernment,whichthisperiodwastobring,shouldtakeplace.Accordingly,justbeforethetimearrived,shecausedhimtobe

3. edifices - a large or massive structure

4. cisterns - an artificial reservoir (as an underground tank) for storing liquids and especially water (as rainwater)

5. extorted - to obtain from a person by force, intimidation, or undue or illegal power

6. equipages - material used in making outfits

7. usages - firmly established and generally accepted practice or procedure



poisoned.Hisdeathreleasedher,asshehadintended,fromallrestraints,andthereaftershecontinuedtoreignalone.Duringtheremainderofherlife,sofarastheenjoymentofwealthandpower,andofallotherelementsofexternalprosperitycouldgo,Cleopatra’scareerwasoneofuninterruptedsuccess.Shehadnoconscientiousscruplestointerferewiththemostfullandunrestrainedindulgenceofeverypropensityofherheart,andthemeansofindulgencewerebeforeherinthemostunlimitedprofusion.8Theonlybartoherhappinesswastheimpossibilityofsatisfyingtheimpulsesandpassionsofthehumansoul,whentheyoncebreakovertheboundswhichthelawsbothofGodandofnatureordainforrestrainingthem.

(6)Inthemeantime,whileCleopatrawasspendingtheearlyyearsofherreigninallthisluxuryandsplendor,Cæsarwaspursuinghiscareer,astheconqueroroftheworld,inthemostsuccessfulmanner.OnthedeathofPompey,hewouldnaturallyhavesucceededatoncetotheenjoymentofthesupremepower;buthisdelayinEgypt,andtheextenttowhichitwasknownthathewasentangledwithCleopatra,encouragedandstrengthenedhisenemiesinvariouspartsoftheworld.Infact,arevoltwhichbrokeoutinAsiaMinor,andwhichitwasabsolutelynecessarythatheshouldproceedatoncetoquell,9wastheimmediatecauseofhisleavingEgyptatlast.OtherplansformakingheadagainstCæsar’spowerwereformedinSpain,inAfrica,andinItaly.Hismilitaryskillandenergy,however,weresogreat,andtheascendency10whichheexercisedoverthemindsofmenbyhispersonalpresencewassounbounded,andsoastonishing,moreover,wastheceleritywithwhichhemovedfromcontinenttocontinent,andfromkingdomtokingdom,thatinaveryshortperiodfromthetimeofhisleavingEgypt,hehadconductedmostbrilliantandsuccessfulcampaignsinallthethreequartersoftheworldthenknown,hadputdowneffectuallyalloppositiontohispower,andthenhadreturnedtoRometheacknowledgedmasteroftheworld.Cleopatra,whohad,ofcourse,watchedhiscareerduringallthistimewithgreatprideandpleasure,concluded,atlast,togotoRomeandmakeavisittohimthere.

(7)ThepeopleofRomewere,however,notpreparedtoreceiveherverycordially.Itwasanageinwhichviceofeverykindwasregardedwithgreatindulgence,butthemoralinstinctsofmankindweretoostrongtobewhollyblindedtothetruecharacterofsoconspicuousanexampleofwickednessasthis.ArsinoëwasatRome,too,duringthisperiodofCæsar’slife.Hehadbroughtherthere,itwillberecollected,onhisreturnfromEgypt,asaprisoner,andasatrophyofhisvictory.Hisdesignwas,infact,toreserveherasacaptivetogracehistriumph.

(8)Atriumph,accordingtotheusagesoftheancientRomans,wasagrandcelebrationdecreedbythesenatetogreatmilitarycommandersofthehighestrank,whentheyreturnedfromdistantcampaignsinwhichtheyhadmadegreatconquestsorgainedextraordinaryvictories.Cæsarconcentratedallhistriumphsintoone.TheywerecelebratedonhisreturntoRomeforthelasttime,afterhavingcompletedtheconquestoftheworld.Theprocessionsofthistriumphoccupiedfourdays.Infact,therewerefourtriumphs,oneoneachdayforthefourdays.Thewarsandconquestswhichtheseovations11wereintendedtocelebratewerethoseofGaul,ofEgypt,ofAsia,andofAfrica;andtheprocessionsontheseveraldaysconsistedofendlesstrainsofprisoners,trophies,arms,banners,pictures,images,convoysofwagonsloadedwithplunder,12captiveprinces

8. profusion - lavish expenditure

9. quell - to thoroughly overwhelm and reduce to submission or passivity

10. ascendency - governing or controlling influence

11. ovations - a ceremony attending the entering of Rome by a general who had won a victory of less importance than that for which a triumph was granted

12. plunder - to take by force or wrongfully



andprincesses,animals,wildandtame,andeverythingelsewhichtheconquerorhadbeenabletobringhomewithhimfromhiscampaigns,toexcitethecuriosityortheadmirationofthepeopleofthecity,andillustratethemagnitudeofhisexploits.13Ofcourse,theRomangenerals,whenengagedindistantforeignwars,wereambitiousofbringingbackasmanydistinguishedcaptivesandasmuchpublicplunderastheywereabletoobtain,inordertoaddtothevarietyandsplendorofthetriumphalprocessionbywhichtheirvictoriesweretobehonoredontheirreturn.ItwaswiththisviewthatCæsarbroughtArsinoëfromEgypt;andhehadretainedherashiscaptiveatRomeuntilhisconquestswerecompletedandthetimeforhistriumpharrived.She,ofcourse,formedapartofthetriumphaltrainontheEgyptianday.ShewalkedimmediatelybeforethechariotinwhichCæsarrode.Shewasinchains,likeanyothercaptive,thoughherchains,inhonorofherloftyrank,weremadeofgold.

(9)Theeffect,however,upontheRomanpopulationofseeingtheunhappyprincess,overwhelmedasshewaswithsorrowandchagrin,asshemovedslowlyalonginthetrain,amongtheotheremblemsandtrophiesofviolenceandplunder,provedtobebynomeansfavorabletoCæsar.Thepopulacewereinclinedtopityher,andtosympathizewithherinhersufferings.Thesightofherdistressrecalled,too,totheirmindsthedereliction14fromdutyofwhichCæsarhadbeenguiltyofinhisyieldingtotheenticementsofCleopatra,andremainingsolonginEgypttotheneglectofhisproperdutiesasaRomanministerofstate.Inaword,thetideofadmirationforCæsar’smilitaryexploitswhichhadbeensettingsostronglyinhisfavor,seemedinclinedtoturn,andthecitywasfilledwithmurmursagainsthimeveninthemidstofhistriumphs.

(10)Cleopatra,duringhervisittoRome,livedopenlywithCæsarathisresidence,andthisexcitedverygeneraldispleasure.Infact,whilethepeoplepitiedArsinoë,Cleopatra,notwithstandingherbeautyandherthousandpersonalaccomplishmentsandcharms,wasanobjectofgeneraldispleasure,sofaraspublicattentionwasturnedtowardheratall.Thepublicmindwas,however,muchengrossedbythegreatpoliticalmovementsmadebyCæsarandtheendstowardwhichheseemedtobeaiming.Menaccusedhimofdesigningtobemadeaking.Partieswereformedforandagainsthim;andthoughmendidnotdareopenlytouttertheirsentiments,theirpassionsbecamethemoreviolentinproportiontotheexternalforcebywhichtheyweresuppressed.MarkAntonywasatRomeatthistime.HewarmlyespousedCæsar’scause,andencouragedhisdesignofmakinghimselfking.Heonce,infact,offeredtoplacearoyaldiademuponCæsar’sheadatsomepubliccelebration;butthemarksofpublicdisapprobation15whichtheactelicitedcausedhimtodesist.

(11)Atlength,however,thetimearrivedwhenCæsardeterminedtocausehimselftobeproclaimedking.Hetookadvantageofacertainremarkableconjunctureofpublicaffairs,whichcannotherebeparticularlydescribed,butwhichseemedtohimspeciallyto

13. exploits - a notable or heroic act

14. dereliction - intentional or conscious neglect

15. disapprobation - condemnation



favorhisdesigns,andarrangementsweremadeforhavinghiminvestedwiththeregalpowerbythesenate.Themurmursandthediscontentofthepeopleattheindicationsthatthetimefortherealizationoftheirfearswasdrawingnigh,becamemoreandmoreaudible,andatlengthaconspiracywasformedtoputanendtothedangerbydestroyingtheambitiousaspirant’slife.Twosternanddeterminedmen,BrutusandCassius,weretheleadersofthisconspiracy.Theymaturedtheirplans,organizedtheirbandofassociates,providedthemselvessecretlywitharms,andwhenthesenateconvened,onthedayinwhichthedecisivevotewastohavebeenpassed,Cæsarhimselfpresiding,theycameupboldlyaroundhiminhispresidentialchair,andmurderedhimwiththeirdaggers.

(12)Antony,fromwhomtheplansoftheconspiratorshadbeenkeptprofoundlysecret,stoodby,lookingonstupefiedandconfoundedwhilethedeedwasdone,bututterlyunabletorenderhisfriendanyprotection.

(13)CleopatraimmediatelyfledfromthecityandreturnedtoEgypt.

Understanding Literature

Comprehension Questions

1. HowdidCleopatragainherroleastheQueenofEgypt?Supportyouranswer.2. Whohelpedherattainthisposition?Isheawisepoliticalleaderhimself ?Why?3. Whatwashercountry’sdispositionafterthewar?Howdidsherespondtothecountry’sneedsatthattime?4. HowdoesCleopatrafareasaqueen?Whatdoyouthinkmakesagoodandwisequeen?5. WasshefairandjusttoherconstituentsandrelativesinhertimeasaQueen?Whatisfairnessandjusticeinthe

eyesofCleopatra?6. Doyouagreeordisagreewithheractions?Explainyouranswer.7. Whatinfluencedyouranswerinquestionnumber6?Whatmadeyourchoiceright?8. Whichlocalfemalepoliticaliconcouldyoufindcloselycompareswithher?Howdodecisionsmadebypolitical

leadersaffectorinfluencethepeople?9. Whatelementsmakeasuccessfulbiography?Giveexamples.

10. Whatpiecesofinformationarerelevanttoassurethecredibilityofagoodbiography?Providespecifictypesofinformation.

Literary Analysis

The Biographyisatypeofprosethatnarratessignificantaspectsinaperson’slife.Itisusuallyusedasatributetoanimportantmoverorpersoninaspecificindustryorinthegeneralnotionofsociety.Biographerstrytoremainobjectivebykeepingtheirfactsstraight;however,theyarechallengedingainingreadershipinterestbyusingapersonalcreativewritingstyle.Thesestylesareobservedinthefollowingkindsofreadingmaterials:

• Encyclopedia• Magazines• Featuresectionofabroadsheet



Activity 1

Thesesentencesaretakenfromthebiographyabove.WriteFiftheunderlinedphrasespresentanobjectiveperspectiveorinformationandOifitisotherwise.

1. Whateverofsimplicityofcharacter,andofgentlenessandkindnessofspiritshemighthavepossessedinherearlieryears,ofcoursegraduallydisappearedundertheinfluencesofsuchacourseoflifeasshenowwasleading.

2. Cleopatra,duringhervisittoRome,livedopenlywithCæsarathisresidence,andthisexcitedverygeneraldispleasure.

3. Twosternanddeterminedmen,BrutusandCassius,weretheleadersofthisconspiracy.4. Cleopatra,whohad,ofcourse,watchedhiscareerduringallthistimewithgreatprideandpleasure,concluded,at

last,togotoRomeandmakeavisittohimthere.5. CleopatraimmediatelyfledfromthecityandreturnedtoEgypt.

Activity 2

HowdidJacobAbbott’sattitudeinhisdiscussionofCleopatra’spoliticalcareerinfluencehispresentationofhistoricalfacts?Whatdoesthistellusaboutwritingbiographies?

Responding to Literature

Oral Communication

In“CleopatraAQueen,”JacobAbbottincitedmuchattentiononCleopatra’sstrongpoliticalambitionswhichresultedinherlackofmoralisticactions.Focusingontheissueofpowerandmorality,discuss with a small group yourpositionontheissuesofCleopatra’saffairwithCaesar,murderofakin,andextravagantlifestyle.ConsideraswellthegoodchangesshedidonEgyptafterthewar.Usingtheseasbasesinmakingyourownsetofrulesandstandardsofwhatconstitutestheactionsofawiseandjustpoliticalleader,makealistofthethingsyoushouldfindinacandidatebeforevotingforyourclassofficers.Bepreparedtoshareyouranswerswiththeclass.

Research and Writing

Recallingyourpositionontheaforementionedissues,chooseoneissuewhichyoudeemasmostrelevanttoday.Suggestspecificsolutionswhichyouandotherscandoinordertoresolvesuchproblem.Focusingonthistopic,writeablogfollowingtheformofanargumentativeessaythatsupportsyourcontention.MakesuretousecredibleinformationtakenfromthelibraryortheInternet.Citeyoursourcescarefully.



Skills Development: Reading Biographies

Readingbiographiesmaybetedioussincethesearenotasadventurousasotherformsofwriting,buttheyprovideusthreegoodbenefits.First,biographieshelpuslearnaboutthelifeofanimportantperson.Thesecanbeusedtoidentifyinfluencesofexternalandinternalaspectsonaperson’slife.Finally,thesehelpusidentifytherelationshipsbetweencausesandeffectofaneventoractionthattookplace.

Togainthesebenefits,practicereadingthebiographyofCleopatrafromanencyclopediabyansweringtheguidequestionsbelow.Noteyouranswersinyourreadingjournal.

1. Whatweretheuniqueperspectivesinthebiographiesyouselected?2. Doesthebiographyoffermoreofthesameoldinformation?3. Doesitperpetuatemyth?4. Howdidthepersonaddresstheadversitiesheorsheexperienced?5. Whatexperiences,events,orpeopleinfluencedchangeinhimorher?

Grammar Review: Avoiding Wordiness

Editingforconcisenessisnecessaryinachievingagoodmaterial.Moststudentsstruggleinfocusingononeideawhenwriting.Theytendtousealotofwordsthatendupbeingremovedfromthedraftbasedontheteacher’sorpeer’scomments.Someareguiltyofwritingthesameideawithdifferentwordsinordertofillupthepage.

Thesereasonsjustifytheimportanceofwritingaheadofthedeadlinetogiveyourselfenoughtimetoleaveitforafewhoursoradaybeforeeditingthedraftforcontentandmechanicalimprovements.Doingsowillallowyoudetachmentfromyourideasandaclearerperspectiveofyourgoalandaudience.Asidefromleavingampletimetoletyourinkdry,thefollowingarecommonmistakescommittedbybothexperiencedandnovicewriters.

• DoublingofWords: mutualagreement(usethewordagreement instead) whetherornot(simplyusewhether) consensusofopinion(thewordconsensuswillsuffice) reconsideragain(usingthewordagainisredundant) futureprospects(useprospectsinstead) inadvertenterror(theworderrorwillsuffice)

• Intensifiers,Qualifiers(INSTEAD,omitorgive specific details):WEAK aconsiderableamountoftimeIMPROVED inaminute

WEAK veryextremelypliantIMPROVED tenacious



• FormulaicPhrases(INSTEAD, use a one-word form or omit)forthepurposeof(to) atthispointintime(now)withregardto(about) asthecasemaybe(---)duetothefactthat(because) inthenearfuture(soon)inviewofthefactthat(because) basically...(---)

• Catch-allTerms(INSTEAD,omit wherever possible):WEAK Anotableaspectofwisedecision-makingisthequalityoffairness.IMPROVED Wise decision-making requires fairness.

WEAK Thetruth ofCaesar’sdeathhadtheeffect ofcausingdevastatingchangesin thenationalgovernment,commerce,andeconomyofAncientEgypt.IMPROVED Caesar’s death caused many devastating changes in Ancient Egypt. Specifically, the Romans imposed their influence in the areas of governance, commerce, and economy.

• PaddedVerbs(INSTEAD,use a one-word form):tohaveanexpectation,hope,wish,understanding,etc...(to expect, hope, wish understand, etc.)

tomakeanarrangement,plan,decision,inquiry,acquisition,etc…(to arrange, plan, decide, inquire, acquire, etc.)

• Unnecessary“tobe”and“being”(INSTEAD,omit):WEAK becauseoftheleadersbeing fairIMPROVED because of the fair leaders

WEAK Herleadershipisconsideredtobeafailure.IMPROVED Her leadership is considered a failure.

• PassiveVerbs(INSTEAD,useactivevoice,preferablywithapersonalsubject):WEAK Itis felt thatCleopatra’sendshouldbenoted bybiographersbeforeany criticismisgiven onhermeans.IMPROVED Biographers should note Cleopatra’s end before criticism of her means.

WEAK TheEgyptianaspisdescribed byzoologiststobe poisonous.IMPROVED Zoologists describe the Egyptian asp as poisonous.

• OveruseofRelativeStructures(“who,”“which,”“that”)(INSTEAD,omit):WEAK Thedrama,whichis entitledAntigone,takesplace...IMPROVED The drama Antigone takes place…

WEAK Itwas Caesarwho said“Icame,Isaw,Iconquered.”IMPROVED Caesar said, “I came, I saw, I conquered.”

WEAK Ithinkthat ifJohn’sethicalmalpracticeisthecase...IMPROVED If John’s ethical malpractice is the case, as this evidence shows…



WEAK Thereseemstobeageneraltendency amongsomewriterswhomaybeobserved to displaycertainsignsoflackof confidencethattheirsentenceswillbeoverwhelmed withadverbclausesandotherwordsthatare generallyinsignificantinuse.IMPROVED Some hesitant writers crowd their sentences with adverb clauses and other unnecessary words.

Grammar Workout

A. Revisethesesentencesbyeliminatingwordiness.

1. SomeoftheRomangovernmentleadersduringthetimeofCaesar’sadministrationdecidedtoconspireagainstCaesarbyplottinghismurder.

2. EventhoughthelifeofCleopatraiswidelyknownbystudents,in-depthstudyofhersignificantcontributionstotheancientworldhasbeenaseldomtopicthattheywanttoundertake.

3. Cleopatramurderedherbrotheronaccountofthefactthatitwasurgentforhertokeepherpoweraspharaoh.

4. IthasbeenexpectedthatthesinisterplanwillbeplottedbytheconspiratorswithintheweakeningofCaesar’sinfluenceinRome.

5. Therearecountlesswaysinwhichahistoriographerorabiographerwhoisfamiliarintheroutineofresearchinggreatpoliticalleadersmaycometoknowone.

6. Itisextremelyunusualtofindacrediblebiographerwhohaskeptsensitiveinformationonpurpose.7. Wariscausedwhenpeopledisagreeonideasthathavebeenestablishedforaspecificgroupofpeople.8. AfterthedeathofCaesar,anumberofdesperateandtragiceventsoccurredinEgyptastheywerebeing

conqueredbyOctavian.Cleopatracommittedsuicidewhiletherestofthepeopleareleftontheirownwithoutapharaohtoleadthem.

9. Cleopatra’srelationshipwithCaesarisconsideredasmostcontroversialtotheRomansbythebiographerJacobAbbott.

10. AttheendofEgyptianroyalty,theEgyptiansmusthavebeenmadeawareofthefactthatthereisaneedforthemtoacceptchangesimplementedbytheRomanempireunderOctavius’ruleconcerningthematterofreligion.

B. Revisethefollowingpassage,avoidingwordiness,andundesirablerepetition.Writeyouansweronyournotebook.

Asmallnumberofyoungpeoplelikereadingbiographiesregularly.Asassumed,thesereadersarenotthemselvesbiographers,norwouldthesereadersreallyeverenjoyreadingaboutsomeonedirectlyirrelevantintheirlives,norwouldmostofthemactuallyenjoytryingtosolvetheproblemsencounteredbythesubjectofthebiography.Theyareprobablyenticedtoreadbiographiesbecauseofthisreason:theyhavefoundawaytolivevicariouslyintheexcitinglifeofagovernmentleaderorrebel,acelebrity,anartistorareligiousiconwhichresultstoescapismfromthemonotonous,boringroutineofdulleverydayexistence.Tosuchpeople,theconflictinthebiographyseemsrealisticfantasy.Itisrealisticbecausethepeopleinthebiographyare,asageneralrule,realpeople.Thepeoplementionedarenotjustmade-upimagesfromtheheadofthewriter.Itisalsorealisticbecausethecharacterwhoistheheroorheroinegoesthroughthesameissuesinlifeandsolvestheseproblemsnotusuallybyhaphazardmethodsbutbyexercisingaremarkabledegreeoflogic



andreason.Itisentirelyandtotallyessentialthatreaderswhoenjoybiographieshaveanadmirationforthehumanfacultyoflogic.Butbiographiesarealsofantasies.Thepeoplewhoreadsuchbooksofliteratureplayarole.Itisaroleinwhichtheysuspendcertainconnectionsintheirlives.Oneoftheseconnectionsthattheysuspendistherelationshipofthepeopleinvolvedwiththesubject.Ifthereaderstopstofeelaffinityforeachandeverypersonthatisrelatedtothesubject,thatpersonwillneverenjoyreadingbiographies.Thedevotedreaderofbiographieskeepsuppermostinmindatalltimesthegoalofarrivingthroughlogicandobservationatthefinalsolutiontotheconflictsandchallengesofferedinthenarrative.Itisafactoflifeandchanges.Biographieshopefullyhelpthereadertohidefromtheextremecasesoftragediesofactuallifeanddeathintherealworld.

Collaborative Task

Inagroupwithatleastfivemembers,brainstormoncurrentissuesinyourschool(forexample,weakstudentleadership,absenceofacampusjournal,poorfacilities,orunbalancedteacher-studentratio).Then,chooseonemajorproblemyouwanttosolveasagroup.Next,writeanactionplanthatsuggeststhegoalsofyourproject,thespecificactionsyourgroupwilltakeandthedesiredresultsoftheproject.Finally,presenttheplaninclasstoinvolveothermembersinyourproject.

Writing Topic: Doing Research

Asastudent,youwillreceivehomeworkthatrequiresresearch.Thiswordmaysoundlikeaheavytasktocomplete,butitcanbedonewhenyoufollowaseriesofstepssuggestedbelow.

Primary researchreferstoanytypeofresearchthatyougooutandcollectyourself.Examplesincludesurveys,interviews,observations,andethnographicresearch.Agoodresearcherknowshowtousebothprimaryandsecondarysourcesinherwritingandtointegratetheminacohesivefashion.Conductingprimaryresearchisausefulskilltoacquireasitcangreatlysupplementyourresearchinsecondarysources,suchasjournals,magazines,orbooks.Youcanalsouseitasthefocusofyourwritingproject.Primaryresearchisanexcellentskilltolearnasitcanbeusefulinavarietyofsettingsincludingbusiness,personal,andacademic.

What types of projects or activities benefit from primary research?

• Whenyouareworkingonalocalproblemthatmaynothavebeenaddressedbeforeandlittleresearchistheretobackitup.Forexample,youareconductingresearchonaproposedsmokingbaninacity.Littleinformationhasbeenpublishedaboutthetopicotherthanafeweditorialsandletterstotheeditorinthelocalpaper.Youcanconductprimaryresearchbysurveyingindividualsinthesurroundingcommunityandlocaldecisionmakerstogainmoreinformation.

• Whenyouareworkingonwritingaboutaspecificgroupofpeopleoraspecificperson.• Whenyouareworkingonatopicthatisrelativelynewororiginalandfewpublicationsexistonthesubject.• Toconfirmordisputenationalresultswithlocaltrends.



Types of Primary Research

Interviews.Interviewsareone-on-oneorsmallgroupquestion-and-answersessions.Interviewswillprovidealotofinformationfromasmallnumberofpeopleandareusefulwhenyouwanttogetanexpertorknowledgeableopiniononasubject.

Surveys.Surveysareaformofquestioningthatismorerigidthaninterviewsandthatinvolvelargergroupsofpeople.Surveyswillprovidealimitedamountofinformationfromalargegroupofpeopleandareusefulwhenyouwanttolearnwhatalargerpopulationthinks.

Observations. Observationsinvolvetakingorganizednotesaboutoccurrencesintheworld.Observationsprovideyouinsightaboutspecificpeople,events,orlocalesandareusefulwhenyouwanttolearnmoreaboutaneventwithoutthebiasedviewpointofaninterview.

Analysis. Analysisinvolvescollectingdataandorganizingitinsomefashionbasedoncriteriayoudevelop.Theyareusefulwhenyouwanttofindsometrendorpattern.Atypeofanalysiswouldbetorecordcommercialsonthreemajortelevisionnetworksandanalyzegenderroles.

Where do I start?

Considerthefollowingquestionswhenbeginningtothinkaboutconductingprimaryresearch:

• WhatdoIwanttodiscover?• HowdoIplanondiscoveringit?(Thisiscalledyourresearchmethodsormethodology.)• WhoamIgoingtotalkto,observe,orsurvey?(Thesepeoplearecalledyoursubjectsorparticipants.)• HowamIgoingtobeablegainaccesstothesegroupsorindividuals?• Whataremybiasesaboutthistopic?• HowcanImakesuremybiasesarenotreflectedinmyresearchmethods?• WhatdoIexpecttodiscover?

Guided Reading

Tohelpyouwriteyourpaper,belowisanexampleofhowresearchmethodscanbeappliedtoawrittenoutput.ThefollowingparagraphoffersaconcisedescriptionofCorazonAquino’spresidency.Asyouread,trytoformulatethewriter’sbiases.

The Accidental President

CorazonAquinowastheeleventhpresidentoftheRepublicofthePhilippines,andthefirstfemalepresidentinAsia.Despitehavingnopriorbackgroundinpolitics,shetookherhusband’splaceasoppositioncandidatetotheinfamousdictatorFerdinandMarcos.Theelectionsthattookplacereekedoffraud,andbothMarcosandAquinosworeoathsaspresidentsoftherepublic.However,overwhelmingsupportfromthepeopleforcedMarcostofinallyrelentandgointoexile.Aspresident,Cory’sfirstmovewastoabolishtheParliament.Shecalledforaconstitutionalconventionthatdraftedandpassedanewconstitution.Cory

What may the source of information tell you about

this sentence?

Is the third sentence free of bias? What makes you

say so?



alsofreedpoliticalprisonersfromtheMarcosera,themostnotableofwhomisJoseMa.Sison,thechairpersonoftheCommunistPartyofthePhilippines.TheseactsshowedtheworldthatthePhilippines,indeed,wasrightfulofbeingcalledAsia’sfirstindependentdemocracy.Ontheotherhand,Aquinohadbeencriticizedforsomemajordecisionssheeithermadeorfailedtomake.Comingfromafamilyoflandlords,Aquinohadbeenaccusedofprotectingherfamily’spossessionwhenshewasunabletolegislatelandreformduringherterm.Moreover,herdecisiontodeclinetherepudiationofnationaldebtsbytheWorldBankwasmetwithnegativereactionbydifferentsectors.OfallthePhilippinepresidents,Aquinofacedthemostnumberofcoupattempts.Sheexperiencedseveralmilitaryuprisingsinhersix-yearterm,butnoneofthesetriumphed.CoryattributedthistoherstrongfaithinGod,butherdetractorsviewedherasbeingreligioustoafault.

Individual Activity

How can the fourth to the last sentence be improved?

Focus on the last statement. How objective is this observation?

A. Brainstormonacurrentissueinyourschool.Then,breakdownthetopicbycompletingthechartprovidedbelow.

ISSUEAREA

SUBJECT FIELD

B. Conductapreliminaryreadingonthetopicyouhavechosen.Makesurethatthetopicisapprovedbyyourteacherbeforesearchingbooksandelectronicsourcesfoundinthelibraryandonlinedata.Toassureaworkableresearch,youshouldhaveatleastfiveavailablereferencesforeachtypeofreferencematerial.Makesuretokeepalistofthedatayougathered.Completethetablebelow.

Why do you think was this sentence included? What purpose does it serve?



Key Information Print Electronic Data Online Data

Author’s Name

Title of the Article, Chapter, or Book

Publishing House and Place

Year of Publication


Author’s Name



Year of Publication


Author’s Name



Year of Publication




Author’s Name



Year of Publication


Author’s Name



Year of Publication


WorldLiterature

Series Coordinators

Frances Paula L, Ibanez, M.A.Alexander C. Maximo, M.A.

Authors

Ria Marinelle de VeraKristina Isabelle U. DichosoEris Heidi L. RamosJean Marie M. Romualdez

The EnglishTek K-12 Series offers a holistic and fun approach to learning English. EnglishTek is founded on the Communicative Language Teaching (CLT) approach to develop languagecompetencies. EnglishTek offers a blended learning program through the best practices in language education inside the classroom combined with e-learning technologies in order to make learning engaging and relevant for students. With EnglishTek, students become effective communicators who can understand and produce meaningful discourse, all the while enjoying rich and vibrant learning experiences.

9 789710 550968

ISBN 978-971-0550-96-8

10 K-12SERIES

V O L U M E 2

VOLUME 2

techfactors Inc. EnglishTek 10 B.EG

10.1.14.1

ET10-Vol2-Cover.pdf 1 4/20/2015 1:36:57 PM

Vol. 2

First Edition

World Literature



Eris Heidi Ramos


Series Coordinators



10


TechFactors Inc.Trademark of TechFactors Inc.

Philippine Copyright 2014 by TechFactors Inc.

All rights reserved. No part of this courseware may be reproduced or copied in any form, in whole, or in part, without written consent of the copyright owner.

First edition, 2014ISBN 978-971-0550-96-8

Published by TechFactors Inc.Printed in the Philippines

Authors Kristina Isabelle U. Dichoso, M.A., Ria Marinelle de Vera, Eris Heidi Ramos, and Jean Marie M. RomualdezSeries Coordinators Alexander C. Maximo, M.A. and Frances Paula L. Ibañez, M.A.

Creative Writer Angela Paula M. Temblor and Zenia P. LazaroContent and Editorial Cristina G. Saulo, Ma. Regina B. Peñarroyo, Eris Heidi L. Ramos, and Jean Marie M. RomualdezCreatives Julius Caesar G. Barredo, Darylle R. Cajucom, Regina M. Zapata, and Samboy M. Dela TorreIllustration Julius Caesar G. Barredo and Darylle R. CajucomSystems Kim A. Benebese, Mark B. Abliter, Allan Nicole C. Celestino, Kenneth T. Salazar, Robie Marc R. Peralta, Kadmiel D.G. Ramos, and Raymond P. Baguio

Exclusively distributed by TechFactors Inc.101 V. Luna Road ExtensionSikatuna Village, Quezon City1101 Philippines

Telephone number: (632) 929 8094Email address: [email protected]: www.techfactorsinc.com

The materials reprinted in this book, both literary materials and images, are obtained from open domain sources. The copyrights of the literary materials have already expired, and thus are free from copyright in their respective countries and in the Philippines.

Any lapse or oversight is unintentional and will be corrected in the next editions.


iiiPhilippine Copyright 2014 Techfactors, Inc.

FOREWORD

Filipino students face challenges in learning the English language. More than ever, changes in learning environment now affect how we approach language education. Teaching approaches and methods have to fit 21st century learners.

The EnglishTek K to 12 series is TechFactors’ innovation in English learning. Based on the principles of Communicative Language Teaching (CLT) and Blended Learning, EnglishTek incorporates current practices in language learning and educational technology. Aside from developing communicative competence in students, EnglishTek meets the competency standards of the Department of Education K-12 curricula and also focuses on honing vital 21st century skills, giving graduates a competitive advantage.

Lessons in the EnglishTek 7 to 10 volumes are literature-based. They follow the Directed Reading Approach (DRA) which provides students with various activities before, during, and after reading. These activities include schema activation, vocabulary enrichment, comprehension exercises, and real-life application of values. Graphic organizers are also provided in the book to help learners map their ideas and improve their learning strategies and information processing. These engaging activities are all designed to target communication skills. They also create occasions for the students to hear and use the target language.

Moreover, EnglishTek provides holistic learning by highlighting the Reading-Writing connection. Each reading selection is followed by a literary analysis, as well as a discussion of a related grammatical point. The grammar lessons are then connected to a writing lesson. This ensures that the learning of the students is applied. In these writing lessons, EnglishTek provides students with support through model paragraphs and guided practice.

Most of all, learning is made relevant by situating learners in context and by using situations, examples, and texts that can be found in the real world. Through authentic materials that reflect Filipino values, learners can develop connections between their classroom learning and their life experiences.

We hope that, with this series, students become effective communicators in English and simultaneously enjoy the learning process. By building these critical foundations of communication, we hope to produce effective communicators that think critically and can create meaningful discourse.

TechFactors Inc.


ivPhilippine Copyright 2014 Techfactors, Inc.

ABOUT THE AUTHORS


Kristina holds a Masters of Arts degree in English Language and Literature Teaching from Ateneo de Manila University. She has a Bachelor of Arts degree in Secondary Education major in English from the University of Santo Tomas, where she is currently an instructor of English for Academic Purposes. She also taught English as a Foreign Language at the Ateneo de Manila Language Learning Center, and Communication Arts in English at the Immaculate Conception Academy in San Juan, Greenhills. Her research interests include language learning and teaching strategies, teacher cognition, reflective teaching, and politeness discourse.


Ria de Vera is an ESL teacher at the Ateneo Language Learning Center. She has also previously taught basic communication English courses at the Mapua Institute of Technology and La Salle College Antipolo. Her professional interests include teaching English as a second language, business writing practices, materials design, and world literature.

Eris Heidi Ramos

Eris graduated with honors from the University of the Philippines Diliman with a degree in Creative Writing. She is currently pursuing her Master of Arts degree in Language Education at the same institution. Her research interests include second language acquisition, atypical language development, and the correlation of technology and language learning. She is a published author, and is currently working as Content Developer at TechFactors.


Jean was a Reading Specialist at a reading clinic where she taught beginning reading to young children. She has also trained foreign nationals in the use of Business English. Currently, she is working as Content Developer at TechFactors. She holds a Geography degree from the University of the Philippines, Diliman.

ABOUT THE SERIES COORDINATORS


Alex holds a Master of Arts degree and a Bachelor of Arts degree, magna cum laude in English Studies: Language, from the University of the Philippines Diliman. He teaches with the Department of English and Comparative Literature of UP Diliman where he has handled English courses in the undergraduate and graduate level. His research interests include critical discourse analysis, corpus linguistics, organizational communication, and computer-mediated communication. With technology as another passion, he is currently exploring the use of e-learning to develop language skills. He has co-authored books on office productivity, multimedia, and business writing. He also currently serves as project manager for TechFactors.


Frances graduated from the University of the Philippines Diliman with a Bachelor of Arts degree in Communication, major in Journalism. She also earned her Master’s degree in Education, major in Language Education, from the same institution. She worked as a technical writer in several computer firms for eight years, developing user guides and tutorials on different software. She taught part-time in a preschool, where she handled the Nursery class, and in an English language center, where she taught language teaching methodology. She heads the Content Group in TechFactors.


vPhilippine Copyright 2014 Techfactors, Inc.

TABLE OF CONTENTS

Unit 3: Appreciating Diversity

Lesson 1: Smallness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A Heritage of Smallness by Nick JoaquinRevising for Persuasive LanguageVerb Tenses in Research Report (Part 1)Defining the Research Problem

Lesson 2: Illness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Zaabalawi by Naguib MahfouzDistinguishing Order of Statements from Order of EventsVerb Tenses in Research Report (Part 2)Formulating the Supports

Lesson 3: Categories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .This Way for the Gas, Ladies and Gentlemen by T. BorowskiReading for Implied EmotionComparisonsConsolidating Key Sources

Lesson 4: Imprints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Fear by Gabriela MistralExplaining ConnotationsAs and LikeWriting the Outline

Lesson 5: Peculiarities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Handsomest Drowned ... by Gabriel García Márquez Analyzing the Use of ExaggerationNumbers in SentencesWriting the Introduction

Lesson 6: Emotions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Thoughts of Hanoi by Nguyen Thi VinhComparing PoemsItalics and UnderlinesDeveloping Supports and Strengthening Arguments

Lesson 7: Surrealism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Fable by Octavio PazReading Verses for MeaningApostrophesArriving at a Conclusion

Lesson 8: Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Giver: Chapters 1 and 2 by Lois LowryAnticipating EventsCommonly Confused and Misused WordsUsing Visuals

Lesson 9: Reforms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Dead Men’s Path by Chinua AchebeJudging Character’s ActionsCommon Preposition CombinationsWriting the First Draft: Using Transitions for Cohesion

2

18

32

44

56

70

82

94

108


viPhilippine Copyright 2014 Techfactors, Inc.

Unit 4: Taking a Stand

Lesson 1: Epiphany . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Araby By James JoyceWriting an Advice ColumnVarieties of EnglishEditing for Appropriate Language

Lesson 2: Voices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Speech of Aristophanes From the Symposium by PlatoRecognizing Author’s BiasPrefixesEditing for Accuracy

Lesson 3: Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Book of Sand by Jorge Luis BorgesCharacter StudySuffixesEditing for Style

Lesson 4: Modernization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Garden of Stubborn Cats by Italo CalvinoEvaluating Author’s Statement of PhilosophyFaulty ParallelismPeer Review

Lesson 5: Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Photograph from September 11 by Wisława SzymborskaDoing Cultural ResearchFaulty and Excessive CoordinationPreparing Presentation Notes

Lesson 6: Suspension of Disbelief . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Nine Billion Names of God by Sir Arthur C. ClarkeIdiomatic StructuresDouble NegativesPreparing the Presentation

Lesson 7: Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Girl by Jamaica KincaidRelating Structure to ThemeUnnecessary ShiftsWriting a Critical Response Paper

Lesson 8: Singularity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A Room of One’s Own by Virginia WoolfAnalyzing AudienceMixed ConstructionsRevising

Lesson 9: Beginning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Sense of Something Coming by Rainer Maria RilkeInferring Speaker’s Attitude in PoemsSpelling RulesStrategies for Editing

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137

148

157

167

177

193

206

226


UNIT 3: Appreciating Diversity

Lesson 1: Smallness Lesson 2: Illness Lesson 3: Categories

Lesson 4: Imprints Lesson 5: Peculiarities Lesson 6: Emotions

Lesson 7: Surrealism Lesson 8: Structures Lesson 9: Reforms



Lesson 1: Smallness

Lesson Objectives

• Tousecontextcluesindeterminingthemeaningofanunknownword

• Toevaluatethedifferentfactorsthataffectcommunicationofacertainmessage

• Todeterminevalidityofawriter’sargumentbyexaminingsupportingevidences

• Toreviseanopinionarticleforamorepersuasiveuseoflanguage

Before Reading

Important Words

Activity.Readeachsentence,andtakenoteoftheunderlinedword.Usecontextcluestodeterminethemeaningoftheword.Then,writeasentencethatusesthewordinthesamecontext.

1. The disparity of opinions among the three candidates for mayoralty became evident when they laid out their platform for progress of our town.

_________________________________________________________

_________________________________________________________

_________________________________________________________

2. The first candidate was a former movie star. He promised to wipe out corruption, and he also used disparagement of his opponents as a tactic to show that he was the better choice.

_________________________________________________________

_________________________________________________________

_________________________________________________________

3. The second candidate was a pygmy, standing only four feet and ten inches. He, on the other hand, swore to alleviate poverty and to give more jobs.

_________________________________________________________

_________________________________________________________

_________________________________________________________

4. The third candidate was the current mayor. He was a commanding man that petrified everyone with his intense stare.

_________________________________________________________

_________________________________________________________

_________________________________________________________



Knowledge Activation

InJanuary2013,theSinTaxLawwasimplementedinthePhilippinesandthegovernmentgavethepublicseveralreasonsforsettingoffanacttorestructuretaxonalcoholandtobaccoproducts,andoneoftheseis“todiscouragetheconsumptionofsinproducts”(“BrieferontheSinTaxLaw,”DepartmentofFinance, 2013).Despitethisoptimisticintention,manyindividualshavecommentedonthelaw’simpactonthe“tingi”systemtowhichmanyFilipinosareaccustomedsincethissystemmakesgoodsaffordableforthem.

LearnmoreabouttheSinTaxLawasyouwatchaninterviewfromoneofthebiggestnewschannelinthePhilippines.Asapreparationforlistening,dothefirstactivityonthenextpage.

5. At once, he launched into a litany of the things he had already done for our town and how much we owe him.

_________________________________________________________

_________________________________________________________

_________________________________________________________

6. These pronouncements were meant to daunt us and intimidate us into voting for him again.

_________________________________________________________

_________________________________________________________

_________________________________________________________

7. I started to wonder if anyone of the candidates were really up for the job. What if all of them only want power? Would it be better if no one ruled? What if we had anarchy instead?

_________________________________________________________

_________________________________________________________

_________________________________________________________

8. My thoughts did not go any further, however, because the night quickly came to an end. Before voting, I decided on consolidating the ideas presented by the candidates, as well as on researching about their qualifications. I want to make my vote count.

_________________________________________________________

_________________________________________________________

_________________________________________________________



Activity 1

ReflectonyourownopinionabouttheSinTaxLaw.DoyoualsothinkthattheimplementationofthislawwouldhavepositiveeffectsonthehealthofmanyFilipinos?Discussyouranswerwithasmallgroup.

Activity 2

Writeasummaryoftheinterviewonthefirstboxinthechart.Then,thinkabouttheconnectionofthevideo’stitletothewholeinterview?Whatdoyouthinkistheimplicationofthetitleonthemainpointoftheinterview?Writeyouranswertothisquestiononthesecondbox.

I think ...

Reason #1 Reason #2 Reason #3

Conclusion

MY OPINION



Oral Interaction

Whatdoyouusuallybuybytingiinasari-saristore?Whydoyoupreferbuyingthisbypieceandnotperpack?ReadtheessaybyNickJoaquinandtakenoteofhisopinionaboutour“tingi”culture.

Literary Selection

A Heritage of SmallnessbyNickJoaquin

About the Author.NickJoaquinisoneoftheNationalArtistsofthePhilippinesinLiterature.Hewasbothaliterarywriterandajournalist.Heearnedseveralawardsforanumberofhispublishedshortstories,novels,essays,andreportage.HeisconsideredoneofthemostimportantFilipinowritersinEnglish.SomeofhisnotableworksincludethenovelThe Woman Who Had Two Navels,andtheshortstories“MayDayEve”and“TheSummerSolstice.”

Critical Viewing.WhatdoesthepicturetellusaboutsomeFilipinos’waysofcopingwithfinancialstruggles?



During Reading.ThefirstcolumnpresentstheargumentsJoaquindiscussedinhisessay.Asyourread,writedownthesupportingevidencehementioned.

We have the habit, whatever our individual resources, of thinking poor, of thinking petty.

Support 1 Support 2 Support 3

An honest reading of our history should rather force us to admit that it was the colonial years that pushed us toward the larger effort


Because we cannot unite for the large effort, even the small effort is increasingly beyond us.




Understanding Literature

Comprehension Questions

1. Whatdoestheauthormeanbya“heritageofsmallness”?2. Whataretheevidenceusedtosupportthisargumentofsmallness?Arethesupportingargumentsconvincingor

not?3. Doyoupersonallyagreewiththisargumentmadebythewriter?Whyorwhynot?4. Whatistheauthor’stonethroughoutthearticle?Wasitconsistent,ordiditchangeatsomepoint?Ifitdid

change,whatmayaccountforthisshift?5. Whatdoyouthinkistheauthor’spurposeinwritingthetext?Citespecificpassagestosupportyouranswer.

Literary Analysis

Thepurposeofacriticalreviewistosummarizeandevaluateatext.Thecriticalreviewcanbeofabook,achapter,orajournalarticle.Writingthecriticalreviewusuallyrequiresyoutoreadtheselectedtextindetailandtoalsoreadotherrelatedtextssothatyoucanpresentafairandreasonableevaluationoftheselectedtext.

What is meant by “critical”?

To be critical does not mean to criticize in a negative manner. Rather, it requires you to question the information and opinions in a text and present your evaluation or judgment of the text. To do this well, you should attempt to understand the topic from different perspectives (i.e., read related texts) and in relation to theories, approaches, and frameworks.

What is meant by “evaluation” or “judgment”?

Here you decide the strengths and weaknesses of a text. This is usually based on specific criteria. Evaluating requires an understanding of not just the content of the text, but also an understanding of a text’s purpose, the intended audience and why it is structured the way it is.

What is meant by “analysis”?

Analyzing requires separating the content and concepts of a text into their main components and then understanding how these interrelate, connect, and possibly influence each other.



Activity

Inacriticalanalysis,itisimportanttolookatallpartsoftheargument.Onemustzoominontheintroduction,thebody,andtheconclusionofthearticle.Below,writedownyourfirstimpressionsofeachpartof“AHeritageofSmallness.”Theseimpressionscanbeaboutthemainargumentsorhowtheargumentsarepresentedbytheauthor.Youmayalsoincludesuggestionsonhowtobetterexplainthearguments.Giveatleastthreecriticismsperpart.

Responding to Literature

Oral Communication

Formagroupofthreetofivepeople.Together,comeupwithaskitthatexaminesFilipino’s“tingi”culture.Youmaybeinfavorofthispractice,oryoumaybenot.Negotiatewitheachotheraboutwhichsideyouwanttopresenttotheclass.Yourskitshouldinformtheaudienceaboutyourgroup’sviewpointregardingthisconcept.Beveryclearaboutyourmessage.

Intr

oduc

tion

Body

Conc

lusio

n



Research and Writing

Lookforanarticleinnewspapersormagazinesthatprovideareviewaboutculture.Youmaysearchforopinionorfeaturearticles.Then,evaluatetheargumentpresented.Writeashortreactionpaperexpressingyouropinionandcritiqueoftheculturereview.Thisis,therefore,areviewofareviewofculture.

Herearepossiblequestionsthatyoumaywanttofocuson:

Significance and contribution to the field

• What is the author’s aim?

• To what extent has this aim been achieved?

• What does this text add to the body of knowledge? (This could be in terms of theory, data, and/or practical application.)

• What relationship does it bear to other works in the field?

• What is missing/not stated?

• Is this a problem?

Methodology or approach

• What approach was used for the research? (eg., quantitative or qualitative, analysis/review of theory or current practice, comparative, case study, personal reflection, etc …)

• How objective/biased is the approach?

• Are the results valid and reliable?

• What analytical framework is used to discuss the results?

Argument and use of evidence

• Is there a clear problem, statement, or hypothesis?

• What claims are made?

• Is the argument consistent?

• What kinds of evidence does the text rely on?

• How valid and reliable is the evidence?

• How effective is the evidence in supporting the argument?

• What conclusions are drawn?

• Are these conclusions justified?

• Does the writing style suit the intended audience?

• What is the organising principle of the text? Could it be better organized?

Writing style and structure



Skills Development: Revising for Persuasive Language

Opinionarticlewritersoftenusestrongwordstoaddtothepersuasive forceoftheirpiece.Theyavoidusingvagueorgeneralwordsandphrasestocompelreaderstoagreeontheirstanceonanissue.

Activity

A. BelowisalistofpowerfulsentencesthatNickJoaquinusedinhisessay“AHeritageofSmallness.”Analyzehisuseofthehighlightedwordorphrasesineachsentence.Howdoyouthinkthiswordaddstothepersuasiveforceofthesentence?Howwouldtheuseofageneralwordaffectitsmessage?

Sentences The highlighted word can be replaced with the general word...

The highlighted word makes the sentence more powerful by...

... we act on such a pygmy scale ...

... the depressing fact in Philippine history is what seems to be our native aversion to the large venture ...

... used only to the small effort, we are not, as a result, capable of the sustained effort and lose momentum fast ...

... our cultural history, rather than a cumulative development, seems mostly a series of dead ends ...

... the prospect is terrifying ...



B. Readtheessaybelow,andreviseitbyeditingparticularwordsandphrasesthataretoogeneralorvague.Rememberthatthemainpointoftheessayistoreviewabeautyproductandconvinceitsreaderabouttheproduct’seffectiveness.

Beauty in Small PackagesPeopleoftodayareveryconsciousonhowtheylook,appear,andevenfeelabouttheirselves.They

tendtoseekhelpfrombeautyproductshopingthattheywillbecomemorebeautifulandatthesame

timetogainmoreconfidence.

OneofthefewmostlovedbeautyproductsinthecountryisPOND’s.Thisproductisawhitening

creamthatpromisestowhitenthe“morena”skinmostFilipinawomenhave.

Truly,indeeditwasaveryreliableproductfromaveryreliablemanufacturer.Butwhatmakesitlead

inthemarketaretheeffectivetelevisioncampaigns,testimonialsfromtheusers,andtheexemplary

marketingstrategiestheirdistributorsaredoing.Theyareendlesslyreachingouttothemassesand

givesoutsamplesforthemtotry.Throughthis,POND’sproductscanbetriedandwecansaybetested

bytheirtargetmarket.Bygivingoutsamples,theirnewproductscanbescattered,recognized,andbe

triedbyrealpeople.AndbecausePOND’sdefinitelyunderstandthatFilipinosarequitekeenontheir

budgeting,theyevenhavetheirproductsinsmallpackages.Whowouldhavethoughtthatbeautifying

one’sskincanbereadilyavailableinournearbystoreforlessthan10pesos?

ThroughPOND’sbeautyproducts,wecansaythatnow,beautycancomeinsmall

packages.



Grammar Review: Verb Tenses in Research Report (Part 1)

Simple Present Tense

The simple present tense is used when:

• describing an action that is happening now or when describing an action that occurs regularlyExample: I walk to school every morning.

• describing a fact or general truthExample: The freezing point of water is zero degrees Celsius.

• making general statements about the topic or the view of other research scholarsExample: Everyday, Metro Manila generates six thousand tons of solid waste. (Duyanen and Heasley, 2002)

• presenting an aspect of your paper such as tables and chartsExample: Table 1 shows the items that high school students usually purchase in the mall.

• describing the implications of research results that are meaningful in the presentExample: These results suggest that junk food contribute to weight gain in children.

• describing fictional events that occur in literatureExample: In Shakespeare’s Romeo and Juliet, the couple’s relationship encounters opposition from their families.

• making interpretations of facts and interpretations of other sources in literatureExample: Odysseus represents the archetypal epic hero.

Simple Past Tense

The simple past tense is used when:

• describing actions that occurred in the pastExample: The basketball game yesterday was held in the school gym.

• describing the methods you used to gather dataExample: I found out about the solid waste management issues in the city when I interviewed the mayor.

• presenting the results of your researchExample: The survey showed that high school students like to spend their money on food.

• describing results or facts that are no longer validExample: Pluto is no longer considered a planet.



Simple Future Tense

The future tense is used when:

• describing an action that will take place at a particular time in the futureExample: I will conduct a survey to gather data about the spending habits of high school students.

• writing your assumptions, speculations, predictions after the data has been analyzedExample: Unless we start finding ways to lessen our garbage, we will eventually find ourselves living amidst heaps of our own waste.

Present Progressive Tense Structure:is/are+verbin–ingform

The present progressive is used when:

• describing an ongoing actionExample: She is attending an English class now.

• describing a temporary situationExample: Regina is living with her grandmother.

• describing actions that are done repeatedlyExample: Joshua is dribbling a ball around the court.

Past Progressive Tense Structure: was/were +verbin –ingform.

The past progressive is used when:

• describing a past action which was happening when another action occurredExample: Christina was cleaning her room when the doorbell rang.

• describing actions that were done repeatedly in the pastExample: They were practicing the dance yesterday.

• describing an action that was being done at a specific point of time in the pastExample: She was exercising in the gym at 9:00 this morning.



Future Progressive Tense Structure: willbe or shallbe +verbendingin -ing.

The future progressive is used when:

• describing an ongoing or continuous action that will take place in the futureExample: Kate will be watching a game at 5:00 P.M. tomorrow.

• describing the duration of a specific action that will take place in the futureExample: They will be vacationing in Paris for the next two weeks.

Grammar Workout

A. Writetwosentencesforeachverbtense.

Present:1. ________________________________________________________________________________________

2. ________________________________________________________________________________________

Past:1. ________________________________________________________________________________________

2. ________________________________________________________________________________________

Future:1. ________________________________________________________________________________________

2. ________________________________________________________________________________________

PresentProgressive:1. ________________________________________________________________________________________

2. ________________________________________________________________________________________

PastProgressive:1. ________________________________________________________________________________________

2. ________________________________________________________________________________________

FutureProgressive:1. ________________________________________________________________________________________

2. ________________________________________________________________________________________



B. Rewritethefollowingsentences,andusethecorrectverbtense.

1. Hewillbetakingdivinglessonsnow.2. Thedoctoristalkingtoapatientwhenherhusbandcalled.3. Theorchestrapracticedinthegrandhalltomorrow.4. CindyandherfriendsweregoingtothemalleverySaturday.5. Thefirstchartshowedthepreferredvacationspotofyoungprofessionals.6. Iwasgatheringdatabyinterviewingpeoplewholivealongthebusystreet.7. Therecentsurveyisshowingthatmostteenagersinteractwiththeirfriendsusingsocialmedia.8. Inthepast,peoplewasbelievingthattheEarthisflat.9. InJamesJoyce’s“Araby”,thenarratorwillbeexperiencinghisfirstlove.

10. Everydayinthecity,thousandsofpeoplerodetheMRT.

Collaborative Task

Formagroupwithatleastfivemembers.Workcollaborativelytosolvethelateralthinkingproblemthatwillbeassignedtoyourgroup.Youmaycreateachartoramaptovisualizetheproblemandsolveitfast.Aftertheactivity,reflectonhowyouwereabletofindthesolutionandhowhelpfulitwasforyoutovisualizeyourideasusingchartsormaps.

Writing Topic: Defining the Research Problem

Indefiningtheresearchproblem,theresearcherhastocreatetheresearchquestionandhypothesis.Theresearchquestioncanbeansweredthroughgatheringandanalyzingdata.Theresearchermakesahypothesiswhichisthewriter’sbestguesstotheresearchquestion.

Herearestepstofollowwhendefiningyourresearchproblem:

1. Identify a broad topic. Chooseatopicthatisinterestingandrelevanttoyourreaders.Readrelatedliteraturetoidentifywhattopicyouwouldliketofocusonandhowyouwillresearchthetopic.

2. Choose a specific topic. Narrowdownyourbroadtopicuntilyoudecideonaspecifictopictoresearch.Whenchoosingaspecifictopic,askyourselfthefollowing:• Isitnarrowenoughtodiscussinonepaper?• Isitpossibletoconducttheresearchwithinthegiventime?• Arethereenoughresourcesavailabletouseforyourresearch?



3. Raise questions about your chosen topic.• Whatdoyouwanttolearnaboutthechosentopic?

4. Formulate objectives.• Listdownwhatyouwanttoachieveinwritingyourpaper.Thiswillhelpyoufocusyourpaperandseeifyour

objectivesareattainable.

5. Write your research question and hypothesis.• Isyourresearchquestionwell-defined?• Isitusefulinansweringtheoverallproblemofyourresearch?

ExampleBroadtopic:EnvironmentSpecifictopic:SolidWasteManagementinMetroManilaObjectives:Toidentifydifferentsolidwastedisposals.Researchproblem:WhatcanwedoregardingthesolidwasteprobleminMetroManila?Hypothesis:Solidwastecanbemanagedthroughrecyclingandreducingwaste.

Guided Reading

Studythechartbelow,andlookathowageneraltopicwasnarroweddowntoaspecifictopic.

ENVIRONMENT

Environmental Problems

Air Water

Smog Acid Rain

Solid Waste

Solid Waste Management

Electronic Waste

E-waste Management

Medical Waste

Medical Waste Management

POLLUTION WASTE



Individual Activity

Thinkofageneraltopicthatyouwouldliketostudy.Createyourownchartonthespacebelowtonarrowdownthegeneraltopicintospecifictopics.Chooseonetopicthatyouwouldliketoresearchon.


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