i

Table of Contents

Modules 1 and 2
Preface i
Module 1 Cover ii
Unit 1: Text as Connected Discourse 1
Lesson 1: Patterns of Development in Writing 2
Guided Practice: Written Work 1 11
Lesson 2: Properties of a Well-Written Text 13
Independent Practice 24
Action: Performance Task 25
Unit 2: Academic and Professional Writing 28
Lesson 3: Project Proposals 29
Guided Practice 39
Reflection: Hamburger Challenge 40
Action: Midterm Performance – Based Assessment 41
Module 2 Cover 43
Unit 2: Application and Resume Writing 44
Lesson 4: Resume Writing 45
Guided Practice: Written Work 1 48
Lesson 5: College Admission Letter 49
Independent Practice: Written Work 2 56
Reflection: Decision Making 57
Action: College Admission Interview (PT) 58
Finals Performance – Based Assessment: Video Resume 60
References 62

Module 1

Unit 1: Embracing
Unit Inner
3: Freedom and Darkness
Force Unit
Unit2: 4:
Dreams and
Colors of Aspirations
the Past
ii
Unit 1: Text as Connected Discourse
I. Context
Learning Competencies:
a. Describes a written text as a connected discourse EN11/12RWS-IIIa-1;
b. Distinguishes between and among patterns of development in writing across disciplines EN11/12RWS-
IIIBF-3;
c. Identifies properties of a well – written text EN11/12RWS-IIIGH-4.
Value Integration: Compassion

II. Experience
Prelection: Let’s Activate What You Know
General Instructions: Texts are not merely a collection of words, phrases or sentences, but something that
highlights one central idea. Read each item very carefully, and choose the correct answer.

A. Patters of Paragraph Development

Directions: Arrange the following sentences in logical or chronological order for the paragraph to achieve
coherence. Number the sentences from 1 to 5. 1 being the first sentence, and 5 being last.
_____ Without a doubt, if all these advantages are used widely, the country will once more be number one in
Asian Basketball.
_____ Next, it has veterans who can help the young players.
_____ Third, it has two of the country’s best perimeter shockers.
_____ The National Team has many advantages which can earn the Philippines a great metal.
_____ First, the team has played together for many years.

B. Properties of a Well-Written Text

Directions: Each of the sentences below contains two words that are commonly misused. Underline the correct
answer following the standard American English.
1.The reporter was unable to (elicit, illicit) information from the police about (elicit, illicit) drug traffic.
2. The boys finally met (they’re, their) father after ten years of no communication.
3. The athlete could not (accept, except) that he lost the race.
4. (Your, You’re) going to catch a cold of you don’t wear (your, you’re) coat.
5. (Lie, Lay) your head on the pillow.

1
CONCEPT NOTES
Lesson 1

2
 IN FOCUS

DEVELOPMENT
BY
DESCRIPTION
THE MOST COMMONLY USED METHOD OF PARAGRAPH WRITING.
Its purpose is to present an image or a picture, In this method, the
writer should be able to draw things clearly in the minds of the
readers by the use of adjectives, so that the readers will be able
to imagine what the writer has seen, felt or has experienced. In
order to be effective, a paragraph of description must show a
careful selection of ideas, an accurate choice of words and a
logical order of details.
Subway
by Gilbert Highet

Standing in subway station, I began to appreciate

the place—almost to enjoy it. First of all, I looked
at the lighting: a row of meager electric bulbs,
unscreened, yellow, and coated with filth,
stretched toward the black mouth of the tunnel, as
though it were a bolt hole in an abandoned coal
mine. Then I lingered, with zest, on the walls and
ceiling: lavatory tiles which had been white about
fifty years ago, and were now encrusted with soot,
coated with the remains of a dirty liquid which
might be either atmospheric humidity mingled
with smog or the result of a perfunctory attempt
to clean them with cold water; and, above them, a
gloom vaulting from which dingy paint was peeling
off like scabs from an old wound, sick black paint
leaving a leprous white undersurface. Beneath my
feet, the floor was a nauseating dark brown with
black stains upon it which might be stale oil or dry
chewing gum or some worse defilement; it looked
like the hallway of a condemned slum building.
Then my eye traveled to the tracks, where two
lines of glittering steel—the only positively clean
objects in the whole place—ran out of darkness
into darkness above an unspeakable mass of
congealed oil, puddles of dubious liquid, and a
mishmash of old cigarette packets, mutilated and
filthy newspapers, and the debris that filtered
down from the street above through a barred
grating in the roof.

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KEY POINTS

DEVELOPMENT
BY CLASSIFICATION
The following are key points to consider
when writing a classification paragraph:

The same information can be classified

into more than one category, but the
classification paragraph sticks to one
basis of classification.

The topic sentence has two parts: the

topic, and the basis of classification,
which is the controlling idea; it controls
how the writer approaches the subject.

Classify- to gather into types, kinds, or

categories according to a single basis
of division.

Logical sequence- list the categories in

this order: either most to least
outrageous, least to most expensive,
from largest to smallest and so on.

Transitional expressions:
A. can be divided
B. can be classified
C. can be categorized
D. the first type
E. the second kind
F. the last category

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GUIDED PRACTICE: Written Work 1
Let’s Hone Your Skills
Directions: Read and identify the pattern or method used in developing the following paragraphs, and explain
your answers briefly. Each item is equivalent to 5 points. 2 points for the correct pattern or method, and 3 points
for the explanation. Please make sure to cite evidences from the text to support your claim. This Written Work is
equivalent to 30 points.

1. Bridgerton was no small feat. Shonda Rhimes went all-out with her debut Netflix series, a flashy period piece
set in 1813 Regency England complete with royalty, towering manors, formal balls, and elaborate practices of
courtship. A large ensemble brings the show’s intricate, Rhimes-level drama to life. So how does one dress them
all in such decadent, exquisite 19th century clothing? “The challenge really was, how do you create this world,
logistically, in the reality of it?” costume designer Ellen Mirojnick tells. What helped ease the process was having
a prior relationship and being “aesthetically compatible” with Shondaland. “[With] something this size, it's
comforting to know that we're on the same page,” Mirojnick says. Her costume team and the production company
worked closely together to keep track of what pieces were needed, what was being created, and how it would be
made (Gonzales, 2020).

Pattern or Method Used: _______________________

Explanation:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

2. .There are two ways in which one can own a book. The first is the property right you establish by paying for it,
just as you pay for clothes and furniture. But this act of purchase is only the prelude to possession. Full ownership
comes only when you have made it a part of yourself, and the best way to make yourself a part of it is by writing
in it. An illustration may make the point clear. You buy a beefsteak and transfer it from the butcher's icebox to
your own. But you do not own the beefsteak in the most important sense until you consume it and get it into your
bloodstream. I am arguing that books, too, must be absorbed in your bloodstream to do you any good (Adler,
1946).

Pattern or Method Used: _______________________

Explanation:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

3. The bandwagon effect is the tendency of an individual to acquire a particular style, behavior or attitude because
everyone else is doing it. It is a phenomenon whereby the rate of uptake of beliefs, ideas, fads and trends increases
with respect to the proportion of others who have already done so. As more people come to believe in something,
others also "hop on the bandwagon" regardless of the underlying evidence. Following the actions or beliefs of
others can occur because individuals prefer to conform, or because individuals derive information from others
(Wikipedia).

Pattern or Method Used: _______________________

Explanation:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

11
4. Heavy rainfalls are one of the major causes of floods. The level of water in rivers or lakes rises due to heavy
rainfalls. When the level of water rises above the river banks or the dams, the water starts overflowing, which
cues floods. The water overflows to the areas adjoining to the rivers, lakes, or dams, causing floods or deluge.
The flood water causes havoc and great destruction in the areas where it flows. Floods occur more in the regions
that get heavy rainfall.

Pattern or Method Used: _______________________

Explanation:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

5. An iPhone 12 vs iPhone 11 comparison makes a lot of sense, whether you're considering an upgrade or if you're
simply deciding between the two flagships. After all, the iPhone 11 now has a cheaper price and remains a top
seller. As you'll see in our iPhone 12 review, it offers plenty of upgrades over the iPhone 11. For starters, there
are four iPhone 12 models, compared to three for the iPhone 11. Apple has also embraced 5G connectivity across
the board, and every iPhone 12 packs an OLED screen, which is superior to LCD displays. The differences don't
stop there: the iPhone 12 also benefits from a more durable display and a faster A14 Bionic chip that blows away
Android phones, plus a powerful LiDAR sensor on the Pro variants. The prices for the new iPhones are fairly
reasonable, too (Spoonauer, 2021).

Pattern or Method Used: _______________________

Explanation:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

6. As I stand on the front porch of my cabin, a soft smell of sage drifts in my face, while I gaze in the distance.
Off to the right is a narrow valley, crawling with willow brush so thick you need a machete to walk through it.
As I look at the ravine running north and south an echo of water draining into water creeps towards me. Around
the hill at the south end is a pond, and at the north end sets a little old calving shed surrounded by aspen trees.
Across from me is an enormous football shaped alfalfa field screaming green, and beyond that rests another huge
aspen grove. Just off to the left is a mountain coated in evergreens wisping in the breeze. At the base of the
mountain, is a massive a-frame cabin with large triangular windows stretching to the eve. Further to my left is a
spring trickling down the hill, into a man-made pond the size of a hockey rink. This overflows into a tiny creek
that ripples directly down the slope behind me into the pond on my right, which is making the echo up the ravine.
Staying up at my cabin gives me a real sense of relaxation (Halvorson, 2006).

Pattern or Method Used: _______________________

Explanation:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

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CONCEPT NOTES
Lesson 2

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INDEPENDENT PRACTICE: Written Work 2
Let’s Hone Your Skills

A. Properties of a Well-Written Text

Directions: Below are sentences from a paragraph on how to gut or clean a fish. Arrange the sentences in logical
or chronological order for the paragraph to achieve coherence. Number the sentences 1 – 8. 1 as the first sentence,
and 8 as the last, respectively. Each item is equivalent to 1 point.
_____ Keep the knife blade shallow so you don’t puncture the intestine.
_____ Rinse the cavity out with a good stream of water and wash the skin. Some fish have dark tissue lining the
abdominal cavity that can be scraped off to prevent strong, oily flavor.
_____ Remove the head if you like after rinsing the cavity out.
_____ To begin, put the fish on the table or the cutting board. Insert the knife into the fish’s belly near the anal
opening and remove the blade up along the belly, cutting the head.
_____ Spread the body open and remove all the entrails, locate the fish’s anus and cut this out in a “V” or notch
shape.
_____ Your clean fish is now ready to be cooked.
_____ Some fish have kidneys by the backbone. Remove it by scraping it out with a spoon or your thumbnail.
_____ Clean your fish table immediately, collect the gut, head, and scales, and discard them properly.

B. Mechanics
Pronoun-Antecedent-Agreement
Directions: Rewrite the following sentences by correcting faulty shift in person, number and voice. Each
item is equivalent to 1 point.
1. Provinces are classified according to its average income for the last five years.
________________________________________________________________

2. Children wants his parents to learn.

______________________________

3. Everyone brings their books to the class.

___________________________________

4. If a man works hard, they will succeed.

_________________________________

5. All the boys presented his credentials.

_________________________________

Subject-Verb Agreement
Directions: Choose the verb that agrees with the subject of the sentence. Underline your answer. Each
item is equivalent to 1 point.
1. A number of houses (is, are) still submerged in water after the typhoon.
2. One-fourth of the proposals (was, were) approved.
3. Either the coach or the players (receive, receives) the award.
4. The Lord of the Rings (is, are) a series.
5. I (am, is) an environmentalist.
6. Fifteen percent of the budget (is, are) intended for infrastructure.
7. Joyce and Christine, not Tricia (facilitate, facilitates) the program.

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ACTION: Performance Task
Thematic Magazine
Directions: The primary goal of Unit 1 is to help you learn how to read and write simple texts, and the rudiments
they require to achieve a well – written output. You are to demonstrate how well you can read and write texts
using different patterns of development and apply the properties of a well – written text. Your task is to create a
magazine to promote your hometown. As a team of writers, you need to choose ONE from the presented
THEMES and write a short article about it.

Thematic Area 1: Reading & Writing Information Texts + Science & Technology
Context: You are a licensed engineer and you are to promote your hometown as an ecofriendly place. You need
to define “green engineering” and “urban planning” to highlight the way you build infrastructure in your area.
Your article will be evaluated using this rubric:
Criteria Excellent (4-5) Satisfactory (3-2) Poor (1) Score
Content Definition of term is Definition of term is stated Definition is not clear.
(x2) stated clearly and well clearly, but not adequately
supported with examples. supported with examples.
Organization Transitions are logical and Transitions need Writing is disjointed and
(x2) maintain the flow of improvement and the lacks transitions of thoughts
thought throughout the structure is confusing and and structure detracts from
output, and the structure is not easy to follow. the message.
clear and easy to follow.
Language Vocabulary and tone are Vocabulary or tone is not Both vocabulary and tone
(x2) appropriate to the appropriate to the are not appropriate to the
intended audience. intended audience. intended audience.
Mechanics Contains no errors in Contains a few errors in Errors in spelling,
(x2) spelling, punctuation and spelling, punctuation and punctuation, and
capitalization. capitalization. capitalization affect the
message of the text.
References The output contains in- The output used in-text The output does not have in-
text citation and strictly citation incorrectly with text citation, and the
followed 7th APA citation. 7th Edition APA citation. reference list does not
adhere to the prescribed
edition.

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 Thematic Area 2: Reading & Writing Comparison & Contrast Texts + Humanities & Design
Context: You are a creative consultant and you are tasked to fill in the advertisement page of the magazine. Write
a short article comparing your hometown to any well-known place abroad. Your article will be evaluated using
this rubric:

Criteria Excellent (4-5) Satisfactory (3-2) Poor (1) Score

Content Two topics of the same Two topics of the same No clear points of
(x2) category are examined for category are examined for comparison.
similarities and similarities and
differences based on at differences, but the points
least three points of are not clear.
comparison.
Organization Transitions are logical and Transitions need Writing is disjointed and
(x2) maintain the flow of improvement and the lacks transitions of thoughts
thought throughout the structure is confusing and and structure detracts from
output, and the structure is not easy to follow. the message.
clear and easy to follow.
Language Vocabulary and tone are Vocabulary or tone is not Both vocabulary and tone
(x2) appropriate to the appropriate to the are not appropriate to the
intended audience. intended audience. intended audience.
Mechanics Contains no errors in Contains a few errors in Errors in spelling,
(x2) spelling, punctuation and spelling, punctuation and punctuation, and
capitalization. capitalization. capitalization affect the
message of the text.
References The output contains in- The output used in-text The output does not have in-
text citation and strictly citation incorrectly with text citation, and the
followed 7th APA citation. 7th Edition APA citation. reference list does not
adhere to the prescribed
edition.

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 Thematic Area 3: Reading & Writing Description Texts + ABM & Livelihood
Context: You are a food attendant. You are to write a short article about your hometown’s specialty food. Describe
using vivid details how delicious and satisfying the food that your town has to offer. Your article will be evaluated
using this rubric:

Criteria Excellent (4-5) Satisfactory (3-2) Poor (1) Score

Content Main idea is clear and Main idea is clear but not Main idea is unclear.
(x2) supported with adequate supported with vivid
vivid details. details.
Organization Transitions are logical and Transitions need Writing is disjointed and
(x2) maintain the flow of improvement and the lacks transitions of thoughts
thought throughout the structure is confusing and and structure detracts from
output, and the structure is not easy to follow. the message.
clear and easy to follow.
Language Vocabulary and tone are Vocabulary or tone is not Both vocabulary and tone
(x2) appropriate to the appropriate to the are not appropriate to the
intended audience. intended audience. intended audience.
Mechanics Contains no errors in Contains a few errors in Errors in spelling,
(x2) spelling, punctuation and spelling, punctuation and punctuation, and
capitalization. capitalization. capitalization affect the
message of the text.
References The output contains in- The output used in-text The output does not have in-
text citation and strictly citation incorrectly with text citation, and the
followed 7th APA citation. 7th Edition APA citation. reference list does not
adhere to the prescribed
edition.

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Unit 2: Academic and Professional Writing
I. Context
Learning Competencies:
a. Explain how one’s purpose is crucial consideration in academic and professional writing EN11/12RWS-
IVDG-11;
b. Identifies the unique features of and requirements in composing texts that are useful across discipline
EN11/12RWS-IVDG-12.
Value Integration: Character
II. Experience
Prelection: 3-2-1
Direction: Academic texts are widely used in the academe for it enables learners to accomplish tasks needed
with accuracy, and precision. Accomplish the 3-2-1 chart below by filling out the necessary information.

3 1. _______________________________________________________
2. _______________________________________________________
ACADEMIC BOOKS
3. _______________________________________________________
I HAVE AT HOME
2 1. ________________________________________________________
2. ________________________________________________________
BEST ESSAY TITLES
I HAVE WRITTEN
1 1. _________________________________________________________
ORGANIZATION OR CLUB
YOU WERE A MEMBER OF

CONCEPT NOTES
Lesson 1

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GUIDED PRACTICE
Let’s Hone Your Skills
Directions: With a partner, preferably someone living in the same barangay, fill out the Prewriting Project
Proposal Matrix with the necessary information. This activity will serve as your MPBA springboard.

39
REFLECTION
The Hamburger Challenge
Directions: Each part of the hamburger represents a certain component of Unit 1. Read each statement and
accomplish the challenges. Be honest with your responses. Enjoy this sumptuous challenge!

Bun: Write one ‘soft’ question you want to

ask your teacher about the lesson.
____________________________________

Maitake Mushroom: Write a ‘healthier’ way to

correct someone’s faulty statement.
____________________________________

Romaine Lettuce: Write a ‘green act’ title for

N. an environmental proposal.
____________________________________

Vacuum-compressed Tomato: Use the word

‘tomato’ to make someone feel better.
____________________________________

Emmental Cheese: Write a ‘cheesy line’ you

heard from someone today.
____________________________________

Short-rib Patty: Write the ‘meatiest’ one liner

quote that summarizes the lesson.
____________________________________

Ketchup with Honey: How can we improve the

‘condiments’ of the lessons?
____________________________________

Bun: Which of the two ‘buns’ of lessons did you

enjoy the most and why?
____________________________________

Image form Food and Gasoline Tumblr Page

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ACTION: Midterm Performance – Based Assessment

Project Proposal for a Sustainable Initiative

GRASPS for the MPBA

Goal To write a project proposal before the Barangay Council.

Role You are a youth advocate who won as one the most Outstanding Youth

Ambassadors of the City and was granted 10,000php initiative package.

Audience Your proposal shall cater the marginalized, less privileged, and

underprivileged sectors of your barangay.

Situation In celebration of the Dia de Zamboanga, the Local Government Unit

[LGU] initiated OYAC, or the Outstanding Youth Ambassador of the

City. This award – giving initiative provides youth leaders and

ambassadors the chance to initiate projects for their respective

barangay. As one of the chosen ambassadors, you are tasked, together

with your partners, to write a sustainable project proposal that will cater

to the most vulnerable sector of your barangay.

Product/Performance A Project Proposal.

Standard/Rubrics Your paper shall be rated according to: content. Creativity, materials,

presentation, convention, and references.

*The instructors shall give the template of the proposal during the S-mode session.

41
 Project Proposal Rubric

Criteria Excellent Good Satisfactory Needs Score

Improvement
(5) (4) (3) (2)
Content The learner gives The learner gives The learner gives The learner is not
enough and some accurate few accurate pieces able to give any
(x2) accurate pieces of pieces of of information. accurate
information. information. information.
Creativity The learner The learner The learner hardly The learner is not
successfully presents the presents the able to present the
(x2) presents the information with information with information with
information with effective effective effective
unique and techniques. techniques. techniques.
effective
techniques.
Materials The materials The materials The materials The materials do
contribute greatly contribute to the contribute hardly to not contribute to
(x2) to the understanding of the understanding the understanding
understanding of the term. of the term. of the term.
the term.
Presentation The learner The learner The learner The learner is not
accomplishes the accomplishes the accomplishes the able accomplish
(x2) task with task. task hardly. the necessary task.
excellence.
Mechanics The learner The learner The learner Proper usage of
demonstrates demonstrates demonstrates rules is not
(x2) adequate use of partial use of limited use of observed
sentence proper sentence proper sentence
formation, formation, formation,
punctuation, etc. punctuation, etc. punctuation, etc.
References The output The output used in- The output The output does
contains in-text text citation contains incorrect not have in-text
(2) citation and strictly incorrectly with 7th in-text citations, citation, and the
followed 7th APA Edition APA and the reference reference list does
citation. citation. list does not adhere not adhere to the
to the prescribed prescribed edition.
edition.

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43
Unit 2: Application and Resume Writing
I. Context
Learning Competency:
a. Identifies the unique features of and requirements in composing personal correspondence
1. Resume;
2. Application for College Admission EN11/12RWS-IVhj-13.
Value Integration: Character
II. Experience
Prelection: Personal Timeline
General Instructions: Create a personal timeline of the important events in your life that’s relevant to your skills
honed and activities led. They can be organizations you were a member of, positions you were given in your
clubs, projects you initiated, or activities you organized. Do not forget to include the dates, and a short description
of the event/s.

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CONCEPT NOTES
Lesson 1

45
Sample Resume

For ENG112 purposes only.

46
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GUIDED PRACTICE: Written Work 1
Resume Writing
Directions: Since resume is an important document in applying for job, or college admission, you need to
accomplish one for future references. You may use the sample templates below, or any template you deemed
most appropriate. Please include the necessary parts of an effective resume.

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CONCEPT NOTES

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INDEPENDENT PRACTICE: Written Work 2
College Application Letter Writing
Directions: In order for one to be accepted in the university, one needs to write an effective college application.
Your task is to write a college application letter to the university of your choice, following the rudiments presented
in this lesson.

__________________________________________
__________________________________________

__________________________________________

__________________________________________
__________________________________________
__________________________________________
__________________________________________

__________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

__________________________________________

__________________________________________

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REFLECTION
Decision Making
Directions: Decisions we make today can create bigger impact someday. Below is a decision making table, kindly
encircle your choice from the two options and explain briefly why you have come up with those.

57
ACTION: Performance Task
College Application Interview
Directions: The primary objective of Unit 1 is to help you learn and practice reading and writing real – world
texts. You demonstrated how you can read, and write texts related to professions or tertiary courses. In this
performance task, we shall test how you can communicate effectively in a Zoom or phone interview.

GRASPS for the Performance Task

Goal To answer a Zoom or phone interview efficiently.

Role You are an incoming freshman who wishes to be admitted in one of the

most prestigious universities in the country.

Audience Your audience are the Director of the College Admission, University

Dean, and chosen faculty members.

Situation Due to the COVID Pandemic, most universities shifted from face to

face classes to blended learning, thus, application for university shifted

to online as well. As a freshman student, you wanted to be admitted in

your university of choice and wanted to ace your interview. So you

prepared your resume, and college application letter, and are scheduled

for an interview next month.

Product/Performance Zoom or Phone Interview

Standard/Rubrics Your interview shall be rated according to: greeting, communication,

politeness, general attitude, responses to questions, integrity, and over-

all demonstration of interview skills.

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 College Application Interview Rubric

Criteria Excellent Good Satisfactory Needs Score

Improvement
(5) (4) (3) (2)
Greeting The applicant The applicant The applicant The applicant
exhibits professional exhibits acceptable exhibits typical exhibits
(x22) behavior and uses behavior and uses behavior and did not unacceptable
appropriate language appropriate language modify the language behavior and
and greeting. and greeting fitting for an language.
inconsistently. interview.
Communication The applicant speaks The applicant speaks The applicant speaks The applicant speaks
clearly and distinctly clearly with minimal unclearly and there unclearly and the
(x2) with no lapse in mistakes in sentence were a few lapses in message is very
sentence structure, structure and sentence structure difficult to
grammar usage; grammar. and grammar. understand.
speaks concisely
with correct
pronunciation.
Politeness The applicant never The applicant The applicant The applicant
interrupted or interrupted or interrupted or interrupted the
(x2) hurried the hurried the hurried the interviewer several
interviewer and interviewer 1-2 interviewer 3-5 times, and forgot to
thanked them after times during the times during the thank him/her.
the interview. course of the course of the
interview and interview and
thanked the person thanked the person
after the interview. after the interview
Responses The applicant gives The applicant gives The applicant gives The applicant
well-constructed, well-constructed well-constructed answers with ‘yes’
to Questions confident responses responses, does not responses, but or ‘no’ and fails to
that are genuine. sound rehearsed, and sounds rehearsed or elaborate or explain.
(x2) somehow hesitant or unsure.
unsure.
Applicant’s The applicant’s The applicant’s The applicant’s The applicant’s
responses are responses are responses are responses are
Integrity consistent, gives generally consistent, somewhat inconsistent or
concrete and specific gives concrete and inconsistent or contradictory, gives
(x2) examples. specific examples contradictory, gives no specific
often. specific examples examples.
occasionally.
Overall The applicant is The applicant The applicant The applicant
highly proficient, demonstrated demonstrated demonstrated poor
Demonstration appropriately average proficiency, limited proficiency interview skills with
utilized interview appropriately appropriately little confidence
of Interview skills in enthusiastic, utilized interview utilized interview displayed.
motivating, and skills in enthusiastic, skills in enthusiastic,
Skills engaging manner. motivating, and motivating, and
engaging manner. engaging manner. .
(X2)

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 Finals Performance Based - Assessment
Video Resume
GRASPS for the Finals Performance – Based Assessment

Goal To submit a video resume for college application.

Role You are an incoming first year college who would like to enroll in the

university of your choice.

Audience Your audience are the Dean of the College Admissions and the Head of

the Department of your choice.

Situation One of the requirements an incoming college student needs to

accomplish is an interview. It is a qualitative way for the university to

assess whether a candidate is qualified for a program or not. Due to

limited contact because of the health and safety protocols, instead of a

face-to-face interview, universities decided to have their applicants

submit a video resume as part of their application. Each applicant

should submit a 2 minute video resume stating their complete name, the

SHS institution they graduated from and the strand. They also need to

highlight their skills and engagements during their SHS years, and

include a brief explanation as to why they should be admitted in their

course choice.

Product/Performance A 2-minute Video Resume

Standard/Rubrics Your interview shall be rated according to: production value,

appearance and presentation, communication, body language,

integrity, and over-all demonstration of interview skills.

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 Rubric for Video Resume

Criteria Excellent Good Satisfactory Needs Score

Improvement
(5) (4) (3) (2)
Production The video is well- The video is well- The video is The video is poorly
edited or filmed with edited or filmed with satisfactorily edited edited or filmed and
Value no flash-frames, minor errors. Audio or filmed and jump the audio us not
jump-cuts, or extra sometimes drops or cuts. Audio clear. No lights were
(x2) video. Audio is clear spikes. Little competes with used.
and consistent. attention was paid to natural sound and
Lighting is well done lighting the subject. does not match the
and appropriate for video. No lights
the subject. were used.
Appearance The applicant’s The applicant’s The applicant’s The applicant’s
over-all appearance over-all appearance over-all appearance over-all appearance
and is neat. Choice of is neat. Choice of is somewhat untidy. is untidy. Choice of
clothing is clothing is quite Choice of clothing is clothing is
Presentation appropriate. Well – appropriate. Well – inappropriate and inappropriate and
groomed and appear groomed and grooming attempt is poor grooming.
(x2) professional. somewhat evident.
professional.
Communication The applicant speaks The applicant speaks The applicant speaks The applicants
clearly and distinctly clear with minimal unclearly and there speaks unclearly and
(x2) with no lapse in mistakes in sentence were lapses in the message is very
sentence structure structure and sentence structure difficult to
and grammar usage; grammar. and grammar. understand.
speaks concisely
with correct
pronunciation.
Body Language The applicants The applicants The applicants The applicants
shows no fidgeting shows minimal shows fidgeting and shows fidgeting and
(X2) and consistently fidgeting and minimally used none or very poor
used physical average used of physical gestures, physical gestures,
gestures, facial physical gestures, facial expressions facial expressions
expressions and facial expressions and bodily and bodily
bodily movements in and bodily movements in a movements in a
a professional movements in a professional manner. professional manner.
manner. professional manner.
Applicant’s The applicant’s The applicant’s The applicant’s The applicant’s
responses are responses are responses are responses are
Integrity consistent, gives generally consistent, somewhat inconsistent or
concrete and specific gives concrete and inconsistent or contradictory, gives
(x2) examples. specific examples contradictory, gives no specific
often. specific examples examples.
occasionally.
Overall The applicant is The applicant The applicant The applicant
highly proficient, demonstrated demonstrated demonstrated poor
Demonstration appropriately average proficiency, limited proficiency skills with little
utilized skills in appropriately appropriately confidence
Skills enthusiastic, utilized skills in utilized skills in displayed.
motivating, and enthusiastic, enthusiastic,
(X2) engaging manner. motivating, and motivating, and
engaging manner. engaging manner. .

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REFERENCES

Antonino, M T. et. al., (2017). Reading and Writing Skills for Senior High School Students. Muyta Publishing
House., Inc., Araneta University Village, Malabon City.

Cenizal-Raymundo, H. (2016). Reading and Writing Skills. Diwa Learning Systems, Inc., Makati, City.

DepEd Commons. (n.d). Reading and Writing Skills.

https://drive.google.com/drive/folders/1nBdfN237_N6SmCIqRo43EEDqrs3NDU1r
PB Works. (n.d). English 120. http://english120.pbworks.com/w/search?q=paragraph%20by%20example

R Campus. (n.d). Rubrics. Reazon Systems, Inc.

https://www.rcampus.com/rubricshowc.cfm?code=MX6498B&sp=yes&

Tesero, H A. (n.d). Project Proposals. DepeEd Commons.

https://docs.google.com/presentation/d/1tohIW9s43qHCIGKoiNCo06vp88X73FN8/edit#slide=id.p5

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