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HUMSS RAFFLESIA
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HUMSS RAFFLESIA
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HUMSS RAFFLESIA
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HUMSS RAFFLESIA
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HUMSS RAFFLESIA

Introduction
Understanding English, especially through developing the essential skills of
reading and writing, can only happen effectively if we begin where the students
are.

This textbook is built on that premise -- the goal of valuable language learning
can only be reached if student are able to appreciate and apply their language
use to relevant and real situations.

This textbook aims to guide students and teachers through an enjoyable journey
of learning English, with a special focus on reading and writing skills for a variety
of significant purposes.

This study skills and process-oriented textbook serves a bridge connecting

students and teachers to English by using content and language that is familiar
and engaging, yet challenging.

The reading selections taken from a wide range of fields, writing outputs, and
other activities are relevant to their experiences as young, 21st century Filipino
learners.

It encourages them to explore different context and strategies for reading and
writing, especially maximizing their proficiency with technology by integrating
different media into their lessons.

The textbook underscores and capitalizes on the connection of reading and

writing by explaining how they work together both as a process and a product.

Students are provided with opportunities to develop their abilities in both skills
through lessons that cater to different learning needs and style.

This textbook is an invaluable resource for both teachers and students, aimed at
strengthening critical thinking, reading, and writing skills by placing the
understanding of students' background and the contexts they find themselves in
at the heart of effective communication in English.
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Lesson 1:
TECHNIQUES IN SELECTING AND
ORGANIZING INFORMATION

I. I. Brainstorming
is the most popular tool in generating creative and
rich ideas

How Brainstorming Works

1) Decide for the general or primary topic.
2) Get ideas from everyone.
3) Revisit the list.
4) Have the list as a guide or an outline for the final product.

II. TWO METHODS OF BRAINSTORMING

1) Idea List - involves writing the main topic and listing down the related ideas
Example:
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2) Idea Map - a visual representation of ideas and their connections with one
another. It is more structured. Its shows how one idea subordinates another
idea.
Example:

III. II. Graphic Organizers - are visual representations of concepts

that help us structure information into organizational patterns
- present essential information and connect these pieces of
information into a coherent framework.

 TYPES OF GRAPHIC ORGANIZERS

1) Venn Diagram - used to compare and contrast ideas and event. Its also
uses two or more overlapping circles to show similar and different attributes.
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Example:

2) Network Tree - used to represent hierarchy, classification, and branching

- useful in showing relationships of scientific categories, family trees, and
even lineages.
Examples:
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3) Spider Map - also known as semantic map - used to investigate and

enumerate various aspects of a central idea, which could be a concept,
topic, or theme.

Example:
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4) Problem-Solution Map - displays the nature of the problem and how it

can be solved - usually contains the problem's description, its causes and
effects, and logical solutions

5) Timelime - used to show how events occurred chronologically through a

long bar labeled with dates and specific events
- can be linear or comparative
a. Linear Timeline
- shows how events happened within one period
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b. Comparative Timeline
- shows two sets of events that happened within the same period

6) Plot Diagram - used to map events in the story. It is also used to

analyze the major parts of a plot
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7) Series of Events Chain - used to show the logical sequence of events

8) Fishbone Map - used to better understand the causual relationship of a

complex phenomenon
- shows the factors that cause a specific event or problem, as well as details
of each cause
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9) Cycle - describes how a series of events interact to produce a set of

results repeatedly
* Some examples of events that require a cycle are water cycle,
metamorphosis, and poverty cycle.

10) Persuation Map - used to map out arguments and evidence that
prove a viewpoint
- is especially useful when processing persuasive or argumentative texts
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 III. Outline - considered as a plan for writing; a summary that

gives the essential feature of a text. It shows how the parts of a
text are related to one another as parts that are of equal
importance, or sections that are subordinate to a main idea

TWO OUTLINE FORMATS

1) Alphanumeric Outline- uses only numbers as labels
2) Decimal Outline- uses both letters and numbers as labels

PRINCIPLES OF OUTLINING
1) Coordination - requires ideas of the same relevance to be labeled in the
same way
I. Positive effects of uniform policy
A. Promotes school identity
B. Improves school security
II. Negative effects of uniform policy
A. Inhibits learning
B. Curtails individuality
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2) Subordination - shows that minor details have to be placed under their

respective major details
I. Positive effects of uniform policy
A. Promotes school identity
B. Improves school security
II. Negative effects of uniform policy
A. Inhibits learning
B. Curtails individuality

3) Divison - requires that no cluster should contain only one item

I. Positive effects of uniform policy
A. Promotes school identity
B. Improves school security
II. Negative effects of uniform policy
A. Inhibits learning
B. Curtails individuality

4) Parallel Construction - requires all entries in each cluster to use the same
structure and format
I. Positive effects of uniform policy
A. Promotes school identity
B. Improves school security
II. Negative effects of uniform policy
A. Inhibits learning
B. Curtails individuality
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KINDS OF OUTLINE ACCORDING TO STRUCTURE

1) Topic Outline - a systematic arrangement of ideas using broad topics in
the form of words or simple phrases as headers

2) Sentence Outline - also known as expanded outline. Its also uses

complete sentences as its entries
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THESIS STATEMENT
- the central idea of a multiple
-paragraph composition
- one-sentence summary that guides, controls, and unifies ideas
when writing
*In simple terms, all the other ideas present in an essay revolve
around the thesis statement.

“In preparing for a battle I have always found that plans are useless,
but planning is indispensable.”
- Dwight D. Eisenhower
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Lesson 2:
PATTERN OF DEVELOPMENT IN
WRITING ACROSS DISCIPLINES

I. NARRATION
Narration tells a story.
 It relates an incident or a series of events that leads to a
conclusion or ending. It tells the readers when, where, and
what happened.
Narrative paragraph
 contains action verbs and transition words that indicate
time or sequence.
Examples:
first, second, etc.
suddenly, instantly
after, next, then, eventually,
soon the next day,following
meanwhile, a short time late
in the end, ultimately
during, at the same time, simultaneously
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II. DESCRIPTION
It gives information of what a person, an object, place, or
situation.
It appeals to the reader’s senses; it makes the reader see,
hear, touch, taste, or smell the subject.

Descriptive Paragraph
it has a concrete and specific details, which are carefully chosen by
a writer to paints a picture in mind of the reader

III. DEFINITION
Definition explain a concept, term, or subject. The main
purpose of definition is to tell what something is.
Definition is consisting of three parts:
1. the term, concept or subject to be defined;
2. the general class to which it belongs;
3. the characteristics that differentiate it from the other members
of its class.

IV. EXEMPLICATION
Is one of the most common and effective ways to show or
explain an idea or point.
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In this pattern of development, the main idea is explained by

giving an extended example or a series.

V. Comparison and Contrast

Comparison in writing discusses elements that are similar,
while contrast in writing discusses elements that are different.
A compare-and-contrast essay, then, analyzes two subjects by
comparing them, contrasting them, or both.

VI. Cause and Effect

Cause and effect is a relationship between events or things,
where one is the result of the other or others. This is a
combination of action and reaction.

VII. Problem-solution
Problem-solution format is a method for analyzing and
writing about a topic by identifying a problem and proposing
one or more solutions.

VIII. Persuasive
Persuasion is something meant to get you to do or believe
something. If you’re not sure you want to go somewhere, your
friend might use persuasion to talk you into it.
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Lesson 3:
PROPERTIES OF A WELL-WRITTEN
TEXT
For a text to be well-written, one must keep in mind these four properties.

O
R
G
 It is said that ideas are well-developed when there is a clear
A statement of purpose, position, facts, examples, specific details,
N definitions, explanation, justifications, or opposing viewpoints.
I  Organization is achieved when these ideas are logically and
Z accurately arranged.
A  If there is a clear statement of purpose, position, facts, examples,
T specific details, definitions, explanation, justifications, or opposing
I viewpoints, IDEAS are formed and well- developed.
O
N

And if there is organization. . . there is . . .

II. COHERENCE AND COHESION

o COHERENCE: This means that sentences are arranged in a

logical manner, making them easily understood by the
reader.
o COHESION: connection of ideas at sentence level

o COHESION - the property of unity in a written text or a

segment of spoken discourse that stems from links among its
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surface elements, as when words in one sentence are repeated

in another, and especially from the fact that some words or
phrases depend for their interpretation upon material in
preceding or following text

Example:
Be assured of this. Most people do not want to fight. However, they
will do so when provoked.

How can we organize the details of a paragraph?

A. Arrangement of details according to . . .

1. Chronological Order
2. Spatial Order
3. Emphatic Order

1. CHRONOLOGICAL. The details are arranged in the order in which they

happened.
Example:
This morning was crazy. My alarm clock was set for PM instead of
AM, so I woke up really late. I just threw on some clothes and ran out the
door. I rode my bike as fast as I could and thought that I was going to be
late for sure, but when I got there everyone was outside and there were
firetrucks all lined up in front of school. I guess somebody pulled the fire
alarm before class started. It worked out though, because nobody really
noticed or minded that I was tardy.

2. SPATIAL – The sentences of a paragraph are arranged according to

geographical location, such as left-to-right, up- to-down, etc.
Example:
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The inside of Bill's refrigerator was horrible. On the top shelf was a
three-week old carton of milk. Next to it sat a slice of melon that had
started to get moldy. To the right of the melon sat the remains of a
macaroni and cheese dinner that had been served a week earlier. On the
shelf below was a slice of cake from his sister's birthday party. Though
there was food, none of it was edible.

3. EMPHATIC – is when information found in a paragraph is arranged to

emphasize certain points depending on the writer’s purpose. The
coherence of the paragraph is established in one of two ways: (a) from
least to most important, or (b) from most to least important.
Example:
After looking at all the brochures and talking to several salesmen, I
decided to purchase an SLR camera. For several years I had been
dissatisfied with the results I was getting from my point-and-shoot camera.
The framing was imprecise and the focus was not always accurate. I had
planned a vacation to an area that promised many fabulous photo
opportunities, and I wanted to capture each one with accuracy. But the
most important reason I decided on the SLR camera was the great
versatility it offered. COHERENCEAND COHESION

In the above paragraph, the organization moves from the least important idea
(dissatisfaction with the results of the point-and-shoot camera) to the most
important idea (the versatility offered with the SLR camera).

B. Signal Devices - words that give readers an idea of how the points in your
paragraph are progressing
Examples:
1. Transitions (words that connect one idea to another, in order for our
ideas to flow smoothly)
A .Time (first, immediately, afterward, before, at the same time,
after, earlier, simultaneously, finally, next, in the meantime, later,
eventually, then, meanwhile, now, subsequent, etc.)
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b. Sequence (moreover, furthermore, next, also, finally, last,

another, first, second, third, besides, additionally, etc.)
c. Space (above, next to, below, behind, beside, etc.)
d. Illustration (for instance, specifically, for example, namely, in this
case, to illustrate, etc.)
e. Comparison (similarly, also, in the same way, still, likewise, in
comparison, too, etc.)
f. Contrast (but, despite, however, even though, yet, on the other
hand, although, on the contrary, otherwise, conversely, etc.)
g. Cause and Effect (because, as a result, consequently, then, so,
since, etc.)
h. Conclusion (thus, therefore, in conclusion, in short, etc.)

2. Repetitions (repetitions of main ideas keep continuity and highlight

important ideas) -it could be a word, a phrase, or a full sentence, or a
poetical line repeated to emphasize its significance in the entire text
Examples:
1. If you think you can do it, you can do it.
2. The boy was a good footballer, because his father was a
footballer, and his grandfather was a footballer.
3. The judge commanded, stamping his mallet on the table, “Order
in the court, order in the court.”
4. The president said, “Work, work, and work,” are the keys to
success. Examples of Repetitions:
3. Synonyms (these are words similar in meaning to important words or
phrases that prevent tedious repetitions)
4. Pronouns (words that connect readers to the original word that
the pronouns replace)
Example of Pronouns used in an actual sentence:
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INCORRECT: Rodrigo Duterte is the 16th President of the Republic of the

Philippines. Aside from that, Rodrigo Duterte also served as Davao City’s
Mayor for a long period of time. Rodrigo Duterte is also known by the
populace as an adamant leader. . .
CORRECT: Rodrigo Duterte is the 16th President of the Republic of the
Philippines. Aside from that, he also served as Davao City’s Mayor for a
long period of time. He is also known by the populace as an adamant
leader. . .

III. Language Use

- appropriateness of word / vocabulary usage
- Words and Phrases one must avoid to use in order to practice
appropriate
1.Too informal
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2.Too unsophisticated

3.Too vague

Other tips
•Jargon (i.e. “insider” terminology that may be difficult for readers from
other fields to understand)
•Clichés (which are expressions that are heavily overused, such as think
outside of the box and but at the end of the day)
•Everyday abbreviations (e.g. photos, fridge, phone, info)
•Slang (e.g. cops, cool)
•Not gender neutral (e.g. firemen, mankind)
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IV. MECHANICS
- set of conventions on how to spell, abbreviate, punctuate, and capitalize
*Avoid contractions and exclamation points (unless part of a direct
quotation)
*Mention the full name before the abbreviation.
*Numbers from 0-10 must be spelled out.
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Lesson 4:
CRITICAL READING AS LOOKING FOR
WAYS OF THINKING

TEXT

can be easily cannot be easily

comprehended comprehended

The meaning of words may be implied in three ways:

1. Text
2. Reader’s context
3. Author’s context

Simple - involves identifying and recognizing the

Reading meaning of a text

- is a more advanced form and a higher Critical

level of reading Reading
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Critical Reading
- is a type of reading whereby the reader analyzes and interpret the
reading material to know if it presents logical ideas and connection of
ideas
Simple Reading Critical Reading
After recognizing what a text says, it
It gives the basic definition of a text. reflects on what the text does by
making judgment.
Its certain goal is to recognize the
author’s purpose in writing the
Its central idea is the message being
material, understand the tone and
imparted.
persuasive elements in it, and to
recognize bias in the text.
It recognizes what a text says, reflects
• It recognizes what a text says. on what the text does, and infers on
what the text means.
The reader actively recognizes and
The reader absorbs and understands.
analyzes evidence in the text.

Example:
Interpret the lyrics through simple and critical reading.
“…I don’t need a whole lot of anything. I just need a little bit of
everything.”
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Critical Thinking
involves a series of complex thought processes which allows
you to make reasoned judgments, assess the way you think,
and solve problems effectively

FLOW OF CRITICAL THINKING

COMPONENTS OF CRITICAL THINKING

1. Getting the Main Idea
- involves identifying the general idea in a text which may be
explicitly or implicitly stated *Main idea is usually found in the
beginning, middle, or end of the text.

2. Summarizing
- includes recalling all pertinent information and thinking how to
compact them all in a summary *Incorporate all important ideas
and be guided by the WH- questions.
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3. Inferring
- is done by combining the reader’s knowledge and background
with details and clues stated by the author - is a process used by a
reader to understand an idea that the author does not state
explicitly

4. Drawing Conclusions
- is usually done after reading the whole text - is figuring out much
more than what an author says directly

5. Analyzing sequence
- considers the order of arrangement of events present in the text

6. Determining Fact from Opinion

Opinion – is an unverified idea; it may or may not prove to be true
Fact – is an idea that is already proven or is obviously true

7. Understanding Cause and Effect

- involves identifying the event that causes another event

8. Comparing and Contrasting

Contrasting is determining how things are different.
Comparing is determining how things are the same

9. Identifying the problem and solution

-involves discussing complex issues and identifying the solution
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Lesson 5:
EXPLICIT AND IMPLICIT CLAIMS IN A
TEXT

EXPLICIT IMPLICIT

obvious and apparent; not expressed clearly; only

directly stated suggested; indirectly stated

Explicit Information
- Explicit information is any idea that is stated.
-With explicit information, you see the text explained!
- Since you are looking for explicit information in what is read, the
explicit information will be written in the text. There is no need to
look for clues. Just read. If the information is written, it is explicit.

Recognizing the Explicit

What is the implied message with this ad?

Implicit Message
Even in the year 2012, some people are under the assumption that it is a
woman’s role in life to clean and take care of the household.

Processing the Implicit

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This is an example of implicit advertising as it implies a rivalry between the

mentioned car manufacturers (Subaru, BMW and Audi)

Implicit Message
The advertisement congratulates and shoots down the efforts of the other
car manufacturers in one sentence, which could be considered as being
quite patronizing and again demonstrates the rivalry.

KINDS OF CLAIM
1) CLAIM OF FACT
- facts that are assumed to be true without external evidence
-a statement that the author wants the reader to accept
- writer's point or position regarding the chosen topic
- inferred from a reliable source of information - relates to the
statement that can be verified, no matter how difficult - not
dependent on merely on a person's preference, but can be true or
false
– claim that can be proven by steadfast information or data
Examples:
a. All men are created equal.
b. Cancer is not contagious.
c.The earth is warming rapidly.
d.The atmosphere has too much carbon dioxide.

2) CLAIM OF POLICY
- depends on an existing policy, rule, or law - an argument that
asserts the implementation of a certain policy - posits that specific
action should be chosen as solution to a particular problem - begins
with “should,” “ought to,” or “must.”
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Examples:
a.The government must devote more funds to building schools
than building roads.
b.The death penalty must be revived.
c. Beauty contests should be banned.
d. A national ID system should be adopted.

3) CLAIM OF VALUE
- is based on personal taste or practices and morality
- a statement about which is better, more important, more
desirable, more neede, or more useful
- argues whether something is good or bad
Examples:
a.This is very good school.
b. It is more advantageous for a Filipino child grow up
speaking Filipino instead of English.
c. It is better to be feared than loved. e. It's more fun in the
Philippines. f. It is better to have loved and lost than not to
have loved at all.
d. Buying and fixing a house ibetter than building a new one.
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Lesson 6:
ONTEXT OF TEXT DEVELOPMENT
I. INTERTEXT II. HYPERTEXT

Being a critical reader also involves understanding that texts are

always developed with a certain context. A text is neither written nor read
in a vacuum; its meaning and interpretation are affected by a given set of
circumstances.
Thus, CONTEXT is defined as the social, cultural, political, historical,
and other related circumstances that surround the text and from the terms
from which it can be better understood and evaluated.
In discovering a text's context, you may ask questions like:
• When was the work written?
• What were the circumstances that produced it?
• What issues deal with it?

INTERTEXTUALITY
is the modeling of a text's meaning by another text. It is defined as
the connections between language, images, characters, themes, or
subjects depending on their similarities in language, genre or
discourse. This view recognizes that the text is always influenced by
previous texts.

A text contains many layers of accumulated, cultural, historical, and

social knowledge, which continually adds to and affects one another. The
function and effectiveness of intertextuality can often depend quite a bit
on the reader’s prior knowledge and understanding before reading the
secondary text; parodies and allusions depend on the reader knowing
what is being parodied or alluded to.
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Then what do you think is the weakness of Intertextuality?

The definition of intertextuality was created by the French
semiotician Julia Kristeva in the 1960s. She created the term from
the Latin word intertexto, which means “to intermingle while
weaving.” Kristeva argued that all works of literature being
produced contemporarily are intertextual with the works that came
before it.
In other words, what do you think does this mean? ANSWER: Any
text can be considered a work of intertextuality because it builds on
the structures that existed before it.
Another definition of Intertextuality is that it is a literary discourse
strategy (Gadavanij, n.d.) utilized by writers in novels, poetry,
theatre and even in non-written texts (such as performances and
digital media). This means that. . .

Intertextuality does not require citing or referencing punctuation (such as

quotation marks) and is often mistaken for plagiarism (Ivanic, 1998).

Common Examples of Intertextuality

We use different examples of intertextuality frequently in common speech,
like the following:
1. He was lying so obviously; you could almost see his nose growing.
2. He’s asking her to the prom. It’s like a happy version of Romeo a
nd Juliet.
3. It’s hard being an adult! Peter Pan had the right idea.

Fan fiction is a great example of intertextuality. In fan fiction, authors

enter the fictional worlds of other authors and create their own stories.
Are you familiar with fan fictions?
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FUNCTION OF INTERTEXTUALITY

A majority of writers borrow ideas from previous works to give a

layer of meaning to their own works. Since readers take influence from
other texts, and while reading new texts they sift through archives, this
device gives them relevance and clarifies their understanding of the new
texts.

Based on our discussion, what do you think is the importance of

intertextuality? Do you have any ideas?
The Importance of Intertextuality
Intertextuality shows how much a culture can influence its authors, even as
the authors in turn influence the culture.

HYPERTEXT
HYPERTEXT is a nonlinear way of showing information.
• Hypertext connects topics on a screen to related information,
graphics, videos, and music -- information is not simply related to
text.
•This information appears as links and is usually accessed by
clicking. The reader can jump to more information about a topic,
which in turn may have more links.
•This opens up the reader to a wider horizon of information to a
new direction.
A reader can skim through sections of a text, freely jumping from
one part to another depending on what aspect of the text interests
him/her. Thus, in reading with hypertext, you are given more flexibility and
personalization because you get to select the order in which you read the
text and focus on information that is relevant to your background and
interests.
Why use hypertext?
Because in general, humans learn better associatively.
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Lesson 7:
CRITICAL READING AS REASONING
WHAT IS REASONING?

FORMULATING EVALUATIVE STATEMENTS

WHAT IS AN EVALUATIVE STATEMENT?

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HOW TO FORMULATE AN EVALUATIVE STATEMENT?

Evaluative statements about a text are formulated after having read the
text carefully and critically, grasping the essence of the text and checking
for possible fallacies in the argument.
The formulation of the evaluative statements is done in the same way you
do any other writing except that the statement is about your judgement
of the text’s content and property.
You may compose your evaluative statements in two steps: 1. Formulating
Assertions about the Content and the Properties of a text Read 2.
Formulating a meaningful counterclaim in response to a claim made in
the text read
In this step, you have to examine which ideas are facts or opinions, make
inferences or conclusions, and assess the overall quality of the text. These
assertions usually contain evaluative languages such as useful, significant,
important, insightful, detailed, up-to- date, comprehensive, practical, etc.

FORMULATING ASSERTIONS ABOUT THE CONTENT AND THE PROPERTIES

OF A TEXT READ
Counterclaim is the opposition you make about the claim of a writer. You
must recognize the value of hedges when you state your counterclaims.

FORMULATING A MEANINGFUL COUNTERCLAIM IN RESPONSE TO A CLAIM

MADE IN THE TEXT READ
A hedge is a word or phrase that minimizes negative impact of a criticism.
When you are presenting your counterclaim, you are providing criticism
since you are stating that the claim is not true. Hedge is used to give a
courteous tome in your writing.
Hedges could come in different forms such as :
Modals – may, could, would, etc.
Frequency adverbs – usually, generally, commonly
Probability adverbs – probably, possibly, presumably

FORMULATING A MEANINGFUL COUNTERCLAIM IN RESPONSE TO A CLAIM

MADE IN THE TEXT READ
Obesity is caused by the bad food choices being offered by the food
industry.
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Lesson 8:
UNIQUE FEATURES OF AND
REQUIREMENTS IN COMPOSING TEXT
THAT ARE USEFUL ACROSS
DISCIPLINE

A. Article Critique

An analytic or critical review of a book or article is not primarily a

summary; rather, it comments on and evaluates the work in the light of
specific issues and theoretical concerns in a course. (To help sharpen your
analytical reading skills, see our file on Critical Reading.) The literature
review puts together a set of such commentaries to map out the current
range of positions on a topic; then the writer can define his or her own
position in the rest of the paper. Keep questions like these in mind as you
read, make notes, and write the review

What is the purpose of book review or article critique?

The purpose of a review is to provide an informed and
succinct analysis of an item such as a book, article or video.
The review should describe the item's content and
argument(s) and discuss its strengths and weaknesses.

There are two general approaches in reviewing a book:

1.Descriptive review:
presents the content and structure of a book as objectively as
possible, describing essential information about a book's
purpose and authority. This is done by stating the perceived
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aims and purposes of the study, often incorporating passages

quoted from the text that highlight key elements of the work.
Additionally, there may be some indication of the reading
level and anticipated audience.

2. Critical review
describes and evaluates the book in relation to accepted
literary and historical standards and supports this evaluation
with evidence from the text and, in most cases, in contrast to
and in comparison with the research of others. It should
include a statement about what the author has tried to do,
evaluates how well you believe the author has succeeded in
meeting the objectives of the study, and presents evidence to
support this assessment. For course assignments, most
professors will want you to write this type of review.

B. A literature review is both the process and the product.

A literature review is a descriptive, analytic summary of the existing

material relating to a particular topic or area of study.
The literature review process involves a systematic examination of prior
scholarly works.

The purpose of a literature review is to:

Provide foundation of knowledge on topic. Identify areas of prior

scholarship to prevent duplication and give credit to other
researchers. Identify inconstancies: gaps in research, conflicts in
previous studies, open questions left from other research.

What are the goals of a literature review?

As part of a research study or paper you may need to identify and

review relevant information on a specific topic. Often times your
instructor will ask you to conduct a review of the literature. The first
goal of a literature search is to ensure that you are aware of other
research in your field.
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C. What Is a Research Report?

A research report is a document prepared by an analyst or strategist who

is a part of the investment research team in a stock brokerage or
investment bank. A research report may focus on a specific stock or
industry sector, a currency, commodity or fixed-income instrument, or on a
geographic region or country. Research reports generally, but not always,
have actionable recommendations such as investment ideas that investors
can act upon.

The following steps will help you write a research paper, starting with
nothing but an assignment or prompt and ending up with a well-crafted
essay. The steps are:

Step 1: Get familiar with the assignment

Step 2: Pick a topic
Step 3: Research
Step 4: Organize research
Step 5: Form a thesis
Step 6: Create an outline
Step 7: Write
Step 8: Edit for content
Step 9: Edit for grammar
Step 10: Re-read and submit your paper

The purpose of research report is to convey the interested persons the

whole result of study in sufficient detail and to determine himself the
validity of the conclusions.

D. A project proposal
is a document that is used to convince a sponsor that a project needs to
be kicked-off to solve a particular business problem or opportunity. It
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describes in depth, how the project is going to be commenced so that the

sponsor understands what is involved early.

Follow these five tips, and you'll write a winning project proposal every
time.
1.Plan Ahead. First, think of the proposal as a project in and of itself (albeit
a small project). ...
2.Write a Super Executive Summary. ...
3.Get to the Point! ...
4.Explain How You'll Achieve the Goal. ...
5.Show Historic Precedent.

There are six types of proposal:

1.Formally solicited
2.Informally solicited
3.Unsolicited
4.Continuation
5.Renewal
6.Supplemental

 Formally solicited
A formally solicited project proposal is made in response to an
official request for a proposal. In a way, this is the easiest way to
create a proposal for a new project, since the Request
For Proposal (RFP) document will usually tell you exactly what the
customer or audience wants and sometimes even directions for
preparing the proposal.

 Informally solicited
Informally solicited project proposals are the same as formally
solicited ones, except the information they are based on isn’t set out
in a specific document. This makes them a little harder to deal with
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(more research is involved in analysing them) but you at least have

a rough starting point.

 Unsolicited
Unsolicited project proposals are the project equivalent of cold calls
– nobody asked to receive one, but (if you’ve done your homework)
it can still provide a ton of value. These are proposals which are
thought of by the person submitting them and can be inspired by
anything, from a eureka moment in the employee’s daily work to a
casual conversation with a customer.

 Continuation
Continuation project proposals are by far and away the easiest to
write, since these are essentially reminders/updates for ongoing (and
already approved) projects.

 Renewal
Once an ongoing project has finished or outlived its usefulness (and
support for it is going to be terminated), a renewal project proposal
can be written to make the case for its continued support.

 Supplemental
A supplemental project proposal is required when you need to ask
for extra resources for a project (beyond those originally proposed).
The main aim when writing these proposals is to be able to justify
the extra resources and produce updated estimates of what the
project will now take to complete.

Planning your proposal

Once you know what kind of proposal you’re writing you need to research
and plan out the document to make sure you don’t miss out any vital
information. Although what you write will vary a little depending on the
type of proposal you’re submitting and the format it’s using, you’ll
generally want to:
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1.Define your audience

2.Know what problem the proposal tackles
3.Research the current state of the issue
4.Clearly define the proposal
5.Predict the effect this will have
6.Assess the time and resources this will take
Create an outline of the document

1) Define your audience

If you’re aiming to get your proposal approved you need to convince
the person reading it that it’s worth the time and resource investment.
To do that, you need to know who your audience is, what they
prioritize, and what they’re likely to be resistant to.

2) Know what problem the proposal tackles

While it might be obvious what the problem is in your mind, this is
where the power of knowing your audience comes in. Here you’re not
only laying out what the problem you’re solving is, but you’re also
linking it back to your audience in terms of what they understand and
value.

3) Research the current state of the issue

Before you can suggest a solution to the problem you need to know
what its current state is and what research has already been done on
how to solve it. This will let you adjust your own solution and back it up
with solid evidence to provide a more convincing proposal.

4) Clearly define the proposal

Now that you know what your problem is, what’s already been done
to solve it, and who you’re writing for, you need to work out and
clearly define what your project proposal is. Don’t worry too much
about relating it back to your audience just yet – for now the focus
should be on coming up with a solution to the problem.

5) Predict the effect this will have

Anyone with the power to approve your proposal will likely have one
question in their mind after hearing it; “why is this the best solution to
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the problem?”. If they can’t make the link between your proposal and
the problem you’ve highlighted, you’ll never get past the pitch.

6) Assess the time and resources this will take

Progress doesn’t come for free, and now it’s time to look into the time
and resources your proposal will take to complete. This will let you
know whether the proposal is worth the investment before even
submitting it – if you can see that the time and resources far outweigh
your predicted outcomes, chances are that it’s worth saving your
audience’s time and not pitching it at all.

7) Plan an outline
Finally, once you have all the information you need it’s time to plan the
outline for your project proposal. Don’t worry about making everything
look nice or read perfectly for now – focus on getting the core elements
of your proposal on one page, then you can worry about the specific
language when you’re actually writing your proposal.

E. Position Paper
is a common type of academic argument writing assignment. Typically, a
Position Paper is written after reading about and discussing a particular
issue. Quite often, the readings cover more than one issue, and as a writer
you must choose a particular area of focus.

Writing Position Papers

Write a position paper to
Organize and outline your viewpoint on an issue
Formally inform others of your position
as a foundation to build resolution to difficult problems
Present a unique, though biased, solution
or a unique approach to solving a problem
Frame the discussion in order to define the "playing field."
This can put you in an advantageous position with those who may not be
so well prepared as regards the issues behind their positions
Establish your credibility
Here you are demonstrating that you have a command of the issues and
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the research behind them, and can present them clearly

Let your passion be demonstrated in the force of your argument
rather than in the use of emotional terms
Guide you in being consistent in maintaining your position in negotiation

The classic position paper contains three main elements:

An Introduction, which identifies the issue that will be discussed and states
the author's position on that issue. A Conclusion, restating the key points
and, where applicable, suggesting resolutions to the issue.

We will also introduce the following skills:

 identifying issues in a set of readings

 collecting information from readings on a particular issue
 positioning one's claim in relation to other positions on the issue
 documenting sources using MLA in-text citations and works cited
 choosing an effective organizational strategy
 researching the library and Internet for sources
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ACKNOWLEDGEMENT

To Those who have contributed

You have our gratitude
Without the aid of each individual who partake in this compilation it
would not be possible.

Lesson 1: Technique in selecting and organizing information

Lesson 2: Pattern of development in writing across disciplines

Hock San Sealza
Ira Mel Tanangonan
Jerome Sandig
Chistel may Sentino
Janice Sandig
Laurene Mae Albano
Dorie Mae Sapan

Lesson 3: Properties of a well-written work

Reynan Sibanta
Veneille Florence Siva
Princess Mondragon
Rica Mae Sedo
Charles Sasa

Lesson 4: Critical reading as looking for ways of thinking

Lesson 5: Explicit and implicit claims in a text
Lesson 6: Ontext of text development
Lesson 7: Critical Reading as Reasoning
Princess Nina Savare
Julie Mae Santerva
Catherine Mondragon
John Angelo Seduco
Bless Chavez
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Lesson 8: Unique features of and Requirements in Composing text that are

Useful across discipline
Julie Rose Sararana
John Terence Secreto
Earylle Mae Servano
Angel Marie Caspillo
Mary Cris Milan
Christine Sandoy

TO GOD BE THE GLORY!

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