Success Compilation Manaois Querubin PDF

BASIC EDUCATION DEPARTMENT
Senior High School Unit
ACADEMIC WRITINGS AND

PROFESSIONAL
CORRESPONDENCES
Compiled by
Marcel John Querubin
Mervin John K. Manaois
In partial fulfilment of the requirements for the subject
Reading and Writing Skills (2019)
Submitted to
Ms. Angelica A. Santos
Subject Teacher
November 30, 2019
i
TABLE OF CONTENTS
PAGE
I. BOOK REVIEW / ARTICLE CRITIQUE 1-4
1. Description / Purpose 1
2. Parts / Kinds 1-2
3. How a BOOK REVIEW / ARTICLE CRITIQUE must be
Written (step-by-step-guide 2
4. Sample (Title of Article, Author, Year of Publication) 2
II. LITERATURE REVIEW 5-12

3. How a LITERATURE REVIEW must be
Written (step-by-step-guide 6-11
III. RESEARCH REPORT 13-18

3. How a RESEARCH REPORT must be
IV. PROJECT PROPOSAL 19-31

3. How a PROJECT PROPOSAL must be
Written (step-by-step-guide) 21-23
V. POSITION PAPER 32-34

2. Parts / Kinds 32
3. How a POSITION PAPER must be
Written (step-by-step-guide) 33
VI. RESUME 35-38

3. How a RESUME must be
Written (step-by-step-guide) 36-37
ii
VII. APPLICATION LETTER FOR COLLEGE ADMISSION
AND EMPLOYMENT 39-41
2. Parts / Kinds 39
3. How a RESEARCH REPORT must be
VIII. EMAIL 42-44

2. Parts / Kinds 42
3. How a EMAIL must be
IX. BUSINESS LETTER 45-49

3. How a EMAIL must be
X. REFERENCES 50-54
iii
I. Book Review / Article Critique
The Description / Purpose of a Book Review / Article Critique:
According to aspiring novelist, Elisha Madison, a book review is an analysis of a book that includes
its subject, strengths and weaknesses and context. Aside from that a book review is also a thorough
description, critical analysis with the evaluation of its quality, definitions, and significance of the book.
Generally, book reviews may range up to 500 – 2000 words; however, it may depend on the
length and complexity of the book being reviewed, its overall purpose, and whether the review
exams two or more books that focus on the same topic. Academically speaking, professors can
assign book reviews to their students as practice in carefully analyzing complex scholarly texts
and to assess their capability to effectively synthesize research so that you reach an informed
perspective about the topic being covered.
The Different Parts of a Book Review / Article Critique:
In writing a book review you must always have an introduction, the body, and conclusion, but there
are more parts to this. A successful book review includes a short summary of the book, background
information about the author and topic, and an evaluation of the content according to Elisha Madison.
When covering the background of a book whether it is fiction or nonfiction, you may likely make a
research about the topic. You may also want to gather information about the author’s credentials of his
or her influences or beliefs that was presented in his or her argument within the book. This is to help
the reader to get a better idea of a topic or the content especially if it is a work of nonfiction.
In concluding the review it must have your evaluation of the book where it isn't just about your
opinion. The concluding part of your review is the assessment of the book’s strengths and
weaknesses and how well it met its objectives. On the other hand, depending on what is part of your
assignment, the conclusion can also include your personal opinions whereas it must not be too
simplified. It must be more convincing.
There are also other kinds of reviews that are similar to Book Reviews, here are some
examples:
Trade Reviews
This kind of review is from sources that exist to serve publishers and the publishing industries
such as librarians, booksellers, media, distributors, and many more. Typically, this kind of review
requires books to be submitted to be reviewed in a span or minimum of three months before
publication which editors will choose the books that will receive reviews. In addition, reviews from
trade sources could help you reach stakeholders in different areas of publishing, as well as
consumers.
Expert Reviews
Expert reviews are a great way to attract consumers, as well as trade, and even schools and
universities. The reason why is if high officials or celebrities were to give your book a very good review
many would likely read it. For instance, top YouTuber PewDiePie makes a book review about many
1
books that may interest his viewers like “The Dice Man” by George Cockcroft who goes by the pen
name Luke Rhinehart which is about a psychiatrist who makes life decisions based on a die.
Reader Reviews
This review is mostly based on the internet or EBooks. Anyone who has ever purchased
anything from a retailer that offers star-ratings on its inventory knows the value of a product rating.
A Guide on how a Book Review / Article Critique could or must be written:
Luisa Plaja stated that there are also many ways on how to write an effective book review.
Here are just a few of what she noted.
 You must first start with a couple of sentences describing what the book is about but without
revealing any plot twists or spoilers. If the book is part of a series, however, it can be useful to
mention that it is in series. In a general sense, you must try to avoid writing about anything that
happens from about the middle of the book onwards in detail. Try to make it as not too
revealing so that the reader may get curious on what will actually happen.
 Discuss what you particularly liked about the book by focusing on your thoughts and feelings
about the story and the way it was told. You are also free to mention anything you disliked
about the book and see what other readers have to say about your opinion.
 Summarize some of your thoughts on the book by rounding it up and suggesting the type of
reader you would recommend the book to. For instance: younger readers, older readers, fans
of relationship drama/mystery stories/comedy.
 Lastly, you can also leave a rating on how much you liked reading the book and even share
your thoughts and opinions about it.
The following is a sample of a Book Review / Article Critique
This book review is included here with the permission of both the author, Heather Kavan,
senior lecturer in Business Communication, and the editor of Stimulus, the journal in which the book
review was published.
Behind Closed Doors
Ngaire Thomas, privately published, 2 Alaska Court, Palmerston North, New Zealand, www.behind-
closed-doors.org, 2004. 294pp. ISBN 0646499106. NZ$34.
Behind Closed Doors is an inside look at what goes on behind the doors of the Exclusive
Brethren. The book answers the question of what it is like to be a member of a select group who
believe they are chosen to maintain the only pure path of Christianity. The author, Ngaire Thomas,
was born into the church in the 1940s and left in the 1970s.
It is probably just coincidence that this book was launched at roughly the same time that
sociologist Bryan Wilson died. Wilson published the definitive study on the Exclusive Brethren in 1967,
and was an expert witness in their court cases. Wilson’s conclusions were based on information the
religion provided about itself; he dismissed ex-members’ accounts as suspect atrocity stories and
warned courts not to give credence to their testimony.i Today, after outbreaks of violence in other
2
religions have repeatedly demonstrated that ex-members accounts are often more accurate than
academic ones,ii we may be more welcoming of their insights.
As one such ex-member account, Ngaire Thomas’ book is compelling. Her style is non-
judgemental; she describes her experiences while acknowledging the Exclusive Brethren’s right to
follow a religious path in which they find meaning.
The book begins with Ngaire’s childhood. She is different from the other children with her long
dresses and strict upbringing. She loves school because it is the only place that she can be her real
self. Worldly things are forbidden: there are no radios (because Satan rules the airwaves) or non-
Brethren books. Life revolves around the Bible, and when Ngaire brings friends home from school her
mother preaches to them about the end times in Revelation. Other Christians are also deemed
suspect, and Ngaire recalls getting the strap when caught secretly attending Bible in School classes.
A Salem-like undercurrent of holy surveillance pervades the scenes, and this undercurrent
surfaces in Chapter 10, when Ngaire is pressured into falsely admitting that she has “committed
fornication” with her cousin (she has no idea what “fornication” means). Her case is taken to the
Auckland assembly, and after a hearing in which she is found guilty, she is forced to confess,
sobbing, before 500-600 solemn faces. But the story has a strange twist – which I won’t spoil for the
reader.
In the next chapter, Ngaire meets her future husband, Denis. They marry in the 1960s during
the church’s notorious “no compromise” era in which the rules are tightened. Members are not
allowed to eat and drink with outsiders, and can not be part of another association, such as a library.
Even beloved pets are deemed to be idols, and are destroyed, given away or just disappear. There
are rules for Ngaire too: she must limit her conversation to 10% of her husband’s (which proves
difficult as he is generally silent).
Of value is Ngaire’s account of the bouts of “confession madness” that swept through the
church at this time. The priests take on the role of religious police, examining people’s lives like
forensic investigators, dragging up rumours from decades past. Members are forced to confess to
sins real and imagined, and encouraged to drink whiskey to prove they have nothing to hide. Those
who confess pay heavily. They are “shut up” (in effect placed under house arrest) or “withdrawn from”
(excommunicated), and lose access to loved ones. Almost inevitably, Ngaire (who has now had four
children) and her family are withdrawn from.
The family’s adjustment is massive. They are unused to their new freedom and do not know
how to act in normal society. The two eldest sons end up in prison. (The boys love the prison
discipline, and when they earn a reduced sentence they choose to stay instead.) Denis dies of liver
cancer, and Ngaire goes to University. Readers, especially those familiar with Fowler’s stages of faith,
will be interested in following Ngaire’s shifts in faith throughout, as she ultimately finds the kingdom of
heaven within.
It is difficult not to like the author with her unpretentious forgiving style. To be sure, there are
some weaknesses in the book. The structure is a little unpolished (some later sections would be better
as appendices), and there is a small printing error on the inside cover. Also while the author answers
3
many questions, she invites even more. Why, for example, is the most serious abuse limited to only a
few passing sentences? Nevertheless the book provides a valuable and absorbing window into a
religion that is for most of us inaccessible. As religious autobiographies go, Behind Closed Doors may
not have the theological complexities of St Augustine’s Confessions, or the mystical insights of Teresa
of Avila’s Life, but there is something almost archetypal about one woman’s courage to speak her own
truth.
i
Bryan Wilson, “The Exclusive Brethren: A Case Study in the Evolution of a Sectarian
Ideology,” in Patterns of Sectarianism: Organisation and Ideology in Social and Religious
Movements, ed. B. Wilson (London: Heinemann, 1967) 287; Bryan Wilson, The Social
Dimensions of Sectarianism, Sects and New Religious Movements in Contemporary Society.
(Oxford: Clarendon Press, 1990) 19; Bryan Wilson, Letter to the Editor, Evangelical Times (23
Sept 1999). http://pub28.ezboard.com/fexamininfprotestantismfrm2.showMessage?topicI D-
420.topic ccessed 18 December 2004].
ii
This point is made by Benjamin Belt-Hallahmi, “ Dear Colleagues: Integrity and Suspicion in
NRM Research” (paper presented at the annual meeting of the Society for the Scientific Study
of Religion, Nov. 1997, San Diego, CA). http://www.apologeticsindex.org/c59html [Accessed
18 December 2004].
--------------------------------------------------------End of Sample-----------------------------------------------------------
4
II. Literature Review
The Description / Purpose of a Literature Review:
If you are an undergraduate and must write a long essay about a certain topic, you may be
required to start with a literature review. A literature review is a survey of scholarly sources (such as
books, journal articles, and theses) on a particular topic. It gives an overview of key findings, concepts
and developments in relation to a research problem or question.
The Different Parts of a Literature Review:
A literature review consists of an introduction, body paragraphs, conclusion, and even

references. The following are the given insights on each part of a literature review.
 The introduction states the background or scope of your literature review. It includes your
thesis, gives your objective, tells the readers how the reviews is organized, and situates your
work in the existing scholarly observation. The introduction in a literature review also gives the
readers more prior and contextual knowledge about your topic as it moves from general to
more specific background information. The following should be also included in the introduction
of a literature review: Background, Objective, Scope, Thesis, and Overview.
 Body paragraphs in a literature review basically supports your thesis and present your overall
conclusions about your research. Each paragraphs work together accordingly to logically
discuss your synthesis and analysis of the sources listed. The following should be included in
the body of a literature review: Clear Organization, Headings, Body, Evidence, and
Paraphrasing.
 The conclusion, based on the word itself, summarizes your literature review including the key
themes, overall findings, relevance of the topic to current knowledge, and future directions for
research.
 There are also different style guides in writing references in a literature review. Those different
style guides use different reference list formats. For instance, MLA requires a Works Cited
page whereas the Chicago Manual of Style requires a Bibliography. Be sure to carefully follow
your citation style guide for reference list formatting.
The Different Kinds of Literature Reviews:
There are many kinds of Literature Review and here some examples that were also
summarized.
Argumentative Review – This form of literature review is mostly used in order to support or refute an
argument, deeply imbedded assumption, or philosophical problem already established in the literature.
From the name itself, its sole purpose is to develop a body of literature that establishes an opposing
viewpoint. This kind of approach can be a legitimate form of discourse because of analysis; however,
it can also make or produce many problems like bias when they are used to make summary claims of
the sort found in systematic reviews
Integrative Review – This is the most common form of review in the social sciences. It is considered
as a distinctive form of research that uses existing literature to create new knowledge. Hence, the
name of this kind of literature review is, ”integrative” which its meaning is not to be confused with
“Systematic Review.” The body of this kind of review includes all studies that address related or
5
identical hypotheses or research problems which include both quantitative and qualitative studies. A
well-done integrative review meets the same standards as primary research in regard to clarity, rigor,
and replication.
Historical Review – A bit similar to “Integrative Review” this form of literature review focuses on the
historical concept of literature. It is all about examining research throughout a period of time often
starting from when an issue, concept, or phenomena was first introduced and its evolution being
traced back. The purpose is to place research in a historical context to show familiarity with state-of-
the-art developments and to identify the likely directions for future research.
Methodological Review – This approach helps highlight ethical issues and to understand if a
research protocol is sufficient enough to proceed by applying expert knowledge of acceptable and
valid criteria.
Systematic Review – Differently from “Integrative Review,” this includes all quantitative and
experimental studies only. This type of literature review is also primarily applied to examining prior
research studies in clinical medicine and allied health fields, but it is increasingly being used in the
social sciences. The goal is to deliberately document, critically evaluate, and summarize scientifically
all of the research about a clearly defined research problem.
Theoretical Review – This review helps to establish what theories already exist, relationships
between them, to what degree the existing theories have been investigated, and to develop new
hypotheses to be tested. This is often used to determine theories if they lack evidence or support, or
are too inadequate for explaining new or emerging research problems. The unit of analysis can focus
on a theoretical concept or a whole theory or framework.
Here is how a Literature Review must be written:
Step 1: Collect, evaluate and select literature

You need to find a narrowly defined topic before you begin in searching for literature and
writing your own literature review.
If you are writing the literature review section of a dissertation or research paper, you will
search for literature related to your research problem and questions. This is the first step in
understanding the state of knowledge on your topic before you begin your own research.
On the other hand, if you are writing a literature review as a stand-alone assignment, you will
have to choose a focus and develop a central question to direct your search. Unlike a dissertation
research question, this question has to be answerable without collecting or generating new data. You
should be able to answer it based only on a review of existing publications.
6
Dissertation research question
“How can the satisfaction of company X’s online customers be improved in order to increase customer
loyalty?”
Literature review research question
“What is the relationship between customer loyalty and customer satisfaction?”
Try and search for literature using keywords and citations
Start by creating a list of keywords related to your research topic and question. Some useful
databases to search for journals and articles include:
 Your university’s library catalogue

 Google Scholar
 JSTOR
 EBSCO
 Project Muse (humanities and social sciences)
 Medline (life sciences and biomedicine)
 EconLit (economics)
 Inspec (physics, engineering and computer science)
When you find a useful article, check the reference list to find more relevant sources. To
identify any important publications that didn’t show up in your keyword search, take note of recurring
citations. If the same authors, books or articles keep appearing in your reading, make sure to seek
them out. You can find out how many times an article has been cited on Google Scholar—high citation
counts mean the article has been influential in the field.
Evaluate and select sources
You probably won’t be able to read absolutely everything on the topic—start by reading the abstract to
determine whether the article is useful. You will have to evaluate which sources are most valuable and
relevant to your questions.
For each publication, ask yourself:
 What question or problem is the author addressing?

 What are the key concepts and how are they defined?
 What are the key theories, models and methods? Does the research use established
frameworks or take an innovative approach?
 What are the results and conclusions of the study?
 How does the publication relate to other literature in the field? Does it confirm, add to,
or challenge established knowledge?
7
 How does the publication contribute to your understanding of the topic? What are its
key insights and arguments?
 What are the strengths and weaknesses of the research?
Make sure the sources you use are credible, and make sure you read any landmark studies
and major theories in your field of research. The scope of your review will depend on your topic and
discipline: in the sciences you usually only review recent literature, but in the humanities you might
take a long historical perspective (for example, to trace how a concept has changed in meaning over
time).
Take notes and cite your sources
As you read, you should also begin the writing process—take notes that you can later
incorporate into the text of your literature review. It is important to keep track of your sources
with citations to avoid plagiarism.
It can be helpful to make an annotated bibliography, where you compile full citation information
and write a paragraph of summary and analysis for each source. This helps you remember what you
read and saves time later in the process. You can use our free citation software to quickly create
correct and consistent APA citations or MLA format citations.
Step 2: Find connections and themes
To begin organizing your literature review’s argument and structure, you need to identify
relationships between the sources you’ve read. Based on your reading and notes, you can look for:
 Trends and patterns (in theory, method or results): do certain approaches become
more or less popular over time?
 Themes: what questions or concepts recur across the literature?
 Debates, conflicts and contradictions: where do sources disagree?
 Pivotal publications: are there any influential theories or studies that changed the
direction of the field?
 Gaps: what is missing from the literature? Are there weaknesses that need to be
addressed?
This step will help you work out the structure of your literature review and (if applicable) show
how your own research will contribute to existing knowledge.
Step 3: Plan your literature review’s structure
There are various approaches to organizing the body of a literature review. You should have a
rough idea of your strategy before you start writing. Depending on the length of your literature review,
you can combine several of these strategies—for example, your overall structure might be thematic,
but each theme is discussed chronologically.
8
Chronological
The simplest approach is to trace the development of the topic over time. However, if you
choose this strategy, be careful to avoid simply listing and summarizing sources in order. Try to
analyze patterns, turning points and key debates that have shaped the direction of the field. Give your
interpretation of how and why certain developments occurred.
Thematic
If you have found some recurring central themes, you can organize your literature review into
subsections that address different aspects of the topic.
For example, if you are reviewing literature about inequalities in migrant health outcomes, key
themes might include healthcare policy, language barriers, cultural attitudes, legal status, and
economic access.
Methodological
If you draw your sources from different disciplines or fields that use a variety of research
methods, you might want to compare the results and conclusions that emerge from different
approaches. For example:
 Look at what results have emerged in qualitative versus quantitative research

 Discuss how the topic has been approached by empirical versus theoretical scholarship
 Divide the literature into sociological, historical, and cultural sources
Theoretical
A literature review is often the foundation for a theoretical framework. You can use it to discuss
various theories, models, and definitions of key concepts. You might argue for the relevance of a
specific theoretical approach, or combine various theoretical concepts to create a framework for your
research.
Step 4: Write your literature review
Like any other academic text, your literature review should have an introduction, a main body,
and a conclusion. What you include in each depends on the objective of your literature review.
Introduction
The introduction should clearly establish the focus and purpose of the literature review.
9
Dissertation literature review
If you are writing the literature review as part of your dissertation or thesis, reiterate your
central problem or research question and give a brief summary of the scholarly context. You can
emphasize the timeliness of the topic (“many recent studies have focused on the problem of x”) or
highlight a gap in the literature (“while there has been much research on x, few researchers have
taken y into consideration”).
Stand-alone literature review
If you are writing a stand-alone paper, give some background on the topic and its importance,
discuss the scope of the literature you will review (for example, the time period of your sources), and
state your objective. What new insight will you draw from the literature?
Body
Depending on the length of your literature review, you might want to divide the body into
subsections. You can use a subheading for each theme, time period, or methodological approach.
As you write, you can follow these tips:
 Summarize and synthesize: give an overview of the main points of each source and
combine them into a coherent whole
 Analyze and interpret: don’t just paraphrase other researchers—add your own
interpretations where possible, discussing the significance of findings in relation to the
literature as a whole
 Critically evaluate: mention the strengths and weaknesses of your sources
 Write in well-structured paragraphs: use transitions and topic sentences to draw
connections, comparisons and contrasts
Literature review paragraph example
The example below is taken from the body of a literature review on the relationship between
national identity and nature conservation. This paragraph discusses how humanities scholars have
approached the concept of wilderness.
Early work in environmental humanities tended to take a sharply critical approach to

wilderness, focusing on the cultural construction of supposedly ‘natural’ landscapes. The rise of
climate change awareness in the 1980s had been framed by narratives about “the end of nature”
(McKibben 1989), in which a once-pristine wilderness is degraded by humans to the point of
disappearance. In response to this popular discourse, environmental historian William Cronon
critiqued the concept of a pure, pristine nature to be preserved from human influence, arguing that
ideas like “wilderness” are themselves products of particular human cultures and histories. In his
influential essay ‘The Trouble with Wilderness’ (1995), Cronon traces how the ideal of untouched
10
wilderness, anxiety over its loss, and the political will to preserve it has been central to American
national identity, entwined with religious motifs and colonial frontier mythologies. Following Cronon,
the racial and class politics of wilderness preservation was a theme taken up by several scholars in
the late 1990s and early 2000s, who researched the material effects of conservation politics on
indigenous and rural Americans (Catton 1997; Spence 1999; Jacoby 2001). The US National Park
system became the dominant paradigm for analyzing relations between conservation, nationhood and
nationalism. However, this approach has sometimes led to a narrowly US-centric perspective that fails
to engage closely with the meanings and materialities of “wilderness” in different contexts. Recent
work has begun to challenge this paradigm and argue for more varied approaches to understanding
the socio-political relations between nation and nature.
The example combines the thematic and chronological approaches. This section of the literature
review focuses on the theme of wilderness, while the paragraph itself is organized chronologically.
Conclusion
In the conclusion, you should summarize the key findings you have taken from the literature
and emphasize their significance.
Dissertation literature review
If the literature review is part of your thesis or dissertation, show how your research addresses
gaps and contributes new knowledge, or discuss how you have drawn on existing theories and
methods to build a framework for your research.
Stand-alone literature review
If you are writing a stand-alone paper, you can discuss the overall implications of the literature
or make suggestions for future research based on the gaps you have identified.
The following is an example of a Literature Review:
Critical Thinking and Transferability: A Review of the Literature

By Gwendolyn Reece April 9, 2002
Since the 1960s, concern that American students may not be capable of transferring the skills
they have gained from their education to the practical problems of life has troubled educators. Of
greatest concern is whether students have mastered “critical thinking” or “higher order thinking skills”
and can apply them outside of school curricula. These concerns have given rise to the “critical thinking
movement.”
To demonstrate that the movement is successful, it must prove that its efforts not only increase
the critical thinking of students in school, but that students can transfer critical thinking to novel
situations, including those encountered in daily life. The primary purpose of this review is to ascertain
if there is compelling evidence that efforts to teach critical thinking have had this result.
11
What became apparent in the process of this review, however, was that several subsidiary
problems must first be answered before the problem of evaluating the effectiveness of critical thinking
transfer can be approached. The first of these problems is whether the movement has a common
theme or definition of “critical thinking.” Second is the question, does “critical thinking” encompass
“creative thinking” or is it antithetical to it. The third problem might be formulated thus: is “critical
thinking” generalizable or is it tied to subject matter? The fourth problem is whether adequate
evaluative measures of critical thinking are available to measure the effectiveness of efforts to teach
critical thinking. Answering these prior question is essential before inquiring whether there is
compelling evidence that teaching critical thinking results in a transfer of skills or dispositions that
students can use in other arenas. This line of inquiry supplies the structure for this review of the
relevant literature.
The scope of this review is limited. Most critical thinking literature provides program and
instructional technique description. This material is out of scope for this review except as it bears
directly upon the question concerning subject-dependence in relation to critical thinking. Furthermore,
although this review addresses the works of most seminal thinkers in the critical thinking movement,
constraints and limited access to information means that some major figures, such as Harvey Siegel,
have not been included. Finally, although philosophical literature on this subject abounds, evaluative
studies using either qualitative or quantitative methods to measure the effectiveness of whole
programs are comparatively scarce. I have included relevant examples of these studies, yet it can be
said at the outset that the dearth such studies needs to be redressed by the research community.
--------------------------------------------------------End of Sample-----------------------------------------------------------
12
III. Research Report
The Description / Purpose of a Research Report
According to the University of Adelaide, a research report is one type that is often used in the
sciences, engineering, and psychology. Research reports are also a good source for future research
work as it serves as the reference for many findings and it involves relevant information on the work
carried out.. Unfortunately at most times, research findings are not followed because of improper
presentation. It may be in form of hand-written, typed, or computerized.
The purpose of a Research Report is to demonstrate or develop your ability to undertake a

complete piece of research including research design, and an appreciation of its significance in the
field. The six components of a research report are as follows: An abstract, introduction, methodology,
results, discussion, and references.
The Different Parts of a Research Report:
The Abstract
The abstract is an overview of the research study and is typically two to four paragraphs in
length. It is mostly an introduction or an executive summary that looks on the key elements of the
remaining sections into a few sentences.
Introduction
A bit similar to the “Abstract,” the introduction summarizes the state of the key elements
following the completion of the research. In addition, the researcher will provide a rationale for why
the research is important and will present a hypothesis that attempts to answer the key question.
Methodology
There are two reasons why this part of the research report is very important. First making it
easy for readers to evaluate the quality of the research; secondly, it provides the necessary details by
which other researches may replicate or validate the findings.
Typically the information in the methodology section is arranged in chronological order with the
most important information at the top of each section. Ideally the description of the methodology
doesn’t force you to refer to other documents; however if the author is relying on existing methods,
they will be referenced.
Results
Usually in longer research papers, the results section contains the data and even perhaps a
short introduction. Typically, the interpretation of the data and the analysis is reserved for the
discussion section.
Discussion
This is the section is where the results of the study are interpreted and evaluated against
the existing body or research literature. In addition, any anomalies found in the results, the authors
13
will point them out in this section. Lastly the discussion section will attempt to connect the results to
the bigger picture and show how the results might be applied.
References
If you have been writing many research reports, thesis, summaries, articles, and such, then
you might already know this. This section provides a list of each author and paper cited in
the research report. Any fact, idea, or direct quotation used in the report should be cited and
referenced.
Here are mainly two Different Kinds of a Research Report: Technical and Popular Report
A technical report, whenever a full written report of the study is required, is used whether for
recordkeeping or for public dissemination. In presenting this kind of report, it is suitable for a target
audience of researchers, research managers or other people familiar with and interested in the
technicalities such as research design, sampling methods, statistical details, and etc.
A popular report is used if the research results have policy implications. This kind of report is
suitable for a more general audience who are mainly interested in the research findings as it is non-
technical in nature.
A Guide on how to write or make a Research Report:

STEP 1: Analyse the Task
As with any assignment task, you must first analyse what is expected of you. This involves
careful reading of the assignment task as outlined in your course information book. You may find the
following questions useful when analysing the task:
 What is the purpose of the report?

 (It could be analysing, persuading or reporting on an investigation.)
 Who is the audience for the report?
 What is the word limit?
 (Many times the word limit only includes the body of the report.)
 What is the topic of the report?
 (The topic may be specified by the lecturer, but other times you will have a choice.)
 What is the expected format of the report?
STEP 2: Develop a Rough Plan
Use the section headings (outlined above) to assist with your rough plan. Write a thesis
statement that clarifies the overall purpose of your report. Jot down anything you already know about
the topic in the relevant sections.
STEP 3: Do the Research
14
Steps 1 and 2 will guide your research for this report. You may need to report on other
research on a particular topic or do some research of your own. Keep referring to your analysis and
rough plan while you are doing your research to ensure that you remain on track.
Give yourself plenty of time for this step, as the research phase of your work will usually take
the most time of any step in producing your report. Also, ensure you keep correct bibliographic details
for all of the material you may later use in your report.
STEP 4: Draft the Body of Your Report
Introduction - The purpose of your report. The thesis statement will be useful here. Background
information may include a brief review of the literature already available on the topic so that you are
able to ‘place’ your research in the field. Some brief details of your methods and an outline of the
structure of the report.
Literature Review - If asked to do a separate literature review, you must carefully structure your
findings. It may be useful to do a chronological format where you discuss from the earliest to the latest
research, placing your research appropriately in the chronology. Alternately, you could write in a
thematic way, outlining the various themes that you discovered in the research regarding the topic.
Again, you will need to state where your research fits.
Methodology - Here you clearly outline what methodology you used in your research i.e. what you did
and how you did it. It must be clearly written so that it would be easy for another researcher to
duplicate your research if they wished to.
It is usually written in a 'passive' voice (e.g. the participants were asked to fill in the questionnaire
attached in Appendix 1) rather than an 'active' voice (e.g. I asked the participants to fill in the
questionnaire attached in Appendix 1).
Clearly reference any material you have used from other sources. Clearly label and number
any diagrams, charts, and graphs. Ensure that they are relevant to the research and add substance to
the text rather than just duplicating what you have said. You do not include or discuss the results here.
Results - This is where you indicate what you found in your research. You give the results of your
research, but do not interpret them.
Discussion - This is where you discuss the relevance of your results and how your findings fit with
other research in the area. It will relate back to your literature review and your introductory thesis
statement.
Conclusion - This is a summary of the most significant results/findings. You should not include any
new material in this section. Sometimes you could indicate some areas where your research has limits
or where further research would be useful.
15
Recommendations - This includes suggestions for what needs to be done as a result of your
findings. Recommendations are usually listed in order of priority.
STEP 5: Draft the Supplementary Material
References or Bibliography - This includes all references used in your report or referred to for
background information. This must be done using the referencing convention specified by your
lecturer/tutor.
Appendices - These should add extra information to the report. If you include appendices they must
be referred to in the body of the report and must have a clear purpose for being included. Each
appendix must be named and numbered.
STEP 6: Draft the Preliminary Material
Title of Report - Make sure this is clear and indicates exactly what you are researching.
Table of Contents - List all sections, sub headings tables/graphs appendices and give page numbers
for each.
Abstract/Synopsis - This gives a very brief overview of the report in a condensed form.
STEP 7: Polish Your Report
The final step is checking your report to ensure you have followed all of the guidelines as
outlined in your course information.
The following is an example of a Research Report:
The importance of women’s status for child nutrition in developing countries

International Food Policy Research Institute (IFPRI) Research Report Abstract 131
Lisa C. Smith, Usha Ramakrishnan, Aida Ndiaye, Lawrence Haddad, and Reynaldo Martorell
Malnutrition affects one out of every three preschool-age children living in developing countries.
This dis-turbing, yet preventable, state of affairs causes untold suffering and, given its wide scale,
presents a major obstacle to the development process. Volumes have been written about the causes
of child malnutrition and the means of reducing it. But the role of women’s social status in determining
their children’s nutritional health has gone largely unnoticed until recently. This study explores the
relationship between women’s status and children’s nutrition in three developing regions: South Asia,
Sub-Saharan Africa (SSA), and Latin America and the Caribbean (LAC).
The study defines women’s status as women’s power relative to men. Women with low status tend
to have weaker control over household resources, tighter time constraints, less access to information
and health serv-ices, poorer mental health, and lower self-esteem. These factors are thought to be
16
closely tied to women’s own nutritional status and the quality of care they receive, and, in turn, to
children’s birth weights and the quality of care they receive.
The study sets out to answer three main questions: First, is women’s status an important
determinant of child nutritional status in the three study regions? Second, if so, what are the pathways
through which it operates? And finally, why is South Asia’s child malnu-trition rate so much higher than
SSA’s? To answer these questions, this report brings together Demographic and Health Survey data
on 117,242 children under three years of age from 36 developing countries. It uses two measures of
women’s status: women’s decision-making power relative to that of their male partners and the degree
of equality between women and men in their communities.
The empirical results leave no doubt that higher women’s status has a significant, positive effect
on children’s nutritional status in all three regions. Fur-ther, they confirm that women’s status impacts
child nutrition because women with higher status have better nutritional status themselves, are better
cared for, and provide higher quality care to their children. However,the strength of influence of
women’s status and the pathways through which it influences child nutrition differ considerably across
regions.
In South Asia, increases in women’s status have a strong influence on both the long- and short-
term nutritional status of children, leading to reductions in both stunting and wasting. The human costs
of women’s lower status in the region are high. The study estimates that if women and men had equal
status, the under-three child underweight rate would drop by approximately 13 percentage points,
meaning 13.4 million fewer malnourished children in this age group alone. As women’s status
improves in the region, so does the quality of the pathways through which it influ-ences child nutrition.
The pathways identified by the study are women’s nutritional status (as measured by body mass index
[BMI]), prenatal and birthing care for women, complementary feeding practices for children, treatment
of illness and immunization of children, and the quality of substitute child caretakers. In Sub-Saharan
Africa too, women’s status and the long- and short-term nutritional status of children are linked. If
women and men enjoyed equal status, child malnutri-tion in the region would decrease by nearly 3
percent-age points—a reduction of 1.7 million malnourished children under three. The pathways to
this judicious outcome are largely the same as those in South Asia, except that higher women’s status
improves child nutri-tion only for women with very little relative decision-making power and has no
influence on treatment of child illness. LAC exhibits a different pattern from that of South Asia and
SSA. Women’s status has a positive effect only on children’s short-term nutritional status and only in
those households in which women’s rela-tive decision-making power is very low. Women’s status has
a distinctly negative influence on their BMI in this region, where weight gain is an emerging public
health problem. The effect probably reflects the greater ten-dency among higher status women to
“weight watch” and likely does not threaten children’s nutritional status. The pathways connecting
women’s status and children’s nutrition include prenatal and birthing care for women, feeding
frequency, immunization, and quality of substitute caretakers.
Among the developing-country regions, South Asia’s particularly high child malnutrition rate has
remained a puzzle. South Asia trails even SSA, despite surpassing that region’s record on many of
the determinants of child nutritional status—national income, democracy, food supplies, health
services, and education. The study indicates that three broad socioeconomic factors help explain this
17
“Asian Enigma”: women’s status, sanitation, and urbanization. Women’s status makes by far the
greatest contribution to the regional gap in children’s nutritional status. It plays this role not only
because it is lower in South Asia than in SSA, but mainly because its positive impact is stronger in
South Asia—making its costs in terms of child malnutrition far higher in that region.
The implication of the study’s empirical results is clear: in the interest of sustainably improving the
nutritional status of children, women’s status should be improved in all regions. Doing so is especially
urgent for South Asia, followed by SSA. Accomplishing this task requires policies that eradicate
gender discrimination and policies that reduce power inequalities between women and men by
proactively promoting catch-up for women. Examples include enabling women to gain access to new
resources, implementing cash transfer programs that promote girls’ education and healthcare,
introducing technologies that save household labor, subsidizing child care for working parents, and
initiating programs to improve the nutritional status of adolescent girls and young women. In communi-
ties that resist shifts in the power balance between genders, policies can mitigate the negative effects
of the imbalance, rather than addressing it directly. Tar-geting health services to communities where
women’s status is low is one example of this indirect approach. The study also warns that improving
women’s status can lead to reduced breastfeeding, which is harmful to child nutrition. Efforts to
improve women’s status, therefore, must be accompanied by efforts to protect, support, and promote
breastfeeding.
This research shows unequivocally that making a decision at the policy level to improve women’s
status produces significant benefits. Not only does a wom-an’s own nutritional status improve, but so
too does the nutritional status of her young children. Raising women’s status today is a powerful force
for improving the health, longevity, mental and physical capacity, and productivity of the next
generation of young adults.
--------------------------------------------------------End of Sample-----------------------------------------------------------
18
IV. Project Proposal
The Description / Purpose of a Project Proposal
First and foremost, a proposal is required to get executive buy-in for a new project, program, or
service at your organization. Secondly, it is used to get everyone on the team thinking about the same
goals and priorities. Lastly, it serves as a way for the organization to know when they need to make
new hiring decisions or budget adjustments. Successful organizations get granular with their project
proposals and engage in project planning before seeking out budget or executive buy-in.
Looking at this in-depth, a project proposal is typically the initial framework for establishing the
concept of the project and includes what you want to accomplish, an explanation of objectives, and
plans for achieving them. It is common for a project proposal to include a list of activities or tasks that
will be associated with the project, illustrate the significance of this specific project idea, and explain
the origins of this project.
A project proposal is basically a way of showing the audience the specific plans on solving a
certain problem with proper solutions. Creating a proposal allows an organization to establish a
formal, logical presentation to an outside worker or project donor which it could also kick off a
relationship between it and an organization. Generally, proposals are drafted during one of the early
phases of your project (before detailed plans are made and resources are allocated). Therefore, time
and budget estimates are often rough, at best.
Here are the parts of a Project Proposal:
Project Proposals are essentially a rigorously defined project pitch that may contain many
parts:
 The Problem Statement is the background of why the project is proposed in terms of the
problems it solves.
 The Business Case is the formal financial analysis that defines the investment required and
the anticipated payback.
 Assumptions are the ones that form the basis of your estimates and solution proposal.
 The Constraints are the known restrictions or limitations within the project.
 Alternatives are the other considered potential solutions that were discussed.
 Estimates are the initial ballpark of schedules and budgets.
Project Proposals have different kinds as well.
 Formally Solicited – This kind of project proposal is established in response to an official

request for a new proposal. In this case, a Request for Proposal (RFP) document is used to
outline client demands and specific needs. A formally solicited proposal is the structured and
specific response to said RFP. Having an RFP makes the entire proposal process easier. As
19
the specifics are spelled out, project planning can prevent misunderstandings or a lack of
information that may cause complications later.
 Informally Solicited – This kind of project proposal does not require an RFP. That is, there is
no specific document required to outline customer or audience demands. This is the initial
rough starting point when proposing a project’s viability. The major differentiator between a
formal and informal project proposal is the number of details involved in planning. Informal
proposals lack granular project details, such as goals, deliverables, and methods. An
informally solicited project proposal can be understood as a proposal request that is lacking
specifics.
 Unsolicited – This kind of proposal can be compared to a cold call. Typically formed from
more ad-hoc activities such as an “aha” moment or an enlightening conversation with a
customer. This kind of proposal can be the most difficult types to write as you will have to put
extra work in to convince the audience of the project’s viability. Most times, this proposal must
be somewhat well constructed and requires much finesse as the audience is unaware that you
have something to propose all of a sudden.
 Continuation – This project proposal is essentially an update or reminder for ongoing and
already approved projects. This type of proposal can be thought of as a check-in with the
audience to ensure the correct funds are provided for the next phase, as well as discussing
progress and accounting for any changes before moving forward. This is also the simplest
form of project proposal that can be constructed.
 Renewal – This kind of project proposal is required when an ongoing project has been
terminated or the resources and support behind such project can no longer be used. This
proposal is more about proving that the return on investment is greater than the money being
spent on resources so that the project can begin again.
 Supplemental – This project proposal is required when more resources are required to
complete a project than were originally proposed. The main goal of this proposal is to prove
the value of adding resources and update the audience with a timeline based on this new plan.
At most times, this kind of proposal will be required when the project has gone beyond the limit
of expectation. It can be seen as a continuation of the original proposal document.
After considering what type of proposal is the best fit for you and your project, it is time to start
planning your document. It is imperative to keep in mind that, regardless of the proposal type, you will
always want to check the following boxes when starting a proposal document.
 Define your audience.

 Determine the problem being solved by your proposal.
 Conduct research on the current state of the issue and potential solutions.
 Proactively determine the effect that this project will have on company success.
 Establish a timeline and determine the type and amount of resources required.
 Begin to outline your proposal document.
20
How a Project Proposal must be written: Looking at each section
Section 1: Project Information
This section intends to provide a high-level picture of the project as well as convey the most
critical project details.
Include the following in this section:
 Name of the Organization

 Project Title
 Project Summary
 Project Timeframe
 Prepared By
 Attached Documentation
 Project Contacts (any individuals involved in the project)
Section 2: Project Summary
The goal of this section is to present the reasons for doing this project as well as stating all of
the objectives. In this section in particular, it is very important to write concisely and clearly. Some
project professionals even suggest writing the project summary last. Before you begin writing, you
should be able to answer the following questions.
Why are you doing this project?
 What will you be doing?

 How will you be doing it?
 Who will be doing it?
 Where will it be done?
 How long will it take?
 How much will it cost?
1. Project Background This section of the proposal requires a few succinct sentences that
clarify the problem your proposal is tackling. Here, it is critical to explain the current state of the
problem and why your audience should care about solving it. Make sure to include references and
statistics in this section. Best practice is to keep this no longer than 1 page.
2. Project Objectives Use this section of the proposal to explicitly list the goals that the project is
trying to achieve.
Section 3: Project Methodology
The project methodology section of a proposal is where you detail the plan for how the
objectives mentioned in the previous section will be achieved. This is the first section of the proposal
21
that details the course of action to remedy the problem and is meant to prove that adequate research
has been done for this decision. To start, outline the methodology being used, the population being
addressed, and establish the process for reaching your objectives. This section is typically broken into
three parts:
1. The Project Approach Summary Use a few sentences to describe the overall approach to
the project. This includes how the team will be organized, what tools will be used, and how
changes will be addressed during execution.
2. Task Breakdown and Time Estimates This is the section of the proposal where a detailed
project schedule is presented. To start, make a list of tasks that are required for the project as
well as an estimation of the hours required to complete each one. From there, you can take a
look at your resource pool and allocate your team accordingly. The purpose of this section is to
establish the time and steps it will take to achieve the solution, as well as the resources
involved in each section. Here is where you start to see ideas turn into action. A project
proposal will often include a gantt chart outlining the resources, tasks, and timeline.
3. Project Deliverables This is where you list out all the deliverables you expect to see after the
project is closed. For example, this could be products, information, or reports that you plan to
deliver to a client. Ensure that each deliverable has an associated estimated delivery date.
Section 4: Project Risk Management
This section is dedicated to managing change during project execution. Clients know that a
proposal rarely covers everything that is required to achieve the given project, so change
management techniques are required. Establish how you will monitor project success throughout its
entire life cycle to show clients that when and if change occurs, the project will not go haywire. This
section is broken into two parts:
1. Risk Management Plan A detailed plan of action to minimize the chance of risk or change
during the project lifecycle.
2. Risk Register A line-item list of risks and potential counter efforts that will be used to
counteract these risks.
Section 5: Project Costs
This section is dedicated to estimating the overall cost of the proposed project and is broken
into three major parts:
1. Project Budget This should be a detailed, line-item budget broken up by different project
categories, such as travel, salary, or supplies. Ensure all overhead or indirect costs are also
included in the budget.
2. Budget Narrative This is a brief list of commentaries on the budget if any further clarification
or justification is needed.
22
3. Additional Financial Statements Some projects, depending on complexity, will require
additional financial statements like a profit and loss statement, a tax return, or funding sources.
Section 6: Conclusion
The conclusion section of a project proposal intends to be a brief review of all the points
already discussed. This is your last chance to win over your audience, so ensure that you incorporate
the most important evidence to receive approval. This is also the final moment to prove you have
adequately researched all solutions and your proposed method is the best for business.
Section 7: Appendix
This section is dedicated to any additional charts, graphs, images, or reports that were cited in
the proposal. Many times, referenced material will go into the appendix as it does not naturally fall into
the main body copy of the proposal.
Final Thoughts:
 Determine your project proposal type first for an effective presentation.

 Make sure your proposal targets your audience and clearly defines the problems it will
solve.
 Follow the seven sections of a proposal to more effectively convince your audience.
The following is an example of a Project Proposal:
REVISED
ATIMS Project Submission Form

April, 2002
UNESCO
Support to Education Sector in Afghanistan
Project Proposal
Project Title: Promoting Literacy, Youth and Adult Education

Region: South Asia
Sector: Education Sector

Country: Afghanistan
Estimated start date: 01/05/ 2002
Estimated end date: 30/04/2003 (Year One), 30/04/2004 (Year Two)
Executing Agency: UNESCO
23
National implementing
agency: Non-Formal Education Department, Ministry of Education
Sector: Education
Sub-sectors: Capacity-building, drug control, environment, gender, HIV/AIDS,
human rights, governance, peace-building
Estimated budget Year One: $700,000; Year Two: $700,000; Total:$1,400,000
OVERVIEW
During the past two decades, armed conflict in Afghanistan has killed hundreds of thousands
of people. The conflict has its roots in cultural, ethnic and religious clashes underpinned by
sovereignty, political and economic issues. In the post-war Afghanistan of today, “learning to live
together” in diversity is one of the greatest challenges facing Afghanistan.
The available empirical evidence clearly suggests that Afghanistan faces a situation of
widespread illiteracy, especially in the rural areas, among women and marginalized groups. The
illiteracy rate is estimated to be close to 80 percent or even more, one of the highest in Asia. It has
been found that there is a latent demand for education among the poor, especially women and girls,
who not only realize the value of education, but want to attend schools and literacy classes in order to
lead a better life. They acknowledge the empowering role of education. Ability to read and write is
seen as a necessity to access information, and above all, to walk with one’s head high and participate
at local level, in the national effort of construction.
In this context, literacy and non-formal education should serve socially constructive purposes
to prepare Afghan citizens to actively participate in the process of social, cultural and economic
development. It should contribute positively towards building a culture of solidarity and tolerance
within a framework of multi-ethnicity and cultural and linguistic diversity. Policy makers and
international organizations need to rethink the role of literacy and non-formal adult education so that
they impart not only knowledge and skills, but more importantly, social inclusion. The unification and
development of the country will require a major effort to raise the levels of literacy and to convey
important messages through a wide range of information channels.
The prime objective of this project, is to help the Ministry of Education establish a national
programme of literacy and non-formal education for youth and adults in the context of and as a major
contribution to national reconstruction and development and; secondly, to help the NFE Department
frame an effective NFE strategy to promote tolerance, social inclusion, and conflict resolution
techniques, through non-formal education. The focus of the project will be to assist the Ministry of
Education in training and developing a central and provincial body of literacy planners and trainers
who will be in charge of implementing an ambitious national literacy programme, with learning
objectives for each province and eventually, each town and rural area. In addition to imparting basic
24
learning skills such as the 3Rs, emphasis will be on providing the literacy system with the means to
strengthen social skills and the appreciation of tolerance, reconciliation and peace in national
development.
This proposed project aims at harnessing strong political support from intellectuals, politicians,
civil society, NGOs, and the international community. It will also require strong communication and
information media involvement in order to disseminate social inclusion values to all sectors.
Through various survey-based activities, it is expected that the proposed project would provide the
much needed evidence of the way literacy and NFE programmes are being organized, literacy
materials currently in use, the types of problems that exist, how these are tackled, the impact or effect
of these programmes on the learners, their families, in their neighbourhood and among their
communities, and how the value or effectiveness of these programmes could be raised further. The
project will examine programmes designed especially to meet the needs of adolescent boys or girls,
and of women. The project will particularly look into ways these programmes reinforce formal
schooling, creating thus a more favourable learning environment conducive to full participation and
better achievement. Such information is not only needed for policy-makers and planners but also for
field practitioners, local communities and volunteers (NGOs) and not least for potential learners who
would be painstakingly investing their valuable time and scarce resources providing and/or taking part
in the suggested learning activities. In addition efforts will be made to link literacy and NFE
programmes with existing communication and advocacy strategies. In particular project ‘REACH’ and
related radio-based projects will be harnessed to transmit essential literacy messages and even
provide specific learning items on selected topics of the literacy syllabus.
OBJECTIVES
The overall objective of the project is to provide the basis for strengthening personnel and institutional
capacities at local, provincial and national levels in policy design, implementation, monitoring and
evaluation of literacy and non-formal education. Specific objectives are:
 To provide, in a short period of time, the knowledge-base required for designing and
implementing large scale, effective NFE programmes based on community mobilization for
learning.
 To support innovative projects and programmes with a view to reducing the alarming illiteracy
rate in the country and promote “learning to live together”.
 To monitor projects and programmes leading to a national literacy and non-formal education
programme.
ACTIVITIES
In order to achieve these objectives the project will:
25
 assist the Ministry of Education to assess rapidly literacy levels across the country and
identify available support, such as facilities, teachers and learning materials and, on the
basis of this basic information, assist the Ministry to review major policies, approaches and
strategies, and in the definition of realistic objectives to be achieved in non-formal and adult
education programmes, within a fixed timeframe;
 assist the Government in preparation of an action plan and guidance materials to improve
planning (data collection and analysis – design of NFE-MIS) and management of literacy
and NFE programmes as well as infrastructural support to these programmes;
 provide technical support in designing and implementing time-bound special programmes
for out-of-school girls and illiterate women, and likewise for adolescent and adult males,
bearing in mind the needs of ex-combatants. Special attention will be accorded to involving
local and national women’s organizations (such as RAWA) as well as the Ministry of
Women’s Affairs and NGOs which have specific experience in working with women in
Afghanistan and in the refugee camps in Pakistan and Iran.
 Use and distribute rapidly available learning materials in Pashtu, Dari and other languages;
in addition support the design of culturally appropriate NFE programmes and prepare
teaching-learning aids for scaling up and replicating innovations that are likely to have
significant impact . Ensure that specific radio programmes, such as REACH, refer to these
materials and contribute to creating a community-driven demand for materials.
 prepare training materials for introducing administrative reforms, rules, regulations, work
ethics, training and management systems for monitoring and evaluation of literacy and
NFE programmes;
 design mechanisms to ensure “quality”(same standards as applied to schools), “linkages”
(an integrated system, complementary and mutually reinforcing) with the primary education
system, and adequate “support” to sustain literacy and NFE programmes;
 provide technical support for strengthening capacity-building for training of all types of
literacy personnel, including strengthening the national capacities for face-to-face teaching,
radio, and other communication channels;
 provide technical support for the development of non-formal education, linked to literacy or
separate, regarding education for health, drug and mine awareness, conflict resolution,
peace-building, human rights and citizenship.
In order to realize these objectives, the vast experience of Community Learning Centres of UNESCO’s
Asia-Pacific Regional Bureau for Education (Thailand) in 18 countries will be fully harnessed. The
Bureau will provide technical assistance to Afghanistan’s efforts aimed at creating open learning
communities, with particular emphasis on innovative community-based programmes combining
litercay and skills training for income generation and poverty alleviation. Particular attention will be
paid to ensure active involvement and participation of adolescent and adult women in the process of
designing and implementation of these activities.
The project will also seek cooperation of the Asia-Pacific Cultural Centre of UNESCO (ACCU, Japan)
in developing need-based literacy materials of the Asia-Pacific Programme of Education for All and
Asian-Pacific Joint Production Programme of Materials (APPEAL/AJP) literacy guides and textbooks
26
for addressing the urgent needs of Afghan people in health, hygiene, sanitation, income generation,
environment and women’s empowerment. ACCU’s cooperation will also be sought in establishing
community learning centres (CLCs) and training of NFE facilitators. Rapid translations and culturally
adaptation of these materials into Pashtu and Dari, will take place and materials be widely distributed.
UNESCO will assist the NFE Department of the Ministry of Education in over-all coordination of
the project activities, provide logistic support, establish a time-frame, manage project funds, prepare
training materials, disseminate information, case studies under the project activities, organize national
and sub-national technical meetings, liaise with the national authorities and ensure follow-up activities.
The involvement of the Ministry of Women’s Affairs will also be promoted.
UNESCO will provide technical support and assist the MOE in reviewing past experiences and
on-going models of non-formal education including those in use by NGOs. It will help the Ministry in
identifying and training a core group of literacy planners and promoters with a view to first undertake a
country-wide literacy survey and then assess implementation strategies on making the system work
particularly for out-of-school girls and women. Another critical activity which is foreseen in this project
is to explore ways and means for intensive advocacy to persuade political leaders, policy-makers and
administrators to reform the system. The core group of literacy planners and promoters, in close
cooperation with provincial decision makers and, will be in charge of conducting the survey, undertake
advocacy activities and plan the implementation of the first phase of the literacy and NFE programme.
UNESCO will help the Ministry in promoting human rights approach by ensuring advocacy for
the right to education and grounding educational development of Afghanistan for the marginalized
within their lived realities. It will help revitalize the concept of literacy and non-formal education and
emphasize its relevance to the needs of the rural population and specifically the excluded such as
women. It will lend its support to the development of reforms, policies and appropriate programmes
complementary to the formal school system. It will help the Ministry in identifying strategies and
comprehensive approaches focusing primarily on women, young girls, marginalized youth, people with
special needs, with a permanent focus on the complex tribal/ethnic and linguistic situation in the
country.
UNESCO will assist the MOE to develop a plan for the development of community-based and
demand-driven approaches to literacy and NFE for those who missed and cannot return to formal
education due to a variety of reasons. It will assist the government in identifying policy measures for
bridging the gap between maddrasa-based and modern education system.
Based on the success of Community Learning Centres in the Asia-Pacific region (Bangkok
Bureau’s experience of CLCs in 18 countries of the Asia-pacific region, for example), UNESCO will
facilitate networking for promoting better policy dialogue and more cooperative and collaborative
approaches for eradicating poverty and reducing illiteracy, having greater impact on the government’s
decisions at the local sub-national and national levels with a focused attention to the re-insertion of
girls and women into educational life.
27
The project will thus consist of a national planning meeting, technical expert meeting, national training
workshops, case studies and at a later stage a national follow-up and evaluation meeting. In
summary, UNESCO’s contribution will include:
 Technical assistance for training and monitoring;

 Development and distribution of prototype training/learning materials;
 Establishment of national and sub-national networks;
 Helping with the creation of a favourable environment conducive to poverty alleviation;
promotion of informal and community-based approaches capitalizing on capacities of the
rural poor and aiming at self-reliance;
 Assistance in the development of a holistic community information system (NFE-MIS and
NFE-GIS) to enable “one-step” access to relevant data and information;
 Encouragement of bottom-up, people-centred community initiatives, alternative modes of
education (e.g. multi-purpose comprehensive community learning centres), and social
support services;
 Harnessing the support of media such as radio, for the support and development of
literacy and NFE activities, by paying full attention to the linguistic and ethnic diversity of
the country; and
 Networking and sharing among government and non-government institutions and
community-based organizations.
Specific Activities:
 National Planning Meeting on the planning and management of literacy and NFE programmes
and activities will be organized to (i) clarify the main issues and conceptual/operational
framework of the project; (ii) share the national experience and review the state-of-the-art of
and progress made in the policies, approaches and strategies for planning and implementing
literacy and NFE programmes and activities (frequency, quality and reliability of NFE data
collection and analysis – NFE-MIS); and (iii) initiating networking among NGOs and other NFE
stakeholders.
 Identification and training a core group of literacy planners, trainers and promoters to
undertake a rapid survey i) on literacy levels (random- survey and other techniques), if
possible in all provinces and regions of the country, ii) available teacher potential, iii) available
local facilities, and iv) enlisting local support from elders and village leaders for literacy
programmes. The work results of these literacy promoters and pioneers, especially their
advocacy achievements, will be crucial for the further success of the literacy-NFE programme.
 Scanning Exercise of already existing NFE and literacy programmes will be undertaken to
identify projects and programmes with potential for scaling up or for dissemination of lessons
learnt. Based on the scanning exercise, some selected projects will be subject to an in-depth
analysis for providing inspiration and models for “how to do it”. The results of the survey and
the scanning exercise will both be used for assisting the national authorities with developing a
realistic national literacy plan, with short and medium term objectives.
28
 Technical Workshop will involve the development of a set of “guiding materials” for training
literacy personnel and community development agents in the planning and management of
integrated literacy and NFE programmes as the key strategy for value creation for promoting
democratic social cohesion, building a culture of peace, solidarity and tolerance within a
framework of multi-ethnicity and cultural diversity and for poverty alleviation.
 Implementation of Literacy and Non-Formal Education Programmes will begin from an early
stage through support to existing innovative programmes that are willing to work within the
parameters described above, including curricula promoting social cohesion, peace-building,
health etc, and linkage to media such as radio programmes, and with a community-based
approach. The national programme will subsequently be developed based on policy criteria
developed by the Department of Non-Formal Education.
 NFE Data Collection and Analysis mechanisms will be set up as the project develops, but only
after the initial phase of the first survey and first literacy activities have been undertaken and
concluded; it is planned to identify and train a core group of planners, statisticians and data
collectors, so as to lay the foundations for a comprehensive NFE-MIS system, enabling the
national NFE planners and administrators at a later stage, to collect, assimilate, analyse and
report systematically both the quantitative and qualitative information for the planning of NFE
follow-up activities at various levels of administrative hierarchy.
An indicative time frame for the activities to be implemented during the project is shown below.
May/June 2002 National Planning Meeting;
Training of core group of literacy planners, trainers and

promoters, and beginning of country-wide survey;
Beginning of advocacy work for literacy in provincial capitals,

joint meetings with village and tribal elders;
Establishing of literacy/NFE committees and centres in provincial capitals.
Review of survey results, and development of framework of literacy and NFE programme at the
national, provincial and district levels.
Cooperation with REACH and other radio-based programmes to improve literacy/NFE messages.
Training of first batch of literacy trainers, using available learning materials two-week courses, in all
provincial capitals.
Aug-Dec 2002 - Technical expert meeting for strengthening NFE Department (Assessment of
hardware, software furniture, stationery and other logistic support), designing/redesigning the national
literacy and NFE framework, materials production and for developing teaching-learning resources for
CLCs.
29
Sept 2002 onwards - Trial of innovative approches in selected CLCs and other literacy centers, as
identified in first survey; focus will be to multiply these centers as much as possible.
Dec 2003 onwards - Building national capacity of NFE planners, administrators,

teachers/volunteers/facilitators and community leaders.
Dec. 2003 – Mar 2003 - Design/redesign the national literacy and NFE framework and develop
teaching-learning resources for CLCs.
Apr. 2003 - Evaluation and synthesis of project activities during the first six months. Launch of a
nationwide literacy and non-formal education programme, under the auspices of the Ministry of
Education, Department of Non-Formal Education.
OUTPUTS
The proposed project is a modest effort in analyzing and identifying critical issues and
problems related to the education of millions of children, youth and adults, particularly girls and
women, who are not or have not been enrolled in the formal school system. The project intends to
provide a first hand account of issues and challenges related to planning and management of NFE,
identifying projects that work and can be easily scaled up and disseminated. In particular the results
and outcomes of this undertaking, linking both upstream and immediate implementation, will include:
 The preparation of large scale project and programme proposals which are likely to attract
and mobilize sufficient funds and which will be based on (i) amore detailed needs analysis;
(ii) analysis of existing literacy/NFE mechanisms - what works in literacy/NFE in
Afghanistan; and (iii) as assessment of the capacities of Afghan governmental and non-
governmental organizations, provincial and local capacities and needs.
 An in-depth analysis of problems and issues related to access and quality of girls and
women education and innovative initiatives to be taken for their integration in the
mainstream of schooling;
 A reference document for consultation with the national planners and policy-makers,
selected academia, NGOs, private bodies, UN and other bilateral development partners for
raising and seeking technical and financial commitments;
 Multimedia literacy/training materials developed, specially by involving radio and
developing existing projects such as REACH;
 National/sub-national networks strengthened;
 Holistic information/data collected on literacy and NFE experiences and development
opportunities; locally specific development needs of the poor assessed; and
 Local and national facilitators of community-based literacy/NFE programmes trained

and retrained;
 Consolidation of on-going literacy/NFE programmes and initiating of innovative pilot
projects and a national literacyand NFE programme.
30
BUDGET
US $
1. National Planning Meetings 10,000
2 Training of core group of literacy planners/trainers 100,000
3 National survey and advocacy 120,000
4 Establishing provincial literacy centers 100,000
5 Review of framework of literacy and NFE programme
at the national, provincial and district levels. 10,000
6 Training of first batch of literacy trainers 90,000
7 Technical expert meeting for strengthening
NFE Department, 10,000
8 Printing and distribution of materials 300,000
9 Hardware, software, furniture, and
other logistic support toNFE Department. 120,000
10 Trial in selected CLCs and developmentof CLCs . 20,000
11. Capacity building for NFE planners, administrators,
Trainers and teachers 40,000
12. Development of NFE-MIS and NFE-GIS 30,000
13. Developing specific radio programmes for Literacy 120,000
14. National studies 50,000
15. Reporting and miscellaneous costs 80,000
16. Transport and security 200,000
Total (2 years): $1,400,000

Total, Year One: $700,000
Total, Year Two: $700,000
(These are preliminary estimates and are open for revision based on the negotiations with the
national authorities and the current prices and inflationary trends in Afghanistan).
Beneficiaries
 Basic education planners, administrators, and project managers, practitioners, trainers and
facilitators at all levels.
 Key policy decision-makers, trainers, leaders of NGOs and village elders and /or tribal leaders who
are involved in designing and implementing, monitoring and evaluating literacy and NFE
programmes
 Rural and urban poor and vulnerable, specially adolescent girls and women, and marginalised or
ex-combatant adolescent boys and men.
--------------------------------------------------------End of Sample-----------------------------------------------------------
31
V. Position Paper
Description / Purpose of a Position Paper
A position paper is an academic argument writing. 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. The central goal of writing a position paper is not only to
state and defend your position on the issue but also to show how your stance relates to other
positions. The purpose of the paper is to argue your position on an issue raised in at least two articles
we have read, showing how your position relates to those of the authors. it describes the author’s
position on an issue and the rational for that position and in the same way that a research paper
incorporates supportive evidence and is based on facts that provide a solid foundation for the author’s
argument.
Parts of the Position Paper:
a. Introduction - identifies the issue that will be discussed and states the author’s position on that
issue.
b. Body - contains the central argument and can be further broken up into three unique sections
background information Evidence supporting the author’s position A discussion of both sides of the
issue, which addresses and refutes arguments that contradict the author’s position
c. Conclusion - restating the key points and, where applicable, suggesting resolutions to the issue.
Kinds of Position Papers:
a. Expositive Writing - consists of summarizing or setting out the ideas of a given philosopher in your
own words, in order to help your reader to understand material that is hard to follow. It often involves
arguing for or against a certain interpretation of that philosopher’s ideas by showing that this
interpretation is more or less consistent with other writings by the same philosopher.
b. Comparative Writing - usually require you to summarize or set out the arguments and positions
your own words. It will also require you to defend your claims of commonality and difference.
c. Evaluative Writing - if a position seems to contradict what we know, or if we cam find a case which
seems to contradict the position that’s a mark against the position. If an argument assumes things we
have reason to doubt, or which can’t be believed without accepting the conclusion, or if those ideas
don’t seem to support the conclusion the argument wants us to draw, that’s a mark against the
argument.
d. Constructive Writing - in defending a position of our own, it usually involves an analysis and
evaluation of particularly relevant and influential work in order to elucidate or advance our own
32
position, carefully supporting our position with argument, and responding to actual or potential
objections.
How a Position Paper must be written:
1. Decide on a topic. The best topic will be the one you have a strong interest in or opinion about.
Find some articles to read related to your topic. It is best to read different positions. Sometimes a
topic might seem to have 2 sides, but in actuality most people would agree on 1 side.
2. Write your position idea. Pick one particular aspect of this topic to discuss and write a one-
sentence opinion. Test to see if this is an arguable opinion. If everyone agrees on this topic, then you
don’t really have something you can write a good persuasive essay about.
3. Gather your sources. You can use articles you read in preparing your thesis, but you may want to
get more evidence to support your view. Make sure you also have good information about opposing
views.
4. Decide what sort of claim you are writing. Read your sources and decide on a claim statement.
This claim will be the thesis of your paper.
5. Do prewriting about your audience. You need to find common ground with your audience. Most
arguments are more effective if they seek to persuade an audience which is undecided or not strongly
in favor of your position..
6. Outline. Use the information you have gathered and your pre-writing about audience to write an
outline using the information.
7. Write your paper. Include adding your author tags, evidence and citations.
8. Do Peer Editing. Have someone read your paper and answer questions to help you to write your
final draft.
9. Revise. Revise your draft using the information you got from your reader(s)
10. Final Proofread. Run a spelling and grammar check, proof-read and read aloud to catch errors.
The following is a sample of a Position Paper:
Position paper on Graff's Beyond the Culture Wars
Gerald Graff's suggestion that colleges make issues of academic controversy part of theclassroom
dialogue, is for obvious reasons, attractive. However, his vision of a campuswhere political and
academic confict is subsumed by-or at least symbiotic with-classroomlearning assumes that the
culture war is being fought in good faith. I think believing that thisis a good faith dispute ignores what
33
are the most contentious fronts in the culture war,within as well as outside the colleges.Of course,
these issues are race, gender, and sexuality. Both sides in the culture war haveproven themselves
unable to contain themselves and argue objectively. They haveattempted, in some cases, to
obfuscate the issue by creating code words to euphemize theissue, but ultimately feel a passion that
is too raw, too visceral for the classroom to contain.On the right, it is not simply a matter of the decay
of the canon. Graff points out that severalpopular accounts mention the inclusion of marginal literature
in syllabi, but I believe hedoesn't realize the significance of who their targets are. While broadly, they
claim to bestanding against "barbarism" and "relativism," they're particular targets seem the same as
aMcCarthyite's rogues gallery: feminists, blacks and other minorities, homosexuals--challengers to a
canon, but also, as might be expected, the enemies of the reactionariescalling themselves
"conservatives." It should be no surprise that popular spokesmen for theright embrace this, sometimes
going to anti-intellectual extremes or plain lying. Theseconflicts when played out in colleges are
genteel when compared with how they play out ina larger national discourse about affirmative action
and equal opportunity, civil rights,personal liberties, and religious freedom.Graff rightly points out that
the radical multi-culturalists have become the opposite side of the same absolutist, exclusivist coin.
But Leonard Jefferies isn't as alone as Graff would haveus believe. For instance, the popularity of
Nation of Islam speakers among black collegestudents indicates that Jefferies has a good deal of
company. The stifling of "hate speech" isa more generalized indication that colleges are justifiably
terrified of letting students at eachother to resolve ideological disputes. Incidents like the Cornell
students who distributedmisogynist jokes or the Penn water buffalo case, should dramatize the fact
that both sides of the culture war feel there is too much at stake in the culture war to permit
opposingperspectives. Judith Rodin, in a letter to parents and alumni, discussed the Red &
Blue'sracist article about Haiti as a success for rational student discourse, but conveniently forgotto
mention the devisiveness it caused.Graff's argument often boils down to schematizing how to
represent conflicts, but I believe itignores the larger, more rancorous, culture wars that revolve around
the same issues. In thisregard, even though I feel his solution is elegant but unrealistic. It relies on
passing absolutepositions off as relative, and thus ignores how deeply felt those absolute ideologies
are.Since this flaw is in the very foundational assumptions on which his idea rests, I think he isnaive in
suggesting that these arguments be contained and defused in a classroom.
Markowitz,D.,&Filreis,A.(1995,December4).Positionpaper.Retrievedfromhttp://www.writing.upenn.edu/
~afilreis/50s/graff-sample-paper.html
--------------------------------------------------------End of Sample-----------------------------------------------------------
34
VI. Resume
The Description / Purpose of a Resume:
A resume summarizes the most important information an employer needs to know when they
consider a new hire. The job seeker’s relevant qualifications, training, and work history are listed
under easily understood resume headings such as, “Summary of Qualifications“, “Personal
Experience”, or “Education”. A typical resume will include “Contact Information”, “Objective or
Summary of Qualifications”, “Work History”, and “Education”. The resume’s sole purpose is to land
you on an interview. If employers like what they see in your resume, they”ll contact you to schedule an
interview. During an interview, they will evaluate how well your skills match the job requirements, and
how well your personality fits with their team.
Parts of a Resume:
a. Header- includes your name, full address, phone number and email. Generally employers will
contact you via phone or email. For this reason, it is no longer necessary to provide two addresses if
you are relocating in the near future.
b. Professional Objective- This is a phrase or sentence that highlights your intentions and
accomplishments. Be specific enough to give an element of career direction to your resume. Tailor
this to each organization and position. State clearly whether you are looking for an internship, part-
time or full-time job.
c. Qualifications Summary- You may use a qualifications summary to highlight your most noteworthy
attributes. This typically includes your years of experience, technology proficiency, languages and
highest achievements. Your resume should then support these attributes by providing evidence
throughout the remaining document.
d. Education- List the highest level of education first. Include the name of the college, degree, major,
minor, and month and year of your anticipated graduation. Dates of attendance or high school
information is not needed.
e. Experience- This category typically reflects your contact with specific employers. Include co-ops,
internships, part-time, jobs, volunteer work, summer jobs, special projects or military experience under
this category. You do not need to include all of your previous jobs, only those that relate to the position
you are seeking.
f. References- Generally references are not listed on a resume and only provided if requested by an
employer. To share your references, list in alphabetical order the names, titles, addresses, telephone
numbers and e-mail addresses of at least three people on a separate page. People who have known
you for at least a year and within a context similar to the position you are seeking will provide the
strongest endorsements. Whomever you select, remember to ask these individuals for permission
before listing them as a reference.
35
Different Kinds of Resumes:
a. Chronological- With work history listed in reverse chronological order ( most recent position first,
oldest position last ), this traditional type of resume focuses on titles and dates.
b. Functional- This less common format focuses on skills and accomplishments, rather than dates
and titles. It divides your qualifications into functional categories, such as Administrative, Management
or Project Management
c. Combination/Hybrid- Featuring a mix of elements from both of the above resume types, this
format is the most versatile for individual scenarios.
How a Resume must be written:
1. Choose the Right Resume Format. You can’t just start writing a resume by putting your info into
the resume template all willy-nilly. Most job applicants will likely to choose the reverse-chronological
order resume template. The chronological resume is a traditional resume format which empasizes
your duties, experience, and work history. You’ll list your most recent positions first, and go back
through past jobs in reverse-chronological order from there.
2. Add your Contact Information and Personal Details. On a great resume contact information
section, there are items which you must include, personal details that are recommended, and some
data which you should definitely leave out.
3. Start with a Heading Statement ( Resume Summary or Resume Objective ). The employer flips
through resumes just like Tinder user with an attention deficit, as they spend an average of just 6
seconds skimming resumes, initially. That’s why a professional resume heading statement is super-
important to get it right. A good resume summary works when you apply at a job in which you have
experience. It summarizes your position-related skills and qualifications. Choose the resume objective
statement if you have no work experience at all, or at least none related to the position you’re applying
for.
4. List your Relevant Work Experience and Key Achievements. The work experience section of
your resume where you describe your past jobs is the most crucial component of your whole job
application. If you have a little or no professional experience, put your education section above your
work history. Remember the best resume templates will highlight your experience and eligibilty.
5. List your Education Correctly. Many people treat the education section as an afterthought, but
you shouldn’t. The right resume education order is to place your highest degree first then add any
other degrees after in reverse-chronological order. If you finished a university degree, don’t add high
school info. And add any relevant coursework, honors, or awards you received.
6. Put Relevant Skills that Fit the Job Ad. When you consider how to create a resume that will
definitely stand out, it has everything to do with springkling your skills throughtout. But it also makes
36
sense to have a big section labeled “SKILLS.” Not every skill is worth mentioning on a resume. A good
resume skills section takes up little real estate but has great impact.
7. Include Additional Important Resume Sections. Make your resume unique by including extra
resume sections. Additional sections on your resume can showcase just about anything about you,
from your proud commendations to languages in which you’re fluent and more. Listing your hobbies
and interests subtly proves your ability to work well in a team and can verify your leadership and
management expertise. Got any certifications, licenses or proud awards to show off? If they are
relevant to the job and industry, include them.
8. Complement your Resume With a Cover Letter. Your cover letter or job application lets you
expand upon things that you need to keep brief on your resume. Most employers think a resume is not
enough to make a decision. A great cover letter that matches your resume will give you an
advantages over other candidates.
9. Proofread, Save, and Email Your Resume The Right Away. Double-check your resume draft
before sending it out. Scan your resume and cover letter with a tool like Grammarcheck. Then, ask a
friend or family member to triple-check. Better safe than sorry! PDF resume downloads are the most
common, nowadays. Its format is finalized when you save it, so they get a nice, clean document that
doesn’t cause formatting issues. Your resume and cover letter are entering a sea of similar emails
from other job seekers fighting for the same position as you. Find the name of the person who will be
reading your resume and personalize your email with that information.
The following is an example of a Resume:
Cody Fredrickson
Farwell TX • (123) 456-7891
cfredrickson@email.com
SUMMARY
Enthusiastic Business Manager with over three years' experience envisioning and creating
commercial
solutions, collaborating to develop a brand, and supervising the development of ergonomic
systems to ensure customer loyalty.
EDUCATION
Coral Springs University Aug '10 - May '14
37
Business Management/Accounting
EXPERIENCE
TradeLot, Senior Manager Jul '15 - Current
● Investigated 100+ inventory items to guarantee appropriate levels of available stock

● Utilized the services of 30+ personal shoppers and department managers to promote
opportunities to enhance the business
● Optimized 30+ events by inviting dormant clients to see the company's products and
progress
● Generated 40+ optimal outcomes by analyzing issues, formulating plans, and providing
solutions
Cloud Clearwater, Operations Manager Current - Current
● Collaborated with tenants to resolve issues involving 150+ single family homes
● Increased revenue growth by 15%
● Implemented 15+ development efforts and processes to increase revenue
SKILLS
● Project Management
● Payroll
--------------------------------------------------------End of Sample-----------------------------------------------------------
38
VII. Application Letter for College Admission and Employment
The Description / Purpose of an Application Letter for College Admission and Employment:
There is a cutthroat competition in each field for students nowadays. Therefore, it is important to
write the perfect application letter for getting admission in college. When you are applying for college
admission, it’s important to do everything possible to make sure your application really stands out.
Parts of Application Letter for College Admission and Employment:
a. Find Information About the College- Before applying to a certain college it is important to do a
thorough research about them. Discover every single imaginable detail before presenting a letter to
this specific school. It is important to emphasize in the letter that the student applying is a perfect fit for
that college.
b. Provide Best Reasons- In order to get admission in the college, it is essential to give the best
reasons in the letter for the affirmation. It is advisable to avoid unrealistic sentences and rather
compose it in a form that includes all the relevant reasons for getting information in that specific
college.
c. Competitive Edge- If the college in which a student applying for is famous for extracurricular
activities like a sports team or a drama club then the student should mention these skills in the
application letter provided that he or she actually possess those skills. Mentioning the specific skills in
the application letter are likely to give the student a competitive edge over the other competitors.
How an Application Letter for College Admission and Employment must be written:
1. The Greeting. Every application letter needs a greeting. How you open your letter indicates not only
your level of professionalism, but also how much effort you put into researching the company and
position. Therefore, a generic “To Whom It May Concern” or “Dear Sir/Madam” is likely to get your
letter tossed in the trash before it’s even read.
2. The Opening. The first paragraph of your application letter should be just a few lines that tell the
hiring manager why you are writing, highlight an accomplishment and show your enthusiasm for the
position. It should be direct and to the point; don’t waste time going on and on about how you heard
about the position or how you think you are perfect for the job. Employers aren’t really interested in
what you think about your qualifications. Rather, they want specific details showing that you have the
skills that they need.
3. The Body. The body of an application letter should read like a highlight reel. What are your most
impressive accomplishments? Choose those that are most relevant to the position you’re applying for,
and connect the dots for the reader. Show how you can bring value to the company, and that you
have the skills and experience that they need.
39
4. Highlight your Knowledge of the Company. Once you’ve highlighted your experience and
demonstrated your enthusiasm for the industry and the job, it’s worth devoting a few lines to show that
you have done your homework and researched the company.
5. The Closing- Your final paragraph should summarize your skills (in one line) and focus on the next
steps. Don’t ramble or repeat what you have already said, just succinctly state your case and ask for
an interview. Although you may have been advised to tell the recipient that you’ll call to follow up at a
specific time that’s not advisable but, instead, note that you would welcome the opportunity to meet
with the recruiter to discuss your experience and potential contributions in more detail, and that you
look forward to hearing from him or her.
The following is a sample of an Application Letter for College Admission and Employment:
Dear Admissions Department,
A month ago, I attended a tour of the University of North Texas. I was very impressed by the campus
and by the helpful and friendly staff. I am even more impressed with the exceptional reputation of your
institution and its outstanding academic achievements. After reading numerous rave reviews from
University of North Texas Alumni, I am convinced the university is the best choice for me and the one
that will help me achieve my goal of teaching children at the elementary level.
My interest in becoming a teacher is directly connected to a personal experience. In kindergarten, I

struggled to learn the concepts other children picked up so easily. My interest in school quickly faded
and I was given the title of class dummy. Everything changed for me in the third grade, thanks to the
patience and wisdom of my teacher. Mrs. Wilson refused to believe I was incapable of learning. In
short time, she uncovered the root of my educational struggles and tutored me on her own time to
help me catch up with my classmates. I discovered a love for learning simply because I was lucky
enough to have a teacher who truly cared.
I am currently a senior in high school and I will graduate this spring with highest honors and a 3.9
GPA. I am a member in good standing in the National Honor Society and the Beta Club. I won second
place in the Odyssey of the Mind competition in the 10th grade and I won the UIL gold medal in the
state finals for Poetry Interpretation in the 11th grade. I am a 4-year, award-winning member of the
marching and concert bands, President of the English Literary and French clubs, and a member of the
volleyball team. I am a volunteer math and English tutor for students at the junior high school level and
I have logged over 240 hours as a volunteer at the Kids Matter afterschool program.
I am thoroughly convinced the College of Education at the University of North Texas will help me
achieve my career goals. I am determined to become the best teacher I can possibly be and to use
my skills to identify and reach students who have given up on themselves and learning. I am enclosing
my application packet along with letters of recommendation from my teachers and community leaders.
I look forward to hearing from you soon.
Sincerely,
40
Kari Hall
Kari Hall
Enclosures:
Letter of Recommendation from Mrs. Spielberg, Honors English
Letter of Recommendation from Ms. Wayman, Honors Calculus
--------------------------------------------------------End of Sample-----------------------------------------------------------
41
VIII. Email
The Description / Purpose of an Email
Email is one of the most widely used features of the internet, along with the web. It allows you to
send and receive messages to and from anyone with an email address, anywhere in the world. An
email is a digital message sent electronically from one computer to one or more other computers.
Emails are flexible and can be used for giving instructions, serving as documentation, providing
confirmation, communicating rules and procedures, making recommendations, providing a status
update, making an inquiry.
Parts of an Email:
a. Subject- is a description of the topic of the message and displays in most email systems that list
email messages individually.
b. Sender- This is the sender's Internet email address. It is usually presumed to be the same as the
reply-to address.
c. Date and Time Received- The date and time the message was received.
d. Reply-to- This is the Internet email address that will become the recipient of your reply
e. Recipient- First/last name of email recipient, as configured by the sender.
f. Recipient Email Address- The Internet mail address of the recipient, or where the message was
actually sent.
g. Attachments- Files that are attached to the message.
Kinds of Email:
a. Newsletter- These emails are typically sent on a consistent schedule and will often contain either
content from the company blog or website, links curated from other sources, or both.
b. Standalone Emails- These emails are dedicated to just one topic and put the call to action front
and center. Your readers’ attention won’t be diverted, so they’re more likely to take the action you
want them to.
c. Lead Nurturing- typically a series of related emails that are sent over a period of several days or
weeks. The idea is to move leads through your funnel and convert them into customers, all through an
automated series of helpful content. Not only can these emails help to convert, they also drive
engagement
42
d. Transactional- If you have any kind of e-commerce component to your business, you’re likely
already sending transactional emails such as receipts and confirmations. These types of messages
have 8x the opens and clicks than any other type of email.
e. Milestone Emails- Milestones you can celebrate include your subscribers’ sign-up anniversary or
your company anniversary. When combined with a special promotion or offer, these emails can drive
much greater clicks and conversions.
f. Plain-Text Emails- If you only ever send fancy formatted emails, text-only messages may be worth
a try. Even though people say that they prefer heavily-designed emails with numerous images, in
actuality, simpler emails with less HTML won out in every A/B test.
g. Mobile Optimised- If an email is difficult to read or just doesn’t look good on their device, 71
percent of people will delete it, and 16 percent will hit unsubscribe. It doesn’t matter how great the
content in your email is, if it’s not mobile optimised, most people won’t even bother to read it, and
some will opt out altogether.
Here is how an Email must be written:
1. Write a meaningful subject line. Before you hit “send,” take a moment to write a subject line that
accurately describes the content, giving your reader a concrete reason to open your message. A
vague or blank subject line is a missed opportunity to inform or persuade your reader.\
2. Keep the message focused. Why are you writing? Are you responding to a request? Apologizing
for an error on your part? Asking for the recipient to take some action for you?
3. Avoid attachments. Rather than forcing you reader to download an attachment and open it in a
separate program, you will probably get faster results if you just copy-paste the most important part of
the document into the body of your message
4. Identify yourself clearly. When we send text messages to our friends, we expect a lot of back-
and-forth. But professionals who use email don’t enjoy getting a cryptic message from an email
address they don’t recognize.
5. Be kind. Don’t flame. Think before you click send. If you find yourself writing in anger, save a draft,
go get a cup of coffee, and imagine that tomorrow morning someone has taped your email outside
your door.
6. Proofread. While your spell checker won’t catch every mistake, at the very least it will catch a few
typos. Show a draft to a close associate, in order to see whether it actually makes sense.
7. Don’t assume privacy. Don’t send anything over email that you wouldn’t want posted
43
8. Distinguish between formal and informal situations. Don’t use informal language when your
reader expects a more formal approach. Always know the situation, and write accordingly.
9. Respond promptly. If you want to appear professional and courteous, make yourself available to
your online correspondents.
10. Show respect and restraint. It is good form to ask the sender before forwarding a personal
message. If someone emails you a request, it is perfectly acceptable to forward the request to a
person who can help but forwarding a message in order to ridicule the sender is tacky.
The following is a sample of an Email:
Dear Mr. Monares,
I am writing this to request you for an extension on the XYZ project report which is due on June
9,1969. My mother has taken ill unexpectedly, and I must leave for home tonight. I’m afraid it will take
me a week before I can return to the office and complete the report.
Kindly grant me an extension till June 13, 1969 for the same. I promise to deliver the project report by
then.
Sincerely, Hardeep Singh
--------------------------------------------------------End of Sample-----------------------------------------------------------
44
IX. Business Letter
Description / Purpose
A Business Letter is also known as Professional Business Letter is a formal paper used as a way
of communication between, to or from businesses and usually sent through the Post Office or
sometimes by courier. Business letters are sometimes jokingly called snailmail (in contrast to email
which is faster).
There are various purposes for a business letter. These purposes can be a business deal,
complaint, warning, notice, invitation, declaration, information, apology and various other corporate
matters. Letters of business are the most popular and the most widely written types of letters.
Business letters are also the oldest form of official correspondence and perhaps the propagators of
mailing system.
Kinds
Types of Business Letters

Business Letters are basically of Two Types:
1. Formal Business Letter – Formal business letters are the typical or standard business letters
meant for legal or official correspondence. These include letters regarding business deals,
order, claim, dispute settlement, agreements, information request, sales report and other
official matters.
2. Informal Business Letter – Informal Business Letter has a laid back approach. It is used for
casual correspondence but doesn’t necessarily has to have a casual tone of language. These
letters include memorandums, appraisals, interview thanks, reference letters, cover letter,
customer complaint letters, e-mails and others which are less important or regular.
Depending upon the client, content, motive and other factors, Letters of Business can be further
subdivided into:
1. Sales Letter:
This serves as an introduction for the customer about the product and/or the company.
Typically, this type of letter starts off with a line or statement which captures the interest of the reader
who is more often than not a target customer or a prospect. It is also to ensure that the reader takes
an action and that is why strong calls to action are included in it.
2. Acknowledgment letter:
This is usually a letter sent from the other party which is called an acknowledgment letter. The
acknowledgment can be of receipt of goods and services, receipt of any other letter or of general
inquiries. It is usually sent by post or by mail. The letter is also used for replying to the queries and
complaints sent by customers or clients to state and acknowledge that we have received the
communication.
45
3. Order Letters:
The order letter includes all the relevant details related to the order such as invoice or receipt
number, product details along with specifications, quantity of the order, Sales tax number and other
details related to the manufacturer and a figure indicating the total amount of the order. As the name
suggests, these are types of Business letters which are sent solely for the purpose of placing orders
and they may be sent to wholesalers, retailers, or a manufacturer.
4. Apology letter:
Apology letter is written in order to express regret regarding a certain matter, which says the
acknowledgment of mistake or issue or error along with an apology. This letter may also be issued by
the company for the customer or to the dealer or even to an internal stakeholder.
5. Complaint Letter:
Complaint letters are the types of Business letters written by one party to other party or entity
to convey dismay about a certain issue. Complaints are indicators that something has went wrong and
that has been indicated by a formal business letter. Sometimes complaint letters may also contain
steps to rectify the problem or expected compensation. A complaint letter is followed by an
acknowledgment letter and then an apology letter, if applicable.
6. Appreciation letters:
These types of business letters are written by senior management to the junior management
for the conveyance of gratitude in order to congratulate them on a job well done or in order to motivate
them. The appreciation letter is also followed by an appreciation mail and sometimes, with a reward.
7. Adjustment Letters:
Adjustment letters are the ones that are sent to the customers as a response to their claim or
complaint. The adjustment can be either in the customers favour in whichever case.
8. Circular Letters:
These types of business letters are sent to a closed group or selected people with the purpose
of being circulated widely. The purpose of circular letters is to either convey customers about the sale
or news or intimate about important information about newly launched or built facilities. This can also
be used to deliver news about new product launches. Circular letters are also used to reach new and
prospect customers to let them know about the new information and new developments.
9. Inquiry Letters:
The inquiry letter is to be kept short and to the point with directly addressing the inquiry. This
type of business letter is sent for inquiry about certain information. The primary purpose is to know
about something or if someone has any query which needs to be answered.
10. Confirmation letter:
46
The confirmation letter reiterates the facts and figures of discussion once again and puts it in
an official format confirming everything to avoid further misunderstandings.
11. Follow-up letters:
These letters may be about the business meeting follow-up or about a sales order follow-up or
even a job seeker enquiring about his/her application. These letters may also combine a Thank you
note along with the follow-up message.
12. Cover Letter:
Usually submitted along with Resume, a cover letter explains briefly about the candidate and his/her
interest in the job. It acts as an opening statement before the candidature of the applicant can be
pursued. Most of the time, this letter is for a job application.
13. Recommendation letter:
This type of letter serves as to guarantee the background and the profile of the candidate. The
recommendation letter can be from anyone like a previous employer, university professor or anyone
with whom the candidate has been in contact or worked with before but should not be a direct relative.
14. Payment Request letter:
The request letter contains a request for payment of a certain amount before a final date.
15. Standard Letter:
Standard letters are sent by businesses to respond to certain queries or as general

information. This letter may contain routine information about the organization and its activities.
16. Resignation Letter:
This is a short and concise letter which is used to intimate the company that the employee will
no longer be serving the organization is called Resignation letter.
Here are the parts and how to write a Business Letter:
1. Letterhead – A letterhead is topmost heading printed on letter paper. The heading consists of
name, address generally accompanied by a logo of the organization. Most professional firms have
their own pre-designed letterhead. Pre printed Letterheads showcase the repute of a company; in
terms that that company can afford to have these and is not miser in using some extra ink. However
smaller firms may not have it. They use their name, address where the letterhead would be placed.
2. Date – The date has to written exactly below the letter head. The date is important part of a letter
and is used for reference. The date is supposed to be written in full with day, month and year.
Example – 31st May 2012 or May 31st, 2012
3. Recipient – Recipient or Receiver's name and Address is next part of a business letter. This part
included the Name of the Receiver, his Designation and Full address inclusive of phone and email.
47
4. Salutation – Salutation is word of greeting used to begin a letter. It is courteous gesture and shows
respect to the receiver. Dear Sir / Madam etc. are specifically known as Opening Salutation.
5. Body – This is the main part of the letter. It contains the actual message of the sender. The body of
the letter is basically divided into three main categories.
 Opening Part: The first paragraph of the mail writing must state the introduction of the writer. It
also contains the previous correspondence if any.
 Main Part: This paragraph states the main idea or the reason for writing. It must be clear,
concise, complete, and to the point.
 Concluding Part: It is the conclusion of the business letter. It shows the suggestions or the need
of the action. The closing of the letter shows the expectation of the sender from the recipient.
Always end your mail by courteous words like thanking you, warm regards, look forward to
hearing from your side etc.
6. The Complimentary Close – It is a humble way of ending a letter. It is also courteous and shows a
mark of respect towards the recipient. Yours Sincerely or Sincerely etc. are specifically known as
Closing Salutations.
7. Signature – Sign your name after a few spaces. If you have your Printed Name, then sign above the
line containing your typed name. Signature is to written in Black or Blue Ink. If you have an electronic
signature you can use that too. Scanned image of your signature can also be used, if it confers with
rules of your organization.
8. Sender’s Name, title and contact information – If not provided in the letterhead, one can include his
Name, Title, Address, Phone, Email etc. in separate lines.
9. Enclosures – It shows the documents attached to the letter. The documents can be anything like
cheque, draft, bills, receipts, invoices, etc. It is listed one by one.
10. Copy Circulation – It is needed when the copies of the letter are sent to other persons. It is denoted
as C.C.
11. PostScript – The sender can mention it when he wants to add something other than the message in
the body of the letter. It is written as P.S.
Here are other notes on how to write an effective Business Letter:
 Use a professional tone

 Write clearly
 Organize your information logically
 Use colour to emphasize words in text
 AutoText
 Be persuasive
 Understand your reader
 Conclude your letter with a "call to action."
 Proofread your letter
The following is an example of a Business Letter:
48
--------------------------------------------------------End of Sample-----------------------------------------------------------
49
REFERENCES
I. Book Review / Article Critique

Book Reviews. (n.d.). Retrieved from: https://writingcenter.unc.edu/tips-and-tools/book-reviews/
How to write a book review and a book report. (n.d.). Retrieved from:
https://library.concordia.ca/help/writing/book-report.php
Parts
Kindle, Peter. (2015). Teaching Students to Write Book Reviews. Contemporary Rural Social Network
7, 135 – 141. Retrieved November 20, 2019 from https://libguides.usc.edu/writingguide/bookreview
Madison, E. (n.d.). What is a Book Review? – Definitions and Examples. Retrieved from:
https://study.com/academy/lesson/what-is-a-book-review-definition-examples.html
Kinds
Dellon, S. (2017). Different Types of Book Reviews. Retrieved from:
https://www.ingramspark.com/blog/different-types-of-book-reviews
How it must be written
How to write a book review. (n.d.). Retrieved from: https://www.booktrust.org.uk/books-and-
reading/tips-and-advice/writing-tips/writing-tips-for-teens/how-to-write-a-book-review/
Sample
Kavan, H., Thomas, N. (2004). Behind Close Doors. Example of an Academic Book Review.
Retrieved from: http://owll.massey.ac.nz/assignment-types/book-review.php
II. Literature Review
Literature Reviews. (n.d.). Retrieved from: https://www.rlf.org.uk/resources/what-is-a-literature-review/
Parts
Section C: Parts of a Literature Review. (n.d.). Retrieved from:
http://writeonline.ca/litreview.php?content=section3
Kinds
The Literature Review. (n.d.). Retrieved from: https://libguides.usc.edu/writingguide/literaturereview
McCombes, S. (2019). How to write a literature review. Retrieved from:
https://www.scribbr.com/dissertation/literature-review/
Sample
Reece, G. (2002). Critical Thinking and Transferability: A Review of the Literature. Retrieved from:
http://people.umass.edu/curtis/academics/researchtoolbox/pdfs/Reece_LitReview_2010.pdf
50
III. Research Report
Jaideep, S. (n.d.). Research Report: Introduction, Definition, and Report Format. Retrieved from:
http://www.yourarticlelibrary.com/marketing/research-report-introduction-definition-and-report-
format/48713
Parts
Research Reports: Structure. (n.d.). Retrieved from: https://learnenglish.britishcouncil.org/writing-
purpose/research-reports-structure
Components of a Research Paper. (2016). Retrieved from: https://myathleticlife.com/components-of-
a-research-report/
Shuttleworth, M. (2009, Jun 5). Parts of a Research Paper. Retrieved Nov 22, 2019 from
Explorable.com: https://explorable.com/parts-of-a-research-paper
Kinds
https://www.slideshare.net/vikasindian001/research-report-ppt
How it must be Written
Writing a Research Report. (2004). Retrieved from:
https://www.adelaide.edu.au/writingcentre/sites/default/files/docs/learningguide-
writingaresearchreport.pdf
Sample
Smith, L. C., Ramakrishnan, U., Ndiaye, A., Haddad, L., & Martorell, R. (2003). The Importance of
Women's Status for Child Nutrition in Developing Countries: International Food Policy Research
Institute (Ifpri) Research Report Abstract 131. Food and Nutrition Bulletin, 24(3), 287-288.
IV. Project Proposal
Description / Purpose, Kinds, & How it must be written
Spacey, J. (2016). What is a Project Proposal? Retrieved from: https://simplicable.com/new/project-
proposal
Parts
What is a project proposal? (n.d.). Retrieved from: https://www.mavenlink.com/resources/project-
proposal
Sample
Promoting Literacy, Youth and Adult Education. (2002). Retrieved from: https://project-
proposal.casual.pm/
V. Position Paper
PositionPaper.(n.d.).Retrieved from:
https://writing.colostate.edu/guides/teaching/co301aman/pop8a1.cf
51
Parts
Position Paper Diagram. (2019). Retrieved from:

https://bowiestate.libguides.com/c.php?g=442189&p=3014828
Kinds Ten Characteristics of a Good Position Paper. (n.d.). Retrieved from:

https://www4.uwsp.edu/philosophy/dwarren/CTBook/06RLArguments/characteristics.htm?fbclid=IwAR
0Hb-M0p5kdky3kuLPr0ZIPIw3GNqgPF7dq7o92ajj7oGOH739DaHgUOCE
Easy Steps to Write a Position Paper. (2019). Retrieved from: https://owlcation.com/academia/How-to-

Write-a-Position-Paper-which-argues-a-claim
Sample
Graff: Sample Paper. (n.d.). Retrieved from: https://www.writing.upenn.edu
VI. Resume
What is a resume? (n.d.). Retrieved from: https://www.pongoresume.com/articles/391/what-is-a-

resume-a-brief-overview.cfm
Parts / Kinds
Doyle, A. (2019). How to Include Your Contact Information on Your Resume. Retrieved from:
https://www.thebalancecareers.com/how-to-include-your-contact-information-on-your-resume-
2063308
What is a resume? (n.d.). Retrieved from: https://www.pongoresume.com/articles/391/what-is-a-

resume-a-brief-overview.cfm
Eilers, C.(2019). How to Make a Resume for a Job. Retrieved from: https://zety.com/blog/how-to-
make-a-resume
Sample
Business Manager Resume Examples. (n.d.). Retrieved from: https://www.indeed.com/career-

advice/resume-samples/business-resumes/business-manager
52
VII. Application Letter for College Admission and Employment
Write a College Admission Application Letter. (2018). Retrieved from:

https://www.wordtemplatesonline.net/college-admission-application-letter/
Parts
Write a College Admission Application Letter. (2018). Retrieved from:

https://www.wordtemplatesonline.net/college-admission-application-letter/
What are the Parts of an Application Letter. (2017). Retrieved from: https://careertrend.com/about-
5410477-parts-application-letter.html
Sample
Writing a College Admission Application Letter. (n.d.). Retrieved from:

https://www.greatsampleresume.com/letters/application/college-application-letter/
VIII. Email
Christensson, P. (2014). Email Definition. Retrieved November 30, 2019 from https://techterms.com
Purpose, Structure & Content of Emails. (n.d.). Retrieved from:

https://study.com/academy/lesson/purpose-content-structure-of-emails.html
Parts
Parts of an email message. (n.d.). Retrieved from:

https://www.zimbra.com/desktop2/help/en_US/Creating_Messages/parts_of_an_email_message.htm
Kinds
Blayney,O. (2017). 7 Types of Emails Your Business Should Send. Retrieved from:
https://www.blayneypartnership.co.uk/e-marketing/types-of-emails/
EmailTips: Top 10 Strategies for Writing Effective Email.(n.d.). Retrieved from:

https://jerz.setonhill.edu/writing/e-text/email/
Sample
53
Akter,S.(n.d.). Formal Email Sample. Retrieved from:
https://www.academia.edu/38508401/Formal_Email_Sample_1_A_Request
IX. Business Letter

Business Letter. (2009). Retrieved from: https://targetstudy.com/letters/business-letter/
What is a Business Letter? (2009). Retrieved from: https://www.englishclub.com/business-
english/business-letters-what.htm
Parts
Parts of a Business Letter. (n.d.). Retrieved from: https://www.toppr.com/guides/business-
communication-and-ethics/business-correspondence/parts-of-business-letter/
Kinds
Bhasin, H. (2019). 15 Types of Business Letters used by Small Businesses. Retrieved from:
https://www.marketing91.com/15-types-of-business-letters/

Business Letter. (2005). Retrieved from: https://www.gingersoftware.com/content/writing-
center/business-letter/
Writing an Effective Business Letter. (n.d.). Retrieved from: https://www.xerox.com/en-us/small-
business/tips/business-letter
Sample
Varkki, N. (2010). Business Letter. Educational Object. Retrieved from: http://www.nvtc.ee/e-
oppe/Varkki/layout/business_letter.html
54

Success Compilation Manaois Querubin PDF

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Success Compilation Manaois Querubin PDF

Uploaded by

Copyright:

Available Formats

BASIC EDUCATION DEPARTMENT

Senior High School Unit

ACADEMIC WRITINGS AND

November 30, 2019

II. LITERATURE REVIEW 5-12

III. RESEARCH REPORT 13-18

IV. PROJECT PROPOSAL 19-31

V. POSITION PAPER 32-34

VI. RESUME 35-38

VIII. EMAIL 42-44

IX. BUSINESS LETTER 45-49

The Description / Purpose of a Book Review / Article Critique:

The Different Parts of a Book Review / Article Critique:

A Guide on how a Book Review / Article Critique could or must be written:

The following is a sample of a Book Review / Article Critique

Behind Closed Doors

The Description / Purpose of a Literature Review:

The Different Parts of a Literature Review:

A literature review consists of an introduction, body paragraphs, conclusion, and even

Here is how a Literature Review must be written:

Step 1: Collect, evaluate and select literature

Literature review research question

“What is the relationship between customer loyalty and customer satisfaction?”

Try and search for literature using keywords and citations

 Your university’s library catalogue

Evaluate and select sources

For each publication, ask yourself:

 What question or problem is the author addressing?

Take notes and cite your sources

Step 2: Find connections and themes

Step 3: Plan your literature review’s structure

 Look at what results have emerged in qualitative versus quantitative research

Step 4: Write your literature review

Stand-alone literature review

As you write, you can follow these tips:

Literature review paragraph example

Early work in environmental humanities tended to take a sharply critical approach to

Dissertation literature review

Stand-alone literature review

The following is an example of a Literature Review:

Critical Thinking and Transferability: A Review of the Literature

The Description / Purpose of a Research Report

The purpose of a Research Report is to demonstrate or develop your ability to undertake a

The Different Parts of a Research Report:

A Guide on how to write or make a Research Report:

 What is the purpose of the report?

STEP 2: Develop a Rough Plan

STEP 3: Do the Research

STEP 4: Draft the Body of Your Report

STEP 5: Draft the Supplementary Material

STEP 6: Draft the Preliminary Material

STEP 7: Polish Your Report

The following is an example of a Research Report:

The importance of women’s status for child nutrition in developing countries

The Description / Purpose of a Project Proposal

Here are the parts of a Project Proposal:

Project Proposals have different kinds as well.

 Formally Solicited – This kind of project proposal is established in response to an official

 Define your audience.

Include the following in this section:

 Name of the Organization

Section 2: Project Summary