11

READING and WRITING

Quarter 4-Module 9
Identify the Unique Features of and
Requirements in Composing a
Research Paper
English – Grade 11
Alternative Delivery Mode
Quarter 4, Module 9: Reading and Writing Skills (Identify the Unique Features
of and Requirements in Composing a Research Report)

First Edition, 2020

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Published by the Department of Education

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 TABLE OF CONTENTS
CONTENT PAGES

WHAT’S IN ------------------------------------------------ 1
Task 1 ------------------------------------------------ 1

WHAT’S NEW ------------------------------------------------ 2

Task 2 ------------------------------------------------ 2

WHAT IS IT ------------------------------------------------ 8

WHAT’S MORE ------------------------------------------------ 13

Task 3 ------------------------------------------------ 13

WHAT I HAVE LEARNED --------------------------------- 13

Task 4 ------------------------------------------ 13

WHAT I CAN DO ---------------------------------------- 14

Task 5 ------------------------------------------------ 14

ASSESSMENT ------------------------------------------------ 16

GLOSSARY ------------------------------------------------ 16

ANSWER KEYS ------------------------------------------------ 16

REFERENCE LIST -------------------------------------------- 17

 WHAT I KNOW

Task 1
Directions: Identify the following items below. Choose from the options in
the box and write your answers on your notebook.

research report methodology body references conclusion

results and research
introduction plagiarism abstract
discussion instruments

_________________ 1. It summarizes the intent of the research, the significant

findings, conclusions, and recommendations.
_________________ 2. It is a presentation of evidence in support of a clear thesis
statement based on organized ideas and factual
information from different sources.
_________________ 3. It includes the research designs, respondents, sampling
techniques and the description of how the study was
conducted.
_________________ 4. It contains the rationale for conducting the research, and
the justification on the importance of the research
and how it contributes to the existing knowledge of
the discipline.
_________________ 5. It is a statement of generalization based on the results
of the study.
_________________ 6. This is where you will indicate the books, journals, and
other online references that you have read in the
conduct of the research.
_________________ 7. These are tools that measure variables in the study and
are designed to obtain data on a topic of interest
from the subject of research.
_________________ 8. This explains the results of the study. It also includes
interpretation and in-depth analysis of the results
and their implications.
_________________ 9. It is when you just lift statement from a published
journal and write them down in verbatim, without
even mentioning the authors’ names and claiming
them as your own work.
_________________ 10. It contains the details that support the researcher’s
conclusion; it contains citations regarding what the
authors and other sources say about the problem

1
 WHAT’S IN

Task 2
Directions: Using a dictionary, find out what the following words mean to
better understand the unique features of and requirements in writing a
research paper. Write these on your notebook. Establish what you know first
and try to connect it with what you will learn in this lesson.

A. Literature Review D. Internet Sources G. Appendices

B. Methodology E. Qualitative Data H. Plagiarism

C. Research Instruments F. Quantitative Data I, Citation

WHAT’S NEW

Task 3

Directions: Read the following statements below. Write R if they can be proven
right; W if they can be wrong. Write your answers on your notebook.
_____ 1. Violent videos games do not cause teenagers to become violent, but
violent teenagers are attracted to violent video games.
_____ 2. There is no difference in the level of morality of church goers and non-
church goers.
_____ 3. Praising children intermittently is better at motivating them then
praising them at all times.
_____ 4. Students who are recognized as being excellent tend to shirk from
further challenges.
_____ 5. Children taught addition visually using blocks become less adept in
math when this method is done too many times.

Analyse the text using the questions below.

1. Why do you think that such item/items can be proven right?
2. Why do you think such item/items can be proven wrong?

2
Writing a Research Report
Research is an investigation that leads to the discovery of new knowledge.
Rivera (2007) defined research as a systematic exploration of possible
solutions to an existing problem. The responsibility of the researcher does not
end after the research. Whether the research gets publish or not, it is
imperative that findings be disseminated through a research report.
In educational research, preparing a research report is very important as
it is the stage where the findings of research are disseminated to the
stakeholders. The research report communicates to others the procedure and
the results of an investigation or inquiry.
The following are suggested parts of a research report and their examples:
✓ Title
✓ Abstract
✓ Introduction
✓ Methodology
✓ Results and Discussion
✓ Conclusion
✓ References
ABSTRACT
The abstract summarizes the intent of the research, the significant
findings, conclusion, and recommendations. For most research report, the
abstract should not exceed more than 300 words.
Below is the abstract of the research on Learning in the Workplace of
Teacher Educators in the Philippines by Filomena T. Dayagbil.

Abstract
This research was conceived to find out the learning constructs of teacher
educators including what they learned in the workplace, the sources of learning and
the factors that motivated teachers to learn. The study revealed that the workplace
was a rich avenue for learning where teachers in higher education institutions learned
the professional concepts and human relationship skills necessary for effective
practice. The teacher educators learned best from self-reflection, printed materials and
co-teachers. Other sources of learning were from in-service trainings, administrators
and students. What and how teachers learned were influenced by their length of
teaching experience. Extrinsic factors like salary, incentives and self-motivating factor
like teacher’s commitment motivated the educators to learn.
____________________________________________________________________
Keywords: Learning, workplace, teacher educators, adult learners

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INTRODUCTION
The introduction contains the rationale for conducting the research. It
contains the justification on the importance of the research and how it
contributes to the existing knowledge of the discipline. It also includes
literature that reveals gaps or affirmations which would establish the need
for the study.
Here is the sample introduction taken from the same research report
of Dayagbil.

Introduction
Society expects teachers to be concerned with students’ learning and to induce
learning in others. However, less emphasis is given to teachers’ learning and how they
learned practical knowledge in the practice of their profession. Tickle (1987) expressed
the need to look into the value of practical knowledge because it leads to competence
and beyond competence to professional excellence. Practical knowledge is stressed by
Ryan (1998) as workplace learning. The workplace is a learning organization and
teaching is a workplace learning experience. To be effective, the teacher must gain
insights into their own teaching and learn from the experiences in the workplace.
However, the imperatives to address the workplace-learning component of teacher
educators are not often articulated (Smyth, Dow, Hattam, Reid, & Shacklock, 2000).
Educators and researchers are beginning to recognize the value of workplace
learning in the 1990’s. Teachers have so much to learn in the workplace. The presence
of authentic and goal-directed activities in the workplace as well as the everyday
engagement in problem solving, make the workplace setting a good avenue for
learning. The need to learn is cited by Sikes (1985), stating that in order to survive, the
teachers have to learn the skills, the craft technology of teaching to come to terms with
the reality of the situation in the workplace. Educators have to learn the three most
crucial functions of facilitating learning, managing the classroom, and making
decisions. Learning takes place in several levels, in varied settings and different
circumstances. Learning may be informal or formal, basic, or advanced or learning
from a training or research project. When teachers engage with other professional
colleagues in a deliberate explanation of their professional world, they are learning.
By reflecting on what they do, how they feel about it, how they would like it to be and
then examining the details through interaction with professional colleagues, workplace
learning takes place. As a result, better understanding is arrived at, decisions are
made and plans for change are created that lead to instructional competence.
There is a need to analyze the teachers’ learning in the workplace in order to
bring about concrete evidence of what and how teachers learn. It is in this milieu that
the study is conceived to find out various learning constructs of teachers including
what they learned in the workplace, how learning took place and the sources of
learning. The study also looked into the factors that motivated the teachers to learn in
the workplace.

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METHODOLOGY
The methodology includes the research design, respondents, sampling
techniques and the description of how the study was conducted.
This is the sample methodology from the same research:

Methodology
The study was a qualitative-quantitative research which employed checklists,
story frames and interview schedule to delve deeper into the areas, sources of learning
and learning processes of teachers. Six workplaces from higher education institutions
in the Philippines were selected for the purpose of the study. The selection of multiple
school sites was done because of the desire to investigate the dynamics of different
school types and location as workplaces of teachers. The researcher believed that no
single school site would have accurate information of the diversity of teachers’
learning. The respondents or teacher informants were selected following the within-
case sampling. Miles and Huberman (1994:29) indicated that “within case sampling is
almost always nested.” However, choice of informants, narrative accounts and
interview responses were being driven by conceptual questions, not by a concern for
representation. For every workplace, six teachers were selected based on their length
of experience, their willingness to be informants of the study and the researcher’s
rapport with him/her in order to ensure full cooperation in the data gathering stage.
The teacher informants were classified as expert, mid-career, and novice teachers
(Sikes, 1985) based on their length of teaching experience. The grouping was made to
determine the learning of teachers among diversified experience which was perceived
to be a potent factor in the acquisition of knowledge and skills.

RESULTS AND DISCUSSION

This explains the results of the study. It also includes interpretation
and in-depth analysis of the results and their implications.
Here’s the sample discussion:

Results and Discussion

Learning Constructs of Teacher Educators
Areas of Learning
The study identified concepts and skills that teacher educators learned in the
workplace. The learning areas were categorized as teaching concepts/skills,
manipulative skills, leadership concepts/skills and human relationship skills. The
data collated showed that more than one half of the concepts and skills were learned
by teacher educators in the workplace. This means that the workplaces were fertile
grounds for learning. The teachers learned a lot in their places of work aside for the
knowledge acquired formally in their graduate and undergraduate studies.
Furthermore, the study revealed that the teachers in the workplace learned first
and foremost the professional concepts and skills necessary for job performance and
competence. These concepts and skills included teaching strategies learned to effect
learning among students. The skills on the art of questioning, and classroom
management were also acquired as teachers carried out their lessons every day. New
assessment methods, grading system, and test construction were also learned by the
teacher educators. An educator in her 60’s said: “Though my age is near retirement, I
have never grown tired of teaching. I enjoyed the challenges and disappointments that go with
teaching. I have learned so many things in the university like the new concepts and strategies

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in teaching, the changing role of an educator, lesson planning and art of questioning. When
H.E majors come to me, they know very little of home economics. But after my course, my
students said they learned many things from me. It is indeed very rewarding.” The second
most learned area in the workplace was on human relationship skills. The development
of wholesome relationship with peers and students was cultivated in the workplace.
The respondents claimed that it was in the workplace where they learned to relate well
with others. One teacher shared: “When you are a neophyte in the university, some of the
teachers are skeptical about you. They doubt your capacity to teach, and they test your ability
to get along with them. So, you have to prove your worth. You have to be respectful and let
them feel that you can learn a lot from those ahead of experience. Once I was very late for my
class. I didn’t mind those people whom I met because I was in a hurry to go to my class. The
following day talked reached my ears that I didn’t have respect for old teachers since I did not
bother to greet them at the corridor. After that incident, I realized that I became more respectful
than I was as a student”. The workplace was a rich venue for values development as
most of the teachers learned to cultivate harmonious interpersonal relations with
superiors, parents, the public officials, non- governmental organization, and the people
in the community. One educator said: It is in my workplace that I have learned to be human.
The extension project that I participated has taught me life’s lessons outside the four walls of
the classroom. When you share something to the needy and the deprived, the satisfaction that
you feel is beyond compare. In my institution, I have learned the values of empathy,
compassion and care.” The finding supports Downs (in Panares, 1998) claims that
learning at work is largely a social activity, and everyone has a role to play in helping
people learn. Kelly further avers that every individual needs the building of people to
learn better human relations. The third learned area was on the leadership
concepts/skills which included coordinating school activities, facilitating meetings,
advising an organization, and representing the school in outside activities. “Once I was
assigned to coordinate the College Foundation Week. I was hesitant to accept because of the
great responsibility. Later I was glad I accepted it because it honed my leadership skills. It’s
the most challenging assignment I ever had.” Teachers learned least the manipulative
skills like making instructional materials, making bulletin boards, homemaking skills
and letter cutting which were not expected of college teachers’ master. The finding
supports Knowles (1980) theory on adult learning which states that adults prefer to
learn things for immediate application of knowledge. The immediacy of application in
college teaching is lesser in the manipulative skills compared to the professional
concepts and skills which are of immediate use in the teaching learning process.

CONCLUSION
The conclusion is a statement of generalization based on the results of
the study. Conclusions have to be concise and explicit.
Below is the sample conclusion:

Conclusion
The workplace is a rich avenue for learning wherein the teacher educators
acquire the professional concepts/skills and the human relationship skills necessary
for effective practice. It is in the workplace where teachers are confronted with practical
situations. They reflect and do something about the situation, thereby learn something
from it. The teachers’ stories and narratives are embodiment of the accounts of their
lives as educators. These stories reflect teachers’ learning, insights and realizations

6
as they continuously make sense of the reality in the workplace. Various factors affect
teachers’ motivation for learning in the workplace. Though some of the teachers are
motivated to learn for some extrinsic rewards, most adults give pragmatic and self-
motivating factors for learning.

REFERENCES
This is where you will indicate the books, journals, and other online
references that you have read in the conduct of the research.
Below is the list of references:

References

Abbott, M. L., & Fouts, J. T. (2003). Constructivist teaching and student

achievement: The results of a school-level classroom observation study in
Washington. Technical Report #5. Lynnwood, WA: Washington School
Research Center.

Ball, D. L., & Bass, H. (2000). Making believe: The collective construction of public
mathematical knowledge in the elementary classroom. In D. C. Phillips (Ed.),
Constructivism in education: Opinions and second opinions on controversial
issues (pp. 193–224). Chicago: National Society for the Study of Education.

Ball, Stephen J and Ivor F. Goodson. (1989). Teacher’s Lives and Careers. London:
Falmer Press.

Beare, Hedley and Associates. (1994). Creating an Excellent School. Great Britain:
Biddles Ltd.

Billett, Stephen and Christian Harteis (2008). Emerging Perspectives of Workplace

Learning.Rotterdam, Sense Publishers.

Calderhead, James. (1988). Teachers’ Professional Learning. London: Falmer Press.

Cross, Patricia. (1981). Adults as Learners. San Francisco: Jossey Bass, Inc.

Edwards, R., Nicoll, K., Solomon, N., & Usher, R. (2004). Rhetoric and educational
discourse: Persuasive texts. London: Routledge Falmer.

Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing

Education, 26(2), 247-274.

Fuller, A., & Unwin, L. (2004). Young people as teachers and learners in the
workplace: Challenging the novice-expert dichotomy. International Journal
of Training and Development, 8(1), 32-42.

Knowles, M.S. (1980). The Modern Practice of Adult Education: From Pedagogy to
Andragogy. Chicago: Follett.

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Knox, A.B. (1986). Helping Adults Learn. San Francisco: Jossey-Bass.

Lester, S. & Costley, C. (2010). Work-based learning at higher education level: value,
practice and critique. Studies in Higher Education.

Miles, Matthew B., and Michael Huberman. (1994). Qualitative Data Analysis.
California: Sage Publications.

Schon, D.A. (1987), Educating the Reflective Practitioner. San Francisco: CA:
Jossey-Bass.

Smyth, J., Dow, A., Hattam, R., Reid, A., & Shacklock, G. (2000). Teachers' Work in
a GlobalizingEconomy. London: Falmer Press.

Zukas, M., & Malcolm, J. (2002) Pedagogies for lifelong learning: Building bridges
or building walls? In R. Harrison, F. Reeve & J. Clarke (Eds.), Supporting
lifelong learning (vol. 1 – perspectives on learning). London: Routledge
Falmer.

WHAT IS IT

Writing a Research Report

A research report is a typed report of 6 – 12 pages in length deal with a

topic covered as part of the course content (Sandagan, 2016). Your research
report consists of research that you do on the topic as well as your
interpretation of this information, including the applicability to your
assignment. For example, explain how you will use the information or does
the material researched impact on your field of work. This latter requirement
is the key to writing successful papers – always relates how you will use the
information learned.
As a student you may be required to write a variety of reports for
assessment purposes. A research report is one type that is often used in the
sciences, engineering and psychology. Here your aim is to write clearly and
concisely about your research topic so that the reader can easily understand
the purpose and results of your research.

Structure
You must carefully read your course information details to ensure that
you comply with what the lecturer/tutor stipulates. A report is typically made
up of three main divisions: (1) preliminary material, (2) body and (3)
supplementary material. Each of the sections contains a different kind of
content. Refer to the tables below:

8
Table 1: Divisions and sections of a report
Broad Divisions
(1) Preliminary material
(2) Body of report
(3) Supplementary material
Individual Sections
Title of Report
Table of Contents (not always required)
Abstract/Synopsis
Introduction
Literature Review (sometimes included
in the Introduction)
Methodology
Results
Discussion
Conclusion
Recommendations (sometimes included
in the Conclusion)
References or Bibliography
Appendices

Table 2: Content of individual sections

Individual Sections Content of Each Section
Title of Report Concise heading indicating what
the report is about
Table of Contents (not always List of major sections and headings
required) with page numbers

Abstract/Synopsis Concise summary of main findings

Introduction What you researched and why
Literature Review Other relevant research in this area
(sometimes included in the
Introduction)
Methodology What you did and how you did it
Results What you found
Discussion Relevance of your results, how it fits
with other research in the area
Conclusion Summary of results/findings
Recommendations What needs to be done as a result
(sometimes included in the of your findings
Conclusion)
References or Bibliography All references used in your report or
referred to for background
information
Appendices Any additional material which will
add to your report

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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
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’

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 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.

• Recommendations - This includes suggestions for what needs to be

done as a result of your findings. Recommendations are usually listed
in order of priority.

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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, subheadings tables/graphs appendices

and give page numbers for each.

• Abstract/Synopsis - This gives a very brief overview of the report in a

condensed form. For more specific details on how to write this, please refer to
the Learning Guide Writing an Abstract.
http://www.adelaide.edu.au/writingcentre/learning_guides/

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. For more detail on how to do this well, please
refer to the Learning Guide Editing Your Own Work.
(http://www.adelaide.edu.au/writingcentre/learning_guides/)

12
 WHAT’S MORE

Task 4

Directions: Enumerate once again the steps in writing a research report.

Write your answer on your notebook.

STEP IN WRITING A RESEARCH REPORT

Step 1

Step 2

Step 3

Step 4

Step 5

Step 6

Step 7

WHAT I HAVE LEARNED

Task 5
Directions: In your notebook, complete the following item:

1. I have learned that

_________________________________________________________________
2. I have realized that
_______________________________________________________________________

3. I will apply what I’ve learned

___________________________________________________________________

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 WHAT I CAN DO

Task 6

Directions: Write a research report based on the data below.

Title of Action Research: School Dropouts: Fact or Fallacy

Methodology:
Research Method: Descriptive Method
Respondents: Grade 8 students who stopped schooling
Cang-ungos National High School, a public
high school in the mountain barangay in
Negros Oriental
Procedure: Visited the homes of students who dropped out.
Distributed survey instrument; and
Conducted an in-depth interview
Results: Students dropped out from school due to the
following reasons: school is very far from home,
no money for school needs, too many
assignments, does not like the teacher

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 ASSESSMENT

Task 7
Directions: Read each item below. Write only the letter of your choice. Do
this on your notebook.
1. It is a presentation of evidence in support of a clear thesis statement based
on organized ideas and factual information from different sources.
A. introduction B. body C. conclusion D. research report
2. It summarizes the intent of the research, the significant findings,
conclusions, and recommendations.
A. introduction B. body C. conclusion D. research report
3. It contains the details that support the researcher’s conclusion; it contains
citations regarding what the authors and other sources say about the
problem
A. introduction B. body C. conclusion D. research report
4. It is a statement of generalization based on the results of the study.
A. introduction B. body C. conclusion D. research report
5. This explains the results of the study. It also includes interpretation and in-
depth analysis of the results and their implications.
A. abstract B. methodology C. results and D. references
discussion
6. This is where you will indicate the books, journals, and other online
references that you have read in the conduct of the research.
A. abstract B. methodology C. results and D. references
discussion
7. It includes the research designs, respondents, sampling techniques and the
description of how the study was conducted.
A. abstract B. methodology C. results and D. references
discussion
8. It contains the rationale for conducting the research, and the justification on
the importance of the research and how it contributes to the existing
knowledge of the discipline.
A. abstract B methodology C. results and D. references
discussion
9. These are tools that measure variables in the study and are designed to
obtain data on a topic of interest from the subject of research.
A. research B. research C. appendices D. plagiarism
problem instrument
10. It is when you just lift statement from a published journal and write them
down in verbatim, without even mentioning the authors’ names and claiming
them as your own work.
A. research B. research C. appendices D, plagiarism
problem instrument

15
 GLOSSARY

Appendices These are supplementary materials usually attached at the end

of a piece of writing.
Citation It is the process of acknowledging or quoting the right source of
information.
Internet Sources These sources of information are surfed from the World Wide
Web.
Library It is a room or even a whole establishment that house to several
volumes of books, newspapers, magazines, theses, dissertations,
and many more.
Literature Review These are other relevant research in this area.
Methodology This includes the research design, respondents, sampling
techniques and the description of how the study was conducted.
Plagiarism It is both consciously or unconsciously copying someone’s work
and claiming the copy as your own without due citation.
Research The tool used by the researcher in gathering data like
Instrument questionnaire or through interview.
Research Problem A clear statement in the form of a question of the specific issue
that a researcher wishes to answer using data from one or more
sources.
Qualitative Data These data are largely gathered through observations and
interviews.
Quantitative Data These data are from randomly selected samples to a larger
population and focused primarily on statistical way.

Answer Key
Task 1 Task 3 Task 5 (Answers may vary)
1. Abstract 1. R
2. Research Report 2. R Task 6 (Answers may vary)
3. Methodology 3. R
4. Introduction 4. R Task7
5. Conclusion 5. R 1. D
6. References 2. C
7. Research Instruments Task 4 3. B
8. Results and Discussion 1. Analyse the task 4. C
9. Plagiarism 2. Develop a rough plan 5. C
10. Body 3. Do the research 6. D
4. Draft the body of your report 7. B
Task 2 (Answers may vary) 5. Draft the supplementary material 8. A
6. Draft the preliminary material 9. B
7. Polish your report 10. D

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 REFERENCES

Anudin, Ali G., Andrew Rey S.Peña, and Phebe S. Peña (2016). Reading and
Writing, Teacher’s Manual. Quezon City: Vibal Group, Inc.

Dayagbil, Filomena T., Ethel L. Abao, and Remedios C. Bacus (2016). Critical
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Sandagan, Luzminda D. (2016). Reading and Writing Skills. Pasay City, Manila:
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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net