12

GRADE

ENGLISH FOR
ACADEMIC AND
PROFESSIONAL
PURPOSES
Second Quarter
Week 1-8
S.Y. 2021-2022

1
 LEARNER’S PACKET (LeaP)
Student’s Name: Subject Teacher:
Grade Level & Section: Adviser:
Contact Number: E-mail:
Week 1-2 Learning Area English for Academic and Professional Grade Level 12
Purposes
Quarter Second Quarter Date

I. LESSON TITLE Arguments in Manifestoes and Stand on Issue Supported by Factual Evidences

II.MOST ESSENTIAL EARNING  Analyze the arguments used by the writer/s in manifestoes.
COMPETENCIES (MELCs)  Defend a stand on an issue by presenting reasonable arguments supported by
properly cited factual evidences.

III. CONTENT/CORE CONTENT Analyzing Arguments in Manifestoes and Defending Stand on an Issue

IV. LEARNING Suggested Learning Activities

PHASES Timefram
e
A. Introduction Day 1
Good Day Learners!

There is beauty in arguments. Do you believe in this? When we argue on things, it

doesn’t mean that we are putting up a fight or we are pestering someone for no
reason. Arguments help us to clear out thoughts and express it for better
understanding of an issue for the ultimate reason of helping oneself formulate
better stance or decision.

In this lesson, you will learn how to analyze the arguments used by the writer/s in
manifestoes and how to stand on an issue supported by factual evidence.

WORD POOL

2
For you to understand the different terminologies that we are going to use in
discussing our lesson, I want you to use your dictionary and unlock the meaning of
the following words:

Arguments
Manifestoes

Reasoning

Evidence

Appeal

Claim

Argument

- is a set of ideas put together to prove a point. It is different from the “real
world’ meaning where an argument denotes “fight” or “conflict”.

Manifesto

- is defined as a written statement declaring publicly the intentions,

motives, or views of its issuer. (Merriam-Webster Dictionary).
A writer’s argument is a group of statements or reasons used to persuade the
readers that what he/she believes is true. It may cause the audience to act
differently or change mind completely.

Analyzing an argument means breaking it down into its components in order to

determine whether or not it is strong or weak, effective or not.

As for the audience, it is essential that you could develop the skill to evaluate
whether an argument used by the author is good or bad; whether it supports the
assertion sensibly or it is presented in a confusing and illogical way.

There are three major ways that authors present an argument:

• Reasoning – giving logical explanation of the argument.

• Evidence – presenting statistics, facts, and studies
• Appeal – stimulate the reader's emotions

Parts of an Argument

1. A claim or a statement that summarizes the idea

2. Reason why that claim is true, and/or evidence that supports that claim

Example: If you want to have a better future, you should study hard because more

3
knowledge will bring more opportunities for you to achieve better possibilities in
profession and even in your personal growth.

In order to begin analyzing an argument, you must first look at the evidence
presented to you, then ask questions based on that evidence.
Ask questions like:

1. "Based on the evidence, is there a different explanation or claim

possible?"
2. "Is the evidence convincing and sound?"
3. "How does the argument/evidence compare with others you've read?"

Claim

- an assertion of something as true, real, or factual.

Claim without evidence is merely an opinion. In order to defend a stand on a

particular issue or topic, your claim must be embedded with adequate evidences.

Example:

Supported Facts and Unsupported Facts

Facts not supported with Facts supported with

evidence evidence
Many students seek Wonderland University (2016, p.
assistance with their writing 36) reports that during academic
skills at university. year, lecturers recommended
that 396 internal and 267
external students should seek
assistance with their writing
skills.

Writers are generally most successful with their audiences when they can skillfully
and appropriately balance the three core types of appeals.

1. Logical Appeals

Authors using logic to support their claims will include a combination of different
types of evidence. These include the following:

a. established facts
b. case studies
c. statistics
d. experiments
e. analogies and logical reasoning
f. citation of recognized experts on the issue

2. Authoritative Appeals

Authors using authority to support their claims can also draw from a variety of
techniques. These include the following:

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 a. personal anecdotes
b. illustration of deep knowledge on the issue
c. citation of recognized experts on the issue
d. testimony of those involved first-hand on the issue

3. Emotional Appeals

Authors using emotion to support their claims again have a deep well of options to
do so. These include the following:

a. personal anecdotes
b. narratives
c. impact studies
d. testimony of those involved first-hand on the issue

Tips to defend your stand on an Issue

1. Argue the point, not the person. Discuss why their point is wrong and your point
is right.
2. Use data and research as much as you can. Attack the idea with data, statistics
and research. Your opinion should be supported by using data that has been
confirmed as valid.
3. Don’t put words in your opponent’s mouth. When you are quoting your
opponent, use the statement as it was intended to be used. Do not try to fabricate
what the meaning of a sentence was or add/subtract words to suit your needs.
4. Don't go on a tangent. Present organized and on-point arguments. Make sure
not to confuse your audience after reading your post. If you want to persuade
people, stay focused on your topic and continue to make valid points,
5. Stay positive, polite, and professional. Everyone who is reading your debate is
judging you and your opponent. The audience quickly loses interest when people
rant and go off tangent or attack other persons. Don’t be rude, or mean- spirited.
They want to follow the professional, because they are professional.

B. Developmen Day 2
t Learning Task 1

vs.
Let us say that the President of the Philippines is asking for your arguments about
this one:
Which among the two, should be given priority by the government?
Is it health or education? What will you say? Where do you stand?

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 ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
C. Engagement
Learning Task 2
Direction: Reach each situation below thoughtfully and consider all the given
evidences before writing down your answers.

1. Your classmate asks for your answers in the module of EAPP. What would you
do?
Plan of
Action:__________________________________________________________
________________________________________________________________
________________________________________________________________

Reason/s: _______________________________________________________
________________________________________________________________
________________________________________________________________

2. It is the scheduled day for the submission of your outputs but your parents are
at work and you could not submit it yourself due to age restrictions. What would
you do?
Plan of Action:
________________________________________________________________
________________________________________________________________
________________________________________________________________

Reason/s: _________________________________________________________
________________________________________________________________
________________________________________________________________

3. You are having a hard time understanding the modules in EAPP and you have
barely answered the activities in it. What would you do?
Plan of Action:
________________________________________________________________
________________________________________________________________
________________________________________________________________

Reason/s: _________________________________________________________

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 ________________________________________________________________
________________________________________________________________

4. After a semester of being a Senior High School student, you felt that you have
chosen the wrong strand to enroll in. What would you do?
Plan of Action:
________________________________________________________________
________________________________________________________________
________________________________________________________________

Reason/s: _________________________________________________________
________________________________________________________________
________________________________________________________________

5. Your mother had fever the other night, then your brother catch cold the day
after. What would you do?
Plan of Action:
________________________________________________________________
________________________________________________________________
________________________________________________________________

Reason/s: _________________________________________________________
________________________________________________________________
________________________________________________________________

D. Assimilation
Learning Task 3

Direction: Read each of the statement below thoughtfully then complete the table
by categorizing which of the argument are supported with properly cited factual
evidences and which are not.

1. Everybody has a significant role to play in protecting ourselves from the

COVID19 and help in preventing the spread of the disease.

2. According to Job Zafe Jr., CLMD Chief, Region IV-A stated that Learning
Continuity Plan is the response of the region in order to ensure that education
continues in the midst of adversities that may hamper the delivery of learning.

3. “We thought we may not see a big second wave,” said Shahid Jameel, a
virologist at Ashoka University in Sonipat, India. “Obviously we were wrong
because we didn’t account for both the introductions and indigenous development
of new variants.”

4. The Chinese and Philippine officials should make constructive efforts and avoid
any unprofessional remarks which may further fan irrational emotions amidst of
their dispute in the West Philippine Sea.

5. Poor attendance in school can influence whether children can read proficiently.

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 Argument with Supported Facts Argument with Unsupported
Facts

V. ASSESSMENT Day 3
Quiz

Identification: Write your answer on the space provided before each number.

_______________________1. In this type of appeal, authors using emotion to

support their claims again have a deep well of options to do so.
_______________________2. There are ________ major ways that authors
present an argument.
_______________________3. It is a set of ideas put together to prove a point.
_______________________4. It is defined as a written statement declaring
publicly the intentions, motives, or views of its issuer.
_______________________5. It is an assertion of something as true, real, or
factual.
_______________________6. Authors using logic to support their claims will
include a combination of different types of evidence.
_______________________7. It stimulates the reader's emotions
_______________________8. It is giving logical explanation of the argument.
_______________________9. It is a claim without evidence.
_______________________10. presenting statistics, facts, and studies

VI REFLECTION

8
 REFLECTIVE WRITING
Write your personal insights about the lesson through completing the statements.

I understood that
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

I realized
that________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

I need to learn more about_____________________________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Prepared by: Mayrie Joy L. Despe Checked by:

IIRT-SHS Teacher

Reference:
Bernales, R.A, Biligan, R.J.G., & Aldaca, V.A.T. (2018) English for Academic and Professional Purposes: A
Work-Text for Senior High School, pp 5-12. Malabon City: Mutya Publishing House, Inc.

https://courses.lumenlearning.com/engcomp1-wmopen/chapter/1-4-supporting-claims-text/

https://www.huffpost.com/entry/5-tips-to-properly-argue-_b_8215790

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 LEARNER’S PACKET (LeaP)
Student’s Name: Subject Teacher:
Grade Level & Section: Adviser:
Contact Number: E-mail:
Week 3-4 Learning Area English for Academic and Professional Grade Level 12
Purposes
Quarter Second Quarter Date

I. LESSON TITLE Position Paper

II.MOST ESSENTIAL EARNING  Defend a stand on an issue by presenting reasonable arguments supported by
COMPETENCIES (MELCs) properly cited factual evidences; and
 Write various kinds of position papers.
III. CONTENT/CORE CONTENT Writing Position Paper

IV. LEARNING Suggested Learning Activities

PHASES Timefram
e
A. Introduction Day 1
The famous American poet Robert Frost once said, “The middle of the road is
where the line is, and that’s the worst place to drive. “

Frost suggested that there are risks in being neutral, that there are consequences
in not making a stand in issues of concern.

In this lesson, you will need to make a definite position on issues affecting you
and our society. Neutrality or being in the middle will not serve the objectives of
this lesson.

Position Paper

- is defined as detailed policy report that usually explains, justifies, or

recommends a particular course of action.

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According to Bernales, et al. (2017), A position paper is an essay that presents an
opinion about an issue - typically that of the author or some specified entity. A
position paper presents an arguable opinion about an issue. The goal of a position
paper is to convince the audience that your opinion is valid and worth listening
to. Ideas that you are considering need to be carefully examined in choosing a
topic, developing your argument, and organizing your paper.
Position papers range from the simplest format of a letter to the editor through
to the most complex form of an academic position paper.

ISSUE CRITERIA

To take a side on a subject, you should first establish an arguable topic that
interests you. Ask yourself the following questions to ensure that you will be able
to present a strong argument:

1. Is it a real issue, with genuine controversy and uncertainty?

2. Can you identify at least two distinctive positions?
3. Are you personally interested in advocating one of these positions?
4. Is the scope of the issue narrow enough to be manageable?

CHARACTERISTICS OF A GOOD POSITION PAPER

1. In the author’s own words. Plagiarism is intentionally or unintentionally

representing somebody else’s ideas as one’s own.

2. Clear purpose. Your readers should always have a clear understanding of what
you’re going to do in your paper.

3. Well organized. Your paper as a whole, and each part of your paper, should
work to fulfill its purpose.

4. Coherent. Your paper should flow nicely from one point to another. Avoid
sudden jerk. Use smooth transitions.

5. Clear. Make sure that you really understand what you’re saying and that an
average member of your audience could be expected to understand it, too.

6. Complete. Think slowly. Don’t jump to conclusions. Flesh out all ideas and
arguments in sufficient detail and ensure that you adequately defend claims that
need defending.

7. Focused. Try not to include irrelevant or inessential material, unrelated to the

attainment of the paper’s purpose.

8. Substantively correct. Attribute positions to the right person and represent

those positions correctly.

9. Mechanically correct. Adhere to the rules of style and usage.

10. Creative. Ideally, ask new questions, answer old questions in new ways, see
new things, see old things in new ways, or make an original point.

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WHY A POSITION PAPER IS WRITTEN
Gabelo, et al. (2016) identified several reasons why a position paper is written.

1. To organize and outline one’s viewpoint on an issue.

To formally inform others of one’s position as a foundation to
2.
build resolution to difficult problems.
To present a unique, though biased, solution or a unique
3.
approach to solving a problem.
To frame the discussion in order to define the playing field. This
can put one in an advantageous position with those who may
4.
not be so well prepared as regards the issues and the research
behind their position.
To establish one’s credibility. In writing a position paper, one is
5. able to demonstrate that he has a command of the issues and
the research behind them, and can present them clearly.
To let one’s passion be demonstrated in the force of his
6.
argument, rather than in the use of emotional terms, and/or
To guide one in being consistent in maintaining his position in
7.
negotiation.

HOW TO WRITE A POSITION PAPER

According to Fleming (2017), in writing a position paper, your charge is to choose

a side on a particular controversial topic and build up a case for your opinion or
position. Once you state your position, you will use facts, opinion, statistics, and
other forms of evidence to convince your reader that your position is the best
one.

As you collect research for your position paper and begin to craft an outline, you
must remember that your teacher will be looking for a well-constructed
argument. This means that the subject matter and your topic is not as important
as your ability to make a case. Your topic could be simple or complex, but your
argument must be sound and logical (Fleming, 2017).

Following are the steps in writing your own position paper:

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 OUTLINE OF A POSITION PAPER

Fleming (2017) suggests that you arrange your position paper in the following
format:

B. Developmen Day 2
t Learning Task 1 your topic with a little background information. Build up to
I. Introduce
Analyzeyour
the thesis
editorial cartoonwhich
sentence, below, and on
asserts theposition.
your lines provided after each, write
your personal opinions about what each picture is trying to convey.
A. Sample points
1. There is now a call for government to require
warning labels to be placed on certain products that
pose a threat to the public.
What
2. Fast food restaurants are badis for
your opinion?
your health.
___________________________
3. Fast food packages should contain warning labels
___________________________
II. List possible objections to your position. ___________________________
A. Sample points ___________________________
1. Such labels would ___________________________
affect profits of major
___________________________
corporations.
___________________________
2. Many people would___________________________
see this as overreaching
government control. ___________________________
3. The program would be___________________________
costly.
III. Support and acknowledge opposing points.
A. Sample points
1. It would be difficult and expensive for any entity to
___________________________
determine which restaurants should adhere to the
___________________________
policy. ___________________________
2. Nobody wants to see ___________________________
the government overstepping
___________________________
its boundaries.
___________________________
3. Funding would fall onto___________________________
the shoulders of taxpayers.
IV. Explain that your position is still the best___________________________
one, despite the strength of
counter arguments. ___________________________
A. Sample points ___________________________
1. The cost would be countered by the improvement of
C. Engagement
Learning Task 2 public health.
2. Restaurants might improve the standards of food if
Now that we expand yourwarning
knowledge about
labels the
were position
put paper, answer the
into place.
activities that follow. 3. One role of the government is to keep citizens safe.
4. The government already does this with drugs and
cigarettes 13
 A. You can choose a partner or answer it individually.
From the list that follows, select one topic and give your insights about it. You
may also select a topic that is not in the list.

Write your Partner’s Name:____________________________________________

Legalizing Same-Sex Marriage

Legalizing the Medical Use of Marijuana
Legalizing the Sale of Human Organs
Removing the Term Limits of Government Officials
Re-imposing the Death Penalty for Heinous Crimes

B. In the table that follows, based from the discussion, write down all the
data needed (as stated in each column).

AFFIRMATIVE NEGATIVE

D. Assimilation Day 3
Learning Task 3

From the various issues we are currently facing right now, choose one (1) issue
and write a position paper. Write it on a bond paper.

Rubrics:
Content – 10
Organization – 5
Grammar– 5
Total - 20pts

V. ASSESSMENT

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 QUIZ
A. Complete the statements by writing the correct words in the blanks.

1. A position paper is written to formally inform others of one’s

__________________ as a foundation to build resolution to difficult problems.
2. Conducting ____________________________________________ is necessary
to determine whether evidence is available to back up your stance.
3. A position paper is an essay that presents an ___________________ about an
issue.
4. ____________________ is intentionally or unintentionally representing
somebody else’s ideas as one’s own.
5. A position paper is written to guide one in being ______________________ in
maintaining his position in negotiation.

B. Identify the statement if it is TRUE or FALSE. Write EUREKA if the statement is

TRUE and if it is FALSE, look for that word that make the statement wrong and
write the correct word to make it true.

_________________1. Position paper is written to guide one in being inconsistent

in maintaining his position in negotiation.
_________________2. A position paper presents an arguable opinion about an
issue.
_________________3. Your readers should always have unclear understanding of
what you’re going to do in your paper.
_________________4. Before you write a position paper, you need to select a
topic for your paper.
_________________5. Mechanically correct is to adhere to the rules of style and
usage.

VI REFLECTION
REFLECTIVE WRITING
Write your personal insights about the lesson through completing the
statements.

These lessons made me realized that

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

I therefore commit to
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

15
 Prepared by: Mayrie Joy L. Despe Checked by:
IIRT-SHS Teacher

Reference:

Bernales, R.A, Biligan, R.J.G., & Aldaca, V.A.T. (2018) English for Academic and Professional Purposes: A
Work-Text for Senior High School, pp 21-24. Malabon City: Mutya Publishing House, Inc.

LEARNER’S PACKET (LeaP)

Student’s Name: Subject Teacher:
Grade Level & Section: Adviser:
Contact Number: E-mail:
Week 5-6 Learning Area English for Academic and Professional Grade Level 12
Purposes
Quarter Second Quarter Date

I. LESSON TITLE Writing a Report

II.MOST ESSENTIAL EARNING  Determine the objectives and structures of various kinds of reports.
COMPETENCIES (MELCs)  Write various reports.
III. CONTENT/CORE CONTENT Types of Reports, Technical Report, and Structure of Report

IV. LEARNING Suggested Learning Activities

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PHASES Timefram
e
A. Introduction Day 1
Good Day learners!

Document writing is important not only in academic writing, but it also

serves as proof of what happened in real incidents in various fields of work. In this
lesson, you will learn how to write different reports. A crime, for example,
necessitates a police report, a patient's condition necessitates a medical report,
school events and activities necessitate a narrative report, and so on.

You will also learn how to determine the objectives and structures of various
kinds of reports which include the principles and uses of surveys, experiments
and scientific observations.

WORD POOL

For you to understand the different terminologies that we are going to

use in discussing our lesson, I want you to use your dictionary and
unlock the meaning of the following words:

Reports
Formal
Reports
Informal
Reports
Technical
Report

Reports

- are documents that wish to inform, analyze or recommend. It is written for a

clear purpose to a specific audience.

Report writing is a structured style of writing that focuses on a specific subject in

depth. The tone of a report, as well as the style in which it is written, is often
formal. The target group is a critical section to concentrate on. For instance,
writing a report about a school occurrence, writing a report about a business
case, and so on.

Major types of reports

A. Formal Reports

These are considered official reports that contain detailed information taken from
research and data necessary in making decisions.

Two types of Formal Reports

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a. Informational Report (annual report and audit report)
b. Analytical Report (incident report and research report or technical report)

B. Informal Reports

These are documents shared within an organization. They are usually shorter in
length and have fewer sections.
Examples: Progress Report, Minutes of the Meeting, Memo, Emails

Structure of a Report

A key feature of reports is that they are formally structured in sections. The use of
sections makes it easy for the reader to jump straight to the information they
need.
Unlike an essay, which is written in a single narrative style from beginning to end,
each section of a report serves a distinct purpose and must be written in a style
that is suitable for that purpose – for example, the methodology and results
sections are primarily descriptive, while the discussion section must be analytical.

As general guidance, reports are usually arranged in sections, each with a clear
heading. A simple report is likely to include at least the following:

Introduction, including aims and objectives

State what your research/project/enquiry is about. What are you writing about,
why and for whom? What are your objectives? What are you trying to show or
prove (your hypothesis)?

Methodology

State how you did your research/enquiry and the methods you used. How did you
collect your data? For example, if you conducted a survey, say how many people
were included and how you selected them. Say whether you used interviews or
questionnaires and how you analyzed the data.

Findings/results

Give the results of your research. Do not, at this stage, try to interpret the results
– simply report them. This section may include graphs, charts, diagrams etc.
(clearly labelled). Be very careful about copyright if you are using published
charts, tables, illustrations etc.

Discussion

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Interpret your findings. What do they show? Were they what you expected?
Could your research have been done in a better way?

Conclusions and recommendations

These should follow on logically from the Findings and Discussion sections.
Summarize the key points of your findings and show whether they prove or
disprove your hypothesis. If you have been asked to, you can make
recommendations arising from your research.

Structure of a Survey Report

A survey report is a formal piece of writing based on research

1. Introduction

The introduction of a survey report contains the aim or purpose of the report. It
also tells when and how the information was gathered. This section provides the
background of the study.

2. Main body
All the information collected and analyzed are presented clearly and in detail. The
respondents are broken down into groups according to sex, age and place of
residence. It also states the main differences between groups. Subheadings,
numbers or letters can be used to separate each piece of information.
The information contained in this section shows the key results from the survey.
It does not need to include every possible breakdown of the data. Rather, it
should highlight results that are both statistical and practical significance.

3. Conclusion
This section sums up the points mentioned in the introduction and body of the
survey report. If necessary, a recommendation can be included as well. One way
of summing up is also making some general comments on the survey.

Useful Hints and Phrases in Presenting the Gathered Results in a Survey

Present tenses, reported speech and an impersonal style should be used in survey
reports. Use a variety of reporting verbs such as claim, state, report, agree,
complain, suggest, etc.
When reporting the results of a survey, the figures gathered should be given in
the form of percentages and proportions. Expressions such as “one in four” be
used.
Useful language for Survey Report: or “six out of ten” can be used, or exact
percentages e.g. 25% of the people questioned, 68% of those who filled in the
questionnaire, etc. Less exact expressions such as: the majority of those
questioned, a large proportion of, a significant number of, etc.

19
20
 TIPS IN WRITING A
Your thesis will say it all.
TECHNICAL REPORT
The thesis statement is the center
or your technical report and will
give readers a glimpse of the
content of your work.

Books are better than the Although the Internet is the major
Internet. source of information nowadays,
books should still be used to
gather important data.

Look for similar researches. Using researches that are similar

to what you are planning to do is a
great start.

Be in the most formal tone. You are writing an academic paper

not a fairytale, so you have to
make sure that you use formal and
technical words in creating your
sentences and paragraphs.

Be less subjective. Be more The way you present your findings

objective. is to interpret and show what you
found out without sounding too
personal.

MECHANICS TO OBSERVE IN WRITING A REPORT

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B. Developmen Day 2
t

Learning Task 1

Write the things that you have learned about “Report”. Write your answers inside
the arrow pointing the square.

REPORT

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C. Engagement
Learning Task 2

Using the data from The Department of Health COVID-19 CASE BULLETIN #522 as
of August 18, 2021, write a documentation report following the survey report
format.

-Title
-Introduction
-Body
-Conclusion

23
 https://doh.gov.ph/covid-19/case-tracker

Rubrics:
Content – 10
Accuracy - 10
Grammar– 5
Total - 25pts
D. Assimilation Day 3
Learning Task 3

Now that we are done discussing the technical report, let’s see what you’ve
learned.

A. Search for a research article online that is similar to what you are
planning to research then fill out the table that follows. If you don’t have access
in internet, you could also use the research paper that you did in PR1.

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 TECHNICAL REPORT TASK Information to be included in this
part of your technical report.

What is the background of the

study? What is the research
problem? What are the scope and
limitations of the study?

What methods are used in the

treatment of the data? Which
instrument was used to collect the
data? Who are the respondents?

How was the data discussed in the

research article? Describe the
concept maps and diagrams that
were used in presenting the data?

25
 What is the conclusion of the study?
What are the recommendations?

V. ASSESSMENT
Quiz
Identification: Identify the word being described in each statement.
________________________1. It is known also as scientific report or research
paper.
________________________2. Two Major Types of Report
________________________3.
________________________4. The way you present your findings is to interpret
and show what you found out without sounding too personal.
________________________5. Although the Internet is the major source of
information nowadays, books should still be used to gather important data.

VI REFLECTION
REFLECTIVE WRITING
Write your personal insights about the lesson through completing the
statements.

My journey through this lesson enabled me to learn

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

I therefore commit to
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Prepared by: Mayrie Joy L. Despe Checked by:

IIRT-SHS Teacher

26
Reference:

Bernales, R.A, Biligan, R.J.G., & Aldaca, V.A.T. (2018) English for Academic and Professional Purposes: A
Work-Text for Senior High School, pp 26-38. Malabon City: Mutya Publishing House, Inc.

https://www.youtube.com/watch?v=9-lCXtj_U28

27
 LEARNER’S PACKET (LeaP)

Student’s Name: Subject Teacher:

Grade Level & Section: Adviser:
Contact Number: E-mail:
Week 7-8 Learning Area English for Academic and Professional Grade Level 12
Purposes
Quarter Second Quarter Date

I. LESSON TITLE Summarization and Execution of Report

II.MOST ESSENTIAL EARNING  Gathers information from surveys, experiments or observations.

COMPETENCIES (MELCs)  Summarizes findings and executes the report through narratives and visual
/graphic forms.
III. CONTENT/CORE CONTENT Principles and uses of surveys, experiments, and scientific observations.

IV. LEARNING Suggested Learning Activities

PHASES Timefram
e
A. Introduction Day 1
Good Day learners!

When you want to know what someone thinks, you ask them personally. Is that
correct? When you're dealing with one or a few people, this is simple enough. But
what if you want to know the thoughts of a whole town or population? It's almost
impossible to get a response from everyone in your town or from every member
of a specific community. So, how can you figure out what these people think? You
make use of a survey. For this week, we will discuss how to gather information on
the research that you will conduct in your PR subject.

WORD POOL

For you to understand the different terminologies that we are going to use in
discussing our lesson, I want you to use your dictionary and unlock the meaning

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of the following words:

Surveys
Observation
Experiment

Surveys

- may be used to gather information about people's attitudes, desires, and beliefs.
Surveys can be used to learn about people's perceptions and responses, to assess
client satisfaction, to gauge views on different topics, and to give the study more
credibility. Surveys are a primary source of data, meaning you ask someone
directly for an answer to a query rather than relying on secondary sources.
Furthermore, a survey includes questions about any phenomenon, such as an
event, organization, or experience, which a sample of participants answers.
Surveys can be administered electronically, telephonically, or in person. They’re
popular because they are so adaptive to many research needs. They can contain a
mix of open- and closed-ended items that have participants reflect on specific
statements or provide their insights to specific questions.

Observation

- helps researchers to get a firsthand look at a pattern, organization, or activity by

immersing themselves in a particular aspect of social life. Participant observation
is when a participant joins a group of people without interfering with their daily
lives in order to track their everyday actions or observe them in their natural
environment. Often researchers in observational studies will try to blend in
seamlessly with the sample group to avoid compromising the results of their
observations.

In an observational study, the result is a rich description of the events, people,

and interactions around the topic of interest as you observe them. Unlike an
interview, which is more contrived and often not in the natural setting of the
participant, direct observation establishes the authenticity of the findings.
Ethnographic research relies primarily on observation as a means for data
collection.

Experiment

- is an observation where you do something to test an idea. Instead of just using

your senses, you actively cause something to happen. Once you really think about
it, you use experiments all the time.
An experiment tests a hypothesis. You manipulate independent variables and
measure the effects on a dependent variable. An experiment works best with
well-defined measures and a narrow and verifiable hypothesis. An experiment

helps establish causation through proper control of variables, establishing

associations and temporal precedence.

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Before you begin your experiment, create a table in which to record your data.
Data are the facts, figures, and other evidence gathered through observations. A
data table provides you with an organized way to collect and record your
observations. Then you can use your table to create a graph. Graphs help you
understand and use that data. Graphs make it easy to identify trends and make
predictions.

How to Write a Summary of Survey Results?

Here are some of the techniques you can use:

1. Use Visualizations to Show Data

When you write a survey introduction, visuals are the #1 feature you’ll want to
include. Adding a chart to an introduction really helps to bring it to life and adds
impact to the story you want to tell.
How can you present survey data in a way that won’t bore your audience to
tears?
Survey results info graphics combine text, charts, and graphics to add a little
pizzazz to your data. They’re much more interesting than numbers plopped in a
table, and they can help viewers latch on to key survey insights.

Using pies for binary results is

pretty self-explanatory.
Basically, just use a single pie
slice to highlight the
proportion of “Yes” responses
compared to “No” responses.
For the “Yes” responses, use a
brighter, more saturated color
and start the segment at 12
o’clock on the pie chart:

If you want to compare the response rates of multiple groups, skip the pies and
go for a single bar chart. A bunch of aligned bars are much easier to compare
than multiple pie charts. Don’t forget to label each bar with its percentage for
clarity or forget about the extra notes and let the data speak for itself. Use a
standard 100% stacked bar chart, color-coded to contrast the different responses,
and sorted for readability.

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Why do we need to use graphics in summarizing report?

Since identifying and understanding a graphic's high-level informational value is a

difficult undertaking. First, a graphic represents a significant quantity of data; it
would be difficult to try to deliver all of this data to a user in text format. Second,
a visual is chosen as the communication medium because it provides information
on multiple levels to the reader.
A casual study of the graphic is likely to reveal the picture's intended message
and key characteristics. At the same time, a reader might spend much more time
to scrutinizing the graphic in order to go deeper into something of interest or
anything that caught their eye during a glancing scan.

2. Write the Key Facts First

When you’re thinking about how to write a summary of survey results, remember
that the introduction needs to get the reader’s attention. Focusing on key facts
helps you to do that right at the start.
This is why it’s usually best to write the survey introduction at the end once the
rest of the survey report has been compiled.
That way, you know what the big takeaways are.
This is an easy and powerful way as well to write a survey introduction that
encourages the reader to investigate.

3. Write a Short Survey Summary

Your survey summary should give the reader a complete overview of the content.
But you don’t want to take up too much space. Survey summaries are sometimes
called executive summaries because they’re designed to be quickly digested by
decision-makers.

4. Put Survey Statistics in Context

Including numbers in a survey summary is important. But your survey summary

should tell a story too.
Adding numbers to your introduction will help to draw the eye, but you’ll also
want to explain what the numbers are telling you. Otherwise, you’ll just have a
list of statistics that don’t mean much to the reader.

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 Descriptions of the Oceans % saying describes very well

B. Developmen Day 2
t Learning Task 1

SECTION High Average Low Total

Performing Performi Performin
ng g
Masayahin 13 12 20 45
Masipag 29 9 7 45
Matiyaga 27 13 5 45

Using the table above, answer the following questions.

1. What can you say about the numbers presented above?

2. How was the data presented? Is it easier to understand? How so?

C. Engagement
Learning Task 2

Using the data in the table of Learning Task 1, create a graph to summarize the
report.
-You can use any graph.

Rubric for Graphic Form

Creativity - 10
Accuracy - 10

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 Total 20

D. Assimilation Day 3
Learning Task 3
Based from the illustration below, summarize the findings and execute the report
through narratives and visual /graphic forms.

Note: You are free to use any visual or graphic form you like.

Rubric for Narrative Report

Content - 10
Grammar – 10
Total 20

Rubric for Graphic Form

Creativity - 10
Accuracy - 10
Total 20

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V. ASSESSMENT Quiz

Identify the activity exemplified by the situations. Use the given choices.

A. Experiment B. Observation C. Survey

_______1. Asking 100 men and women about their Lazada shopping habits.
_______2. Health workers monitoring a newly vaccinated Senior Citizen.
_______3. Testing the shades of ring light for a live selling – settling for a shade
complimenting the seller’s complexion.
_______4. Employees answering a google form about their vaccine preference
_______5. TV is not working. John tried plugging-unplugging the TV’s power cord;
tried shaking the remote; tried slapping the TV. All to no avail.

VI REFLECTION
REFLECTIVE WRITING
Write your personal insights about the lesson through completing the
statements.

I understood that
_________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

I realized
that_______________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Prepared by: Mayrie Joy L. Despe Checked by:

IIRT-SHS Teacher

Reference:

Bernales, R.A, Biligan, R.J.G., & Aldaca, V.A.T. (2018) English for Academic and Professional Purposes: A
Work-Text for Senior High School, pp 48-53. Malabon City: Mutya Publishing House, Inc.

Demir, Carberry,S. and McCoy,KF. Summarizing Information Graphics Textually, University of Delaware

© 2012 Association for Computational Linguistics; Page 531

https://writing.colostate.edu/guides/teaching/commenting/experiment.cfm

https://www.clarenceschools.org/cms/lib/NY01913587/Centricity/Domain/465/Notes%
20Observational%20Studies%20and%20Experiments.pdf

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https://thehappyscientist.com/content/gathering-information

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