Fourth Quarter Module: Brief Introduction

FOURTH QUARTER MODULE
BRIEF INTRODUCTION:
Hello dear students! Welcome to another challenging yet meaningful journey as we start the
fourth quarter for this school year. I hope your enthusiasm and excitement got more ignited and
challenged to our new mode of learning amidst this covid-19 outbreak. In the fourth quarter of
our English for Academic and Professional Purposes class, we will focus on the different topics
such as analyzing the arguments used by the writer/s in manifestos, differentiating facts,
opinions, and incorrect information & illustrating sound reasoning, writing position paper,
understanding the principles and uses of surveys, experiments, and scientific observations and
producing a well-written report for various disciplines. Then, as you go through the lessons and
activities, these would help you hone your writing skills and knowledge even further. In addition,
this subject provides you learning experiences as you are expected to produce different types of
publishable papers such as a presenting a convincing position paper, and something more
technical such as conducting a survey questionnaire and writing survey report. So with this note,
I hope you are excited to go through the lessons. I know that there are so many things to learn
and look forward to! Cheers!
Thus, in this fourth quarter learning module, you are expected to acquire the essential
knowledge and develop the basic skills prescribed by DepEd’s learning standards aligned with
the MELCs as shown in the table below.
MODULE 1: ANALYZING THE ARGUMENTS USED BY THE WRITER/S IN

MANIFESTOS
The learner demonstrates understanding of the principles and
Content Standard
uses of a position paper.
The learner presents a convincing position paper based on
properly cited factual evidence; produces an insightful
Performance Standard statement of principles and reasons for establishing a student
organization, coming up with a group exhibit of creative works,
etc.
Most Essential Learning
Analyzes the arguments used by the writer/s in manifestoes.
Competencies (MELCs)
21st Century Learning Skills Critical Thinking, Communication, Productivity
Core Values Social Responsibility, Awareness, Diligence
REFERENCES: (Please be guided by the given references to help you perform the given
activities. Click the given links and hyperlinks to access the suggested learning resources.)
A. Printed:
Barrot, J. and Sipascio, P. (2016). English for Academic and Professional Purposes
for
Senior High School, Quezon City: C & E Publishing, Inc.
Billanes, L. A. (2019). English for Academic and Professional Purposes: Skills
and Strategies for Academic Discourse. Quezon City: TechFactors Inc.
Go, R. S. (2019). English for Academic and Professional Purposes, 2nd Edition.
Makati City: DIWA LEARNING SYSTEMS, INC.
Miciano, M.Z., and Miciano, R.Z. (2016). Enhanced English Engagements: English
for Academic and Professional Purposes, 1st Edition, Makati City: Don Bosco
Press Inc.
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TOPIC: ANALYZING THE ARGUMENTS USED BY THE WRITER/S IN
MANIFESTOS
INTRODUCTION:
With the advent of technology comes the explosion of information. Information has never
been as available and as accessible as before. People can now share information, and they can
access information anywhere and anytime. It is no wonder that people today are said to be living
in an information age.
While you enjoy the benefits of having accessible information at the click of your
fingertips, there is also a downside to this accessibility. Is the information valid and accurate?
How would you know? There are ways to validate information, and they are the focus of this
module.
Below are the Learning Targets/ Specific Objectives:
1. Name the factors to consider when investigating the source/s of data or

information.
2. Explain why support materials are important to validate an argument.
3. Identify support materials that can be used to validate an argument.
4. Evaluate the relevance of a set of data to the claims of the author’s arguments.
5. Raise legitimate, contrary views in an appropriate manner.
6. Cite specific sources to support claims.
7. Present ideas convincingly.
Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic, analyzing the arguments used by the writer/s in
manifestoes.
What I Want to How I Can Learn

What I Know What I Have Learned
Find Out More
Skills I expect to use:
PROCESS QUESTIONS/ FOCUS QUESTIONS:
Below are the key guide questions that you should remember as you perform all the activities
in this lesson. You should be able to answer them at the end of the week.
1. What is an argument?
2. What should you keep in mind when investigating sources of information?
3. What determines the reliability of sources of data?
SHORT EXERCISES/DRILLS:
Activity 1. Motivational Activity
Assess Yourself: Answer the table below. Check whether you agree or not with the following
statements.
Statement Yes No
1. I’m careful in clicking links that my friends share on social media.
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2. I get updated news about sports, politics, weather, entertainment, and
global affairs through what my friends share on social media.
3. I have a favorite website that I open regularly to read about current
events.
4. I don’t depend on social media for news.
5. I believe everything I read or watch on the Internet.
6. I don’t check the name of the website when I read articles online as long
as the topic interests me.
CONTENT DISCUSSION:
In this week-lesson, you are going to consider when investigating the source/s of data or
information, explain why support materials are important to validate an argument, identify
support materials that can be used to validate an argument and evaluate the relevance of a set
of data to the claims of the author’s arguments.
Because of social media, the reading habits of many people have changed. If people used
to rely on newspapers or magazines for news on current events, a lot of people nowadays depend
on social media for updated information. And when you say updated information, you mean a
minute by minute, instant, or real time update. Before, a piece of day-old news was the
“updated” current event. However, because of social media, an instant update every minute can
happen. Not being able to check one’s social media accounts even for just one night can make
one lose a lot of information.
If you have answered yes to number 1-3, then good for you! First, you should remember
not every link shared on social media is safe. There were many instances in the past that some of
these links lead to malicious sites, and they are automatically reposted on your wall or even
shared on your friends’ walls. Look at the name of the link first and decide whether it is a
reputable website or not. Second, there’s nothing wrong with being an active social media user
especially if this is where you get updates on current events. In fact, a lot of updates do happen
on social media faster than on other news sites. Last, it is also good if you have the habit of going
to a reliable news site to read and learn information and not just rely on social media for it. In
turn, you should also repost and share links to good information.
Numbers 4-6 should have been answered with a big NO. Some people are still
pessimistic on the use of social media. If you have this attitude, think again and see the benefits
you’re missing just because you don’t have one. Part of social media literacy as a 21 st century
skill is the wisdom to discern valid and accurate information on the website. Not everything on
the internet is true; sometimes, it is not easy to tell the truth apart from the lies. One of the
solutions where the information has been posted.
Sources of Data or Information
If a classmate who is always absent in class will send you a private message at night and
tell you that there are no classes the next day due to inclement weather, would you believe him
or her? Most probably you would not, would you? But if the message comes from the school
principal, would you believe that message then? Yes, you would most probably believe the
message. Why is this case? What’s the difference between the two messages? The difference lies
on the source of the information. The source of the first one may not be reliable, especially if it
comes from a classmate that has a bad reputation of being always absent in class. In the second
example, the source is reliable because it comes from a figure of authority.
When reading or searching for information, always remember to investigate the source.
There are three main things that you should keep in mind when investigating sources of
information.
1. The author
- Who is the author of that source of information? Check the background of the author.
Is the author an expert on that subject matter? What is the purpose of the author?
Sometimes, a persuasive text is suspicious if, at the end of the article, the author will
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persuade you to buy a certain product pertaining to the content of the article. You
should also recognize the fallibility even of experts. Neither a graduate degree nor an
affiliation with a credible organization or university is an assurance that the author is
not capable of making mistakes.
2. The pieces of evidence to the claims of the author

- What pieces of evidence does the author present for his or her claims? The supporting
pieces of evidence the author presents should be of high-quality information that are
factual, reliable, updated, unbiased, and comprehensive. It is perfectly acceptable to
play the devil’s advocate and probe for erroneous data. Widen your horizons and
examine opposing viewpoints. Evidence should not be based on anecdotes,
testimonials, and personal opinions alone. Do not believe one source of information
only. Look for other sources and compare what each has to say. Look for research or
scientific findings.
3. The publisher or sponsor/s

- Also, when investigating a piece of information, find out the publisher and/or sponsor
of a particular claim. Do not be misled by impressive names of organizations or
advocacy campaigns.
Again, evaluate the source when reading information: investigate the author’s
background, examine the evidence, and check the background of the publisher or sponsor.
Internet Sources
The internet is a massive and comprehensive source of information. In fact, you can also
download e-books and e-journals from different online sources. These electronic reading
materials make the generation of today feel less inclined to buy hard copies of books and/or
journals. When looking at internet sources, the first thing to look at is the domain name. The
domain name can give you a clue regarding the site’s motivation and objectives.
The different domain names:

1. .com – means that the domain name is owned by a company. This is the most common of
all. Because the website is owned by a company, keep in mind that there is a business
aspect to the website.
2. .edu – it should be more reliable because it means that the website is under an
educational institution. However, this may not always be the case. Some research studies
published on educational websites can also be funded by outside sponsors that have
vested interests.
3. .gov – government owned websites
4. .net – those owned by a network
5. .org – those owned by organizations.
Always be skeptical and investigate carefully the motivation and the objectives of a
website.
EXERCISE. REFLECT UPON

Read the following questions and answer them comprehensively.
1. Do you think it is right to prohibit students like you to use social media at school? Defend
your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Do you prefer online sources of information than printed materials? Why?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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REVISED KNOWLEDGE: Actual answer to the process questions/ focus questions
1. What is an argument?
 In academic writing, an argument is usually a main idea, often called a “claim” or
“thesis statement,” backed up with evidence that supports the idea.
2. What should you keep in mind when investigating sources of information?
 When investigating sources of information, the author, the pieces of evidence to
the claims of the author and the publisher or sponsor/s.
3. What determines the reliability of sources of data?

 A reliable source is provided with thorough, well-reasoned theory, argument,
discussion and based on strong evidence.
FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary
In this module, you have learned how to evaluate an author’s argument by first
looking at the source/s of information. You investigated the author’s background, the pieces
of evidence presented, as well as the publisher or the sponsor/s for such information to be
published and widely disseminated. You have also acknowledged the fact that the internet
contains a lot of information. While you enjoy the vast information available and accessible
to you, you should not forget to be skeptical and challenge the information by examining its
opposing viewpoints and questioning the validity of the sources.
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Diocese of Bayombong Educational System (DBES)
Saint Catherine’s School
Real St., Buag, Bambang, Nueva Vizcaya
PAASCU ACCREDITED LEVEL 1
LEARNING ACTIVITY SHEET

English for Academic and Professional Purposes
Fourth Quarter -Module 1
___________________________________
Subject Teacher
Name of Learner: ____________________________________________________ SCORE:

Last name First name MI
Section: _________________________Date Completed: _______________
A. Written Work/s:
ACTIVITY 1: CHECKING FOR UNDERSTANDING

Directions. Read the article below and answer the following questions.
Why I Hate Facebook
The use of social networking sites, in particular Facebook, can not only skew
your understanding of reality, it can cause you actual, physical harm. According to Jean
Conklin, a clinical psychiatrist at University of Maryland Hospital, in Baltimore,
“Facebook is to your mind what sugar is to your body – bad all around.”
The main reason we all ought to stop looking at Facebook is because it makes us
think that the people in our lives (or virtually in our lives, anyway) are happier, more
fulfilled and more successful than they probably are; which makes us feel more
depressed, frustrated and unfulfilled than we probably are. Why? Think about it. How
quickly do people post good news to Facebook? Exotic vacations; engagements,
anniversary parties, raises, promotions. . . when was the last time you read that the
devastatingly handsome new boyfriend of your college roommate is actually a recovering
alcoholic, or that the new six‐figure job that your old friend got two months ago didn’t
last two weeks because it turns out she didn’t have the people skills required to make it
work? “Thinking that everyone else is doing better in life than you are isn’t motivating,”
says Clint White, career counselor with My New Job, Inc. “It’s depressing, and can be
debilitating for some people, who think there’s something wrong with them because they
have problems in their life that no one else seems to have.” Mr. White cited fifty‐ four
clients in the past year alone whom he has seen who were seeking a career change for no
reason other than that they didn’t believe that they measuring up to their Facebook peers.
As if the psychological problems weren’t enough, Facebook triggers a stress

response in the body, even if you don’t think or realized that you are stressed out. Studies
have shown that reading new information on Facebook triggers the release of
glucocorticoid (cortisol), your body’s stress hormone. This messes with your immune
system, and prevents the release of growth hormones, and all these things keep your body
in a state of chronic stress. If you have digestive problems; if your hair or nails grow very
slowly and it takes forever for cuts and scrapes to heal; if you feel irritable and nervous,
or are susceptible to every virus and bacteria that cruises through town, you may not need
a trip to the doctor―you many just need to delete your Facebook page.
People survived for hundreds of years in an industrial society without the

necessity of blasting out every intimate detail of their lives to everyone with whom
they’ve ever crossed paths, or with whom that person has ever crossed paths…a real
relationship encompasses the good and the bad, and includes genuine human to human
interaction. So shut down the computer. Go out to lunch with a friend. Call your mother.
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Take your kid to the zoo. And for goodness sake, don’t post anything on Facebook about
it when you get back!
1. What is the author’s claim?

______________________________________________________________________________
______________________________________________________________________________
2. List the reasons and evidence the author offers to support her claim.
REASON #1:
______________________________________________________________________________
______________________________________________________________________________
EVIDENCE:___________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
REASON #2:
______________________________________________________________________________
______________________________________________________________________________
EVIDENCE:___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Which of the following does the author use to support her claim?
A. The author mentions research.

B. The author appeals to the reader’s emotions.
C. The author uses the bandwagon technique (everyone else believes this so you should
too).
D. The author’s tone makes her seem believable and trustworthy.
E. The author quotes experts.
F. The author includes credible data.
G. The author includes real world examples.
Source: www. EnglishWorksheetLand.com
ACTIVITY 2: SHORT-RESPONSE CONSTRUCTION

Read the following questions and answer them comprehensively.
1. Are printed sources of information more reliable (more trusted) than those found online?
Why do you think so?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. How do you determine if the source of data is reliable or not?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Criteria 5 4 3 2 1
The ideas Ideas are The explanation The ideas The output is
presented are organized, is somehow presented are poor.
Content/ well organized, meaningful and meaningful and valid but not
Organization very relevant to the relevant to the meaningful
meaningful and topic. topic but not and organized.
relevant to the presented in an
topic. organized
manner.
Originality The ideas Some of the 3-4 ideas 1-2 ideas All the ideas
presented are ideas presented presented are presented are presented are
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original. are copied from copied from a copied from a copied from a
sources. source. source. source.
MODULE 2: DIFFERENTIATING FACTS, OPINIONS, AND INCORRECT
INFORMATION & ILLUSTRATING SOUND REASONING
The learner understands the principles and uses of a position
Content Standard
paper.
organization, coming up with a group exhibit of creative works,
etc.
Most Essential Learning Defends a stand on an issue by presenting reasonable arguments
Competencies (MELCs) supported by properly cited factual evidences.
A. Printed:
for
Billanes, L.A. (2019). English for Academic and Professional Purposes: Skills
Miciano, M.Z, and Miciano, R.Z. (2016). Enhanced English Engagements: English
for
Academic and Professional Purposes, 1st Edition, Makati City: Don Bosco Press
Inc.
TOPIC: DIFFERENTIATING FACTS, OPINIONS, AND INCORRECT

INFORMATION
INTRODUCTION:
Critical thinking is important in all aspects of your academic life, especially in research
and other writing assignments. You need to be critical thinkers when you analyze the ideas and
information you have gathered for your academic work. When you engage in critical thinking,
you are able to weigh and evaluate various information. By separating those that that are useful
from those that are not, you become more discerning. Being discerning means being able to let
go of preconceived notions and valuing viewpoints that are contrary to what you believe.
How do you develop critical thinking? One way to be more critical is to avoid personal
and cultural biases. When your mind has been conditioned to think a certain way, you are no
longer open to new ideas, making you close-minded and vulnerable to faulty thinking, which
could lead to weak arguments. Being mindful of your emotions may be your best guard against
weak arguments.
In this module, you are expected to develop your critical thinking better as you learn how
to distinguish facts between opinion. Facts and opinions are two types of statements are greatly
used in writing your academic papers. Furthermore, these have to work together in order to
present a convincing evaluation of an idea or presenting arguments.

1. Define facts, opinions, and incorrect information.
2. Differentiate factual statements from those with opinions and/or incorrect
information.
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understanding of the topic, differentiating factual statements from those with
opinions and/or incorrect information.

Find Out More
1. What is the difference between facts, opinions and incorrect information?

2. How do you distinguish a factual statement form an opinion?
Directions. Read the following description and classify whether it is fact or opinion. Write
your answer on the table below.
FACT OPINION
CONTENT DISCUSSION:
In this week-lesson, you are going to distinguish facts from opinion. The ability to distinguish
between facts and opinion helps you develop critical and analytical skills in both your reading
and listening. Fact and opinion are often woven together in texts and speeches. It is therefore
imperative that you are able to unravel the threads of what is true from what is mere belief if
they are successfully navigated the deluge of media you will encounter in your lifetime.
Differentiating Facts, Opinions, and Incorrect Information
FACT OPINION INCORRECT

INFORMATION
 It is objective.  It is subjective.  It is the opposite of fact.
 It is not influenced by  It is based on or
personal feelings or influenced by
judgment. personal beliefs or
feelings.
Identifying Statements of Fact
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Statements of fact are verifiable statements based on an objective viewpoint and source
from credible websites and learning resources. Statements of fact are written in a straightforward
manner, often in the declarative mode. Stated in an objective manner, a fact cannot be altered by
personal feelings and judgment.
When making statement of fact:
- Do your research.
- Get your information from as many sources as possible and compare.
- Retain that which is credible and useful and delete those that are not.
- Be able to cite your source/s of information.
- Be mindful of your tone.
Identifying Statements of Opinion
Statements of opinion reflect the person’s perspective and judgment about issues of a
subjective nature. Because people have different opinions, even the least controversial issue can
generate multiple viewpoints, based on people’s interpretation. Some topics such as same-sex
marriage, religion, political parties are more contentious than others, and people regard these
issues based on their beliefs.
When making statements of opinion:

- Ask yourself if your opinion is the result of someone else’s influence; if so, be able to
defend it.
- Be able to express your opinion clearly.
- Be mindful of the tone you use in your writing.
- Be able to support your opinion with credible facts, statistics and reliable argument.
Certain words and expressions convey opinion. Here are some examples.
 In my opinion…….
 I feel that……….
 I believe that……….
 If you ask me………
 I guess…………
 Based on what I know……..
 I would estimate that………
Identifying Incorrect Information
In academic writing, erroneous information is taboo. Unfortunately, these kinds of

statements still find their way into academic writing, especially if the writer is not quick to see
these errors. Often the errors consist of erroneous information as a result of careless writing, lazy
editing, or sheer ignorance. The more unacceptable error consists of flaws on the basis of faulty
judgment or out of insincere motives such as attempts to sidetrack people and manipulate them,
as what happens during political rallies. This kind of manipulation is also present in certain
forms of advertisement in print, radio and TV advertisements.
In our “media-saturated world” you need to be on the lookout for erroneous information.
It would be wise not to believe everything you hear, read, and see. Be ready to get at the bottom
of things, to investigate if necessary. In this age where pictures can be digitally enhanced and
news can be tweaked and passed off as real, it would be wise to do some fact-checking to be sure
about the authenticity of information.
EXERCISE. FACT OR OPINION?

Directions: Evaluate the statement below. Write fact or opinion on the blank for each one.
____________ 1. Floyd Mayweather is a fierce boxer in the ring.

____________2. Manny Pacquiao is the first eight-division world champion in boxing.
____________3. Michael Jordan is the greatest basketball player of all time.
____________4. Oranges contain both calcium and vitamin C.
____________5. Prison is one of the worst places on the planet.
____________6. Vegetarians are healthy.
____________7. Volcanoes are described as active, dormant, or extinct.
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____________8. Cigarettes cause lung cancer.
____________9. I think this book is an enjoyable story of life in a small village.
____________10. The quality of life has decreased in the last ten years.
1. What is the difference between facts, opinions and incorrect information?

 Fact is objective. It is not influenced by personal feelings or judgment. Opinion is
subjective. It is based on or influenced by personal beliefs or feelings. And incorrect
information is the opposite of fact.
2. How do you distinguish a factual statement from an opinion?

 Statements of fact are verifiable statements based on an objective viewpoint and
sourced from credible websites and learning resources. Statements of fact are written
in a straightforward manner, often in the declarative mode. Stated in an objective
manner, a fact cannot be altered by personal feelings and judgment. However,
statements of opinion reflect the person’s perspective and judgment about issues of a
subjective nature. Because people have different opinions, even the least controversial
issue can generate multiple viewpoints, based on people’s interpretation. Some topics
such as same-sex marriage, religion, political parties are more contentious than
others, and people regard these issues based on their beliefs.
A factual statement is objective. It is not influenced by personal feelings or judgment. On the

other hand, a statement with opinions is subjective. It is based on or influences by personal
beliefs or feelings. An opinion is not the opposite of fact. The opposite of fact is incorrect
information.
TOPIC: SOUND REASONING AND TYPES OF LOGICAL FALLACIES
INTRODUCTION:
Logical reasoning, in combination with other cognitive skills, is an important skill you
use during all kinds of daily situation. It helps you make important decisions, discern the truth,
solve problems, come up with new ideas and set achievable goals.
In this module, you are expected to determine different kinds of logical fallacy, and
defend your stand on a particular issue by presenting reasonable arguments supported by
properly cited factual evidences.
1. Illustrate what sound reasoning is.

2. Distinguish the different types of fallacies from one another
understanding of the topic, sound reasoning and logical fallacies.

Find Out More
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1. What is sound reasoning?

2. What is the difference between deductive reasoning and inductive reasoning?
3. Why do you think it is important to observe sound reasoning in making judgments and
decisions?
Before you learn the different fallacies used in reasoning, you need to know the meaning of
sound reasoning. To know the meaning of these questions, do this activity.
What will you do in each situation? Write your short answer/ thought on the space provided.
1. You noticed that your favorite cup is at the edge of the table.
You will__________________________________________________________________.
2. You noticed that your colds are not getting any better after taking the prescribed medicine
for a week.
You will__________________________________________________________________.
In the given situations, you will the necessary actions based on sound reasoning. For
instance, if you are about to take a walk to nearby store and see dark clouds ahead, sound
reasoning will give you two options-either postpone your trip to the store or bring along an
umbrella.
CONTENT DISCUSSION:
In this week-lesson, you are going to illustrate reasoning and identify the types of logical
fallacies. Sound Reasoning is used every day. In fact, we make decisions and judgments
based on sound reasoning, even in the most insignificant thing we do for the day.
Additionally, logical fallacies are easily found in everyday life. We can find them in
newspaper, in advertisements, listening to people and many sources. But in order to avoid
them, we need to read critically. If we do not detect these errors of reasoning, you will not be
able to write and think in an honest way.
Two Kinds of Sound Reasoning
1. Deductive Reasoning (General to Specific)

- When you argue using deductive reasoning, your argument proceeds from general
assumption to more specific statements of fact, evidence, or other ideas. Deductive
reasoning may be compared to a top-down argument wherein, if the general principle
is true, the conclusion is also true.
Ex. All men are mortal.

Socrates is a man.
Therefore, Socrates is mortal.
- In the example above, the statement starts with a general term which is “men,” and is
described as “mortal.” Afterwards, it is followed by a specific term which is
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“Socrates,” and Socrates is a man, therefore a part of manhood. Since he is a man, he
is also mortal. Take note class that in other deductive reasoning types, the conclusion
may not be always right. for example:
Example of a faulty deductive reasoning:
Monkeys eat banana

Gelli eats banana
Gelli is a monkey.
In this type of reasoning, we cannot say that the specific word “Gelli” is not a part
of the general term “monkey” that is why the conclusion is faulty or not correct.
2. Inductive Reasoning (Specific to General)

- This kind of reasoning proceeds from a specific premise to a general conclusion. Also
known as the bottom-up logic or cause and effect argument, the reasoning involved in
this argument is a set of specific situations used as premise, ending with a definitive
conclusion. For example, you’ve personally experienced rude treatment from a
foreign national. From then on, you’ve regarded all foreign nationals from that
country as rude.
Example of Good Inductive Reasoning:
Jeremy comes to school before 7:30 and he’s never been late
My classmates do the same
Therefore, everyone who comes to school before 7:30 is never late.
This is a good example of a good inductive reasoning because it presents a logical

explanation of how things work in a situation.
Example of a Faulty Inductive Reasoning:
Harold is grandfather
Harold is bald
Therefore, all grandfathers are bald.
This is a bad reasoning because you can never be certain of a claim that all grandpas are
bald. A single evidence is not enough to justify the others.
Common Logical Fallacies
In academic writing, fallacies are frowned upon because they are ill-substantiated
statements. Unlike incorrect information that can be easily corrected, logical fallacies involve
flawed arguments where the premises have not been fully supported, leading to weak and faulty
conclusion.
Academic writing requires careful writing using a language that is logical – that is, free
from bias and properly supported by solid facts and well-researched evidence. A knowledge of
the common fallacies will help you avoid making flawed arguments.
The following list is neither complete nor an extensive philosophical discourse, but it will
help you recognize the common errors in reasoning.
LOGICAL DEFINITION EXAMPLE

FALLACY
1. Bandwagon -This is a reasoning based on Majority of the Bicolanos have
popularity rather than on signified support for our candidate,
scientific evidence or facts. This so you must vote for him, too.
gives one a feeling of “you are
the only one not doing (or
using) it, so why not join now?”
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2. Hasty -This reaching a conclusion If you see a Chinese being
Generalization without enough pieces of disrespectful to an older person,
evidence or further studies. You you should not say, “Chinese
should not use an isolated people are disrespectful to the
experience to make a general elderly.”
statement on something or
someone.
3. Red herring – It is an argument that A politician was arrested and put
distracts the opponent away to jail because of graft and
from the real issue and leads corruption. Instead of focusing on
them to an irrelevant issue. the issue that he had stolen money
from the people, that he should
undergo a fair trial and suffer the
consequences thereafter, the
lawyers may try to divert the
attention of the people to another
irrelevant issue such as the
terrorist attack that happened in
the mall. Observe how some
crucial political issues in the
Philippines are sometimes ignored
because an irrelevant and
unimportant showbiz issue is
given the spotlight.
4. Attack on the -This reasoning attacks the If you hear politicians attacking
person/ Ad person instead of the issue. their opponents instead of the
hominem- issue, beware! “He is always late
for his meetings. How do you
expect him to advance the
progress of this country if he is
always running late?
5. Either-or -This presents only two Eat an apple a day or you will get
reasoning alternatives and acts as if there sick.
are no choices. *It’s not apples only that keep you
from getting sick.” There are
many nutritious fruits that are as
healthy as apples. And besides,
it’s only fruits that keep you
healthy. You should have a
balanced nutrition to stay healthy.
EXERCISE. Identifying Logical Fallacies

Directions. Identify the fallacy used in the following scenarios. Write your answer on the
space provided.
______________ 1. A whitening facial wash says that you should have clear, white skin or
else you won’t find true love.
______________2. A political candidate says that the incumbent governor is incompetent
because he could not solve the country’s poverty issue; therefore, that
governor should be replaced by someone else who is better.
______________3. Those who are against the reproductive health bill focused on the issue of
abortion and how it is immorally against the Christian faith.
______________4. An advertisement says that bright students drink this memory-enhancing
pill. So if you are not yet taking this vitamin, then you are left out.
______________5. A news reporter said that college students are not happy with the current
governor who cancels classes at all levels. The reporter was able to talk
with only five students in one particular school.
15
1. What is sound reasoning?

 Sound reasoning is reasoning that follows logic and can be easily understood by
readers or an audience.
2. What is the difference between deductive reasoning and inductive reasoning?
 When you argue using deductive reasoning, your argument proceeds from general
assumption to more specific statements of fact, evidence, or other ideas. Deductive
reasoning may be compared to a top-down argument wherein, if the general principle
is true, the conclusion is also true. However, inductive reasoning is kind of reasoning
that proceeds from a specific premise to a general conclusion. Also known as the
bottom-up logic or cause and effect argument, the reasoning involved in this
argument is a set of specific situations used as premise, ending with a definitive
conclusion.
3. Why do you think is it important to observe sound reasoning in making judgments
and decisions?
 It is important to observe sound reasoning in making judgments and decisions
because we evaluate a situation or a problem objectively with clear head, calculated
risk and make an informed decision.
As a reader, you should be able to spot whether a writer is using sound reasoning or not.
There are two types of reasoning: deductive and inductive. Deductive reasoning is using a
general premise first and then a specific premise before coming up with a conclusion.
Inductive reasoning is using a specific premise first and then a general premise before making
a conclusion.
16

___________________________________
Subject Teacher

A. Written Work/s:
Activity 1: Read of each following statements and identify whether it is a statement

of fact (F), statement of opinion (O) and incorrect information (I).
_____ 1. The Philippines is a member of the Association of Southeast Asian Nations

(ASEAN).
_____ 2. The US is eager to assert its supremacy over the member-nations of the ASEAN.
_____ 3. France is a member of the Group of Eight (G8).
_____ 4. In many developing nations, rapid population growth threatens food supply.
_____ 5. If left unchecked, the problem of teenage pregnancy in our country will even be
worse
than that of other developing nations.
_____ 6. Benedict is a fashion model.
_____ 7. Benedict is a great, handsome fashion model.
_____ 8. Peter is in a tourism business.
_____ 9. Peter is very successful in the tourism business.
_____ 10. Lea is a singer.
_____ 11. Lea is a wonderful singer.
_____ 12. The Mall of Asia in the Philippines is huge.
_____ 13. The mall of Asia in the Philippines is located at the heart of Makati City.
_____ 14. There are no restaurants in the Mall of Asia in the Philippines.
_____ 15. There are restaurants in the Mall of Asia in the Philippines.
Activity 2: Write one (1) fact and one (1) opinion for each topic.
1. Education in the Philippines

Fact:
________________________________________________________________________
Opinion:
______________________________________________________________________
2. Filipino Food
Fact:
________________________________________________________________________
Opinion:
________________________________________________________________________
3. Vaccines
17
Fact:
________________________________________________________________________
Opinion:
________________________________________________________________________
Activity 3: MULTIPLE CHOICE: Analyze the given situations and identify the
fallacies of reasoning used in each. Write the letter of your choice on the space
provided. USE CAPITAL LETTER.
ANSWER STATEMENTS CHOICES
1. Marcus wants to go to a small community college close A. Bandwagon
to home, but most of the kids in his class are applying to B. Either -or
larger colleges out of state. Marcus decides that he should C. Red herring
also apply to those colleges.
2. You visit a new country and the first person you meet A. Bandwagon
in the airport is rude. You send a message to a friend back B. Either- or
home that everyone in this new country is rude. C. Hasty
Generalization
3. A senator claims that his new tax plan will help the A. Ad hominem
middle class. His opponent says that the rich senator B. Bandwagon
doesn't care about the middle class. C. Red Herring
4. The mother of a young child tells him to go to bed, and A. Bandwagon
he begins to ask questions, says that he is hungry, or says B. Either- or
that he needs to go to the bathroom-all to avoid bed and C. Red Herring
distract mom
5. In business, arguing against giving raises - "Sure, we A. Ether-or
haven't given raises in over five years to our employees. B. Bandwagon
You know, we work really hard to make a good product. C. Red Herring
We try to ensure the best customer service, too."
Activity 4: Answer the question briefly but intelligently.
1. Should you refrain from expressing your opinion when you know that it differs from
what others think? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Criteria 5 4 3 2 1
The ideas Ideas are The explanation The ideas The output is
presented are organized, is somehow presented are poor.
Content/ well meaningful meaningful and valid but not
Organization organized, and relevant relevant to the meaningful and
very to the topic. topic but not organized.
meaningful presented in an
and relevant organized
to the topic. manner.
The ideas Some of the 3-4 ideas 1-2 ideas All the ideas
presented are ideas presented are presented are presented are
Originality original. presented are copied from a copied from a copied from a
copied from source. source. source.
sources.
18
MODULE 3: WRITING POSITION PAPER
The learner understands the principles and uses of a position

Content Standard
paper.
organization, coming up with a group exhibit of creative
works, etc.
Writes various kinds of position papers.
A. Printed:
for
Miciano, M.Z., And Miciano, R.Z. (2016). Enhanced English Engagements: English
Press Inc.
TOPIC: Writing Position Paper
INTRODUCTION:
In everyday life, people continuously take sides and form opinions on anything that
involves them. However, defending your point by simply saying, Because I think so” won’t help
you make a case. It is therefore important that you learn how to properly outline your thoughts
and make valid arguments.
In this module, you will be guided on how to write a position paper. Several learning
concepts are prepared for you to have a clearer understanding of the lesson. Good luck!

1. Define what a position paper is.
2. Identify the situations in which a position paper may be effectively used in our
present society.
3. Gather manifestoes and analyze the arguments used by the writer.
4. Write an effective position paper.
understanding of the topic, writing position paper.
What I Know What I Want to How I Can Learn What I Have Learned
19
Find Out More
1. What is a position paper?

2. What are the goals of a position paper?
3. How should a position paper be organized?
Directions. Study the issues or problems below. Choose one and write your opinion about it on
the right side of the chart.
Issues/Problems My main argument for or against it
1. Franchise Denial of ABS-CBN
Network
2. Government’s response to
COVID-19 Pandemic
3. Vaccine Rollout in our country
CONTENT DISCUSSION:
As you have learned in the previous lessons, academic writing is straightforward,

businesslike, and unbiased. In this week-lesson, you are going to identify the features of an
effective position paper. You will learn that although you are free to express your opinion,
you need to support it with accurate facts and evidence. Doing so would allow you to express
your contrary view without making ill-founded statements. Then as you go through the
lesson, you are then expected to write an effective one.
Definition and Purpose
A position paper is more complex version of persuasive essay. A persuasive essay is a

position on a certain issue, and it is presented in paragraph forms. However, a position paper is
not an essay, but it has various parts just like the concept paper. A position paper can be likened
to a debate, but you are presenting your arguments in a written form. Presenting an argument
implies that you are favoring one side of the issue.
The primary goal of a position paper is to declare a “position” on a certain matter or an

issue. Its secondary goal is to convince or persuade others to take that side of an issue or matter.
20
In writing a position paper, the principles of argumentative writing should be followed.
Remember that you are declaring your own thoughts and beliefs; hence, the skills for
argumentation should be used.
Principles of Argumentative Writing
Writing a position paper will be discussed according to the principles of argumentative

writing, so that you can easily connect the ideas together.
1. Audience – consider your audience. What is the best possible way to communicate to
them? How can you convince them to side with you in case they have a different stand?
2. Viewpoint – you have to know the issue and the side that you have chosen. To do so, you
should do basic research to gain knowledgeable information about the issue. Follow the
ideas suggested about gathering data, you should ask yourself questions such as the
following:
a. Is the issue worth pursuing?
b. What is my position or stand on this issue?
c. What support do I have (from books, Internet, and field research)?
You may need to research for information regarding an issue to define your position. You
must make sure that you can back up your position with supporting information from secondary
sources such as books, journals, and the Internet. Your position should not be merely a reflection
of personal preference, but it should be a personal preference strengthened by credible and
reliable support.
3. Organization – organize your arguments in the most persuasive or convincing manner.

Remember to save the best for last! Here is a suggested outline of presentation.
a. Introduction – your introduction should present the topic and the issue at
hand. It should also be very clear from the beginning what your position is.
Provide a background on the issue or the matter. Highlight your personal
stand in a clear thesis statement. Your introduction should also clearly show
the importance or significance of your position to the readers. In short, tell
why it is worth reading all the way.
b. Opposite Arguments – present the strongest arguments of the opposition.
Choose at least three of their strongest arguments. You may use other data
such as statistics, illustrations, and figures from your sources.
c. Your Arguments – assert your arguments to counter the opposition. You
should also think of at least three arguments that would counter the argument
of the opposition that you have previously presented. Again, you may use data
from another sources to support your arguments.
d. Conclusion – restate your position. Summarize your main points. Conclude
your paper with a resounding statement that will definitely bring the
opposition down.
4. Writing Style – in argumentative writing, you should also choose your words carefully
and write with style and clarity. Choose strong words and vary them. Use synonyms so
that you don’t have to repeat a terminology again and again. Your arguments should be
separated in small chunks so that it is easier for the reader to understand and remember
them. Remember to use transition words effectively so that you can move from one
thought or idea seamlessly and smoothly.
Uses of a Position Paper
When you write a position paper, your aim is to inform others about your stance,
position, or conviction about a certain issue. It reflects what you know about the topic, exposing
your belief about it. Although it is a statement of your strong belief and opinion, you must
combine it with valid and verifiable facts.
Position papers are used not only in schools but also in government and corporate
officers. In academic settings, position papers are an expression of an individual’s claim, written
21
without the academic rigor of conducting a full-blown research. In government and politics,
position papers are often a prelude to a debate. In corporate offices, position papers are an
expression of an employee’s definitive position about issues that are crucial to both the company
and its employees.
Note the following example of an outline of a position paper.
Introduction
The Department of Health is overseeing issues concerning the health and eating habits of school
children.
Thesis Statement
Stricter regulations should be imposed on the selling of junk food in school cafeteria.
Supporting Statements for the Topic
1. Junk foods contain harmful fats and additives that jeopardize the health of
individuals.
2. Studies have proven that test results improved when children refrained from eating
junk foods.
3. The school cafeteria has to set a good example of health eating habits among
students.
Counterarguments
1. Other factors such as genetics and environmental toxins also do harm to individuals.
2. The high test scores could have been due to other factors such as positive
reinforcement from their parents.
3. The school cafeteria administrators cannot always monitor what students eat outside
the school.
Supporting details to validate or oppose counterargument
1. Genetics and the environment are certainly factors to consider, but poor eating habits
and unhealthy food choices only aggravate the problem.
2. Conclusive studies have pointed to a positive correlation between healthy eating
habits and high IQ.
3. School officials can implement stricter policies granting school cafeteria
administrators such authority.
Summary
Banning junk foods in school cafeterias across the country will ensure the health of
school children, thereby paving the way towards a healthier nation composed of physically and
mentally capable citizens.
Guidelines in Writing Position Paper
1. Choose an issue. When choosing one, keep the following guidelines in mind.
• The issue should be debatable because you won’t be able to make a stand if the
topic is not debatable.
• The issue should be current or relevant.
• The issue should be written in a question from and answerable by yes or no.
• The issue should be narrow and manageable.
2. Begin the writing process by conducting an in-depth research on the issue.

3. Make sure to define unfamiliar terms when you first mention them.
4. Be aware of the various positions about the issue and explain and analyze them
objectively.
5. Reflect on your position and identify its weaknesses.
6. Cite valid and reliable sources (3 or more) to establish the credibility of your
arguments.
22
7. View the issue in a different perspective so you can present unique approach.
8. Limit your position paper in two pages.
9. Analyze your target readers and align your arguments to their beliefs, needs, interests,
and motivations.
10. Summarize the other side’s counterarguments and use various evidence and data to
refute them.
11. Use an active voice as much as possible to achieve dynamic and firm one.
12. Arrange your evidence logically using an inductive or deductive approach.
13. Check your argument for fallacies and eliminate them. Fallacies, or errors in
reasoning weaken your argument.
14. Use ethical, logical, and emotional appeal. An ethical appeal relates to your credibility and
competence as a writer; a logical appeal refers to a rational approach in developing an argument;
while an emotional appeal uses arguments in a way that evokes feelings.
EXERCISE. TRUE OR FALSE

DIRECTIONS: Write T if the statement is correct, otherwise write F.
_____1. A position paper presents two sides of an arguable opinion about an issue.
_____2. A position paper is a type of essay.
_____3. The primary goal of a position paper is to declare a “position” on a certain matter or an
issue.
_____4. The strongest type of appeal in apposition paper is logical appeal.
_____5. Opinions are better than facts in supporting arguments.
1. What is a position paper?

 Position paper presents the writer’s stand or viewpoint on a particular issue. Writing a
position paper entails outlining arguments and proposing the course of action; by
doing so, you are already taking part in a large debate.
2. What are the goals of a position paper?

 The primary goal of a position paper is to declare a “position” on a certain matter or
an issue. Its secondary goal is to convince or persuade others to take that side of an
issue or matter.
2. How should a position paper be organized?

 In writing position paper, you organize your arguments in the most persuasive or
convincing manner. Follow the structure: introduction, opposite argument, counter
argument, conclusion.
This module has taught you yet again another type of paper. A position paper is
argumentative in nature. It can be likened to a debate, but you are writing for both sides of the
issue. You have to choose a side and defend that side as if you were in a debate.
Your supporting details in your position paper should be very convincing. Support them with
data from secondary sources. Present the arguments seamlessly and smoothly by using
powerful words and effective transitions.
23
24

___________________________________
Subject Teacher

A. Written Work/s:
Activity 1: Multiple Choice

Read the following statements and identify what they refer to. Write your answer in
the space provided.
______1. What structure of academic text do we follow in writing a position paper?

a. One-paragraph structure essay c. Three-paragraph structure
b. Two-paragraph structure essay d. IMRaD
______2. In which part of the essay do we write the action plan or recommendation of
the
position paper?
a. Title page c. Body
b. Introduction d. Conclusion
______3. Which of the following is NOT included in the introduction of the position
paper?
a. Counter-argument c. Importance of the topic
b. Background of the topic d. Thesis of the position paper
______4. In which part of the position paper do you "refute" the counterclaim?
a. Introduction c. Your argument
b. Conclusion d. Counter argument
______5. Which part of the position paper that you have to restate the main points and
final
comment?
a. Introduction c. Body: Your Argument
b. Body: Counter Argument d. Conclusion
______6. How many main points can be written in the body of the position paper?
a. One main point c. Three main points
b. Two main points d. Four main points
______7. How many sources will you have to provide in supporting your assertions?
a. One source c. Three sources
b. Two sources d. No need of any source
25
______8. What is the ideal minimum number of paragraphs in a position paper?
a. Two paragraphs c. Four paragraphs
b. Three paragraphs d. Five paragraphs
______9. How can you make your position paper strong?

a. Be sure to annotate your paper
b. Give an educated and informed opinion with supporting evidences
c. Apply citations and references in the introductory part of the paper
d. Record your observations and post them on YouTube.
______10. In what part of the essay do we restate the argument of the paper?
a. Introduction
b. Body
c. Conclusion
B. PERFORMANCE TASK
Task 1. From the list of scenarios enumerated below, compose one position paper by taking
a stand. You are given the privilege to choose the position on the issue, whichever is closer
to your heart. In a separate sheet of paper, write your position paper. Your position paper
will be rated based on the rubrics that is given. Please remember the guidelines that we
discussed in the previous pages.
A. A proposed ban on the use of social networking sites for elementary and high school
students is being discussed in the school board. The proposal has received various
opinions from students, teachers and parents. There are those who support the
proposed policy, as they view social media as a hindrance to learning. There are also
some people who claim that banning students from social in school will prevent them
from sharing valuable information necessary in their academic life.
As the president of the parent-teacher association in your school, you have been
tasked to prepare a position paper that will either support or oppose the proposed
policy. Research information from books, magazines or legitimate online sources.
Then, based on the data that you find from printed and online sources, prepare two
columns where you will write the pros and cons of allowing elementary and high
school students to use social networking sites in school. The tabulation will give you
an objective account on both sides of the issue. Finally, write a position paper
consisting of four paragraphs. Follow the given format:
First paragraph – Provide a brief introduction of the use of social networking sites in
school.
Second paragraph – Discuss the positive effects (pros) of allowing students to use
social networking sites in school.
Third paragraph - present the negative effects (cons) of social media among
students.
Last paragraph – discuss your position on the propose policy.
Because your position paper will be read and presented during the board meeting, it
should be formal, objective, accurate, and clear.
B. The president of the Philippines has convened you and a group of experts to a write a
position paper regarding an identified problem (such as pollution, garbage, freedom
of speech, human rights violation, etc.) Particularly, the president is asking for your
stand on possible changes in policies or laws concerning the identified problem.
Gather all your ideas and come up with a unified stand on the issue. The position
paper will be of great help to the country if it clearly explains the problem, connects
the solution to previous accomplishments, and provides realistic and clear solutions.
C. There is a proposed revival of the mandatory Reserve Officer’s Training Corps

(ROTC) for senior high school students. As the president of the parent-teacher
association in your school, you have been asked to subject a one-to-two-page
position paper about the ROTC issue. Your position paper will be presented during a
26
policy forum to be held at the Division Office of your city. You are expected to write a
persuasive, well-supported, and clear position paper that will be delivered to
government officials, school administrators, and parents attending policy forum.
Task 2. After choosing one scenario, organize your ideas using the outline below.
Topic: ________________________________________
Introduction
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Opposite Argument
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Supporting statements for you opposite argument
1. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Counterarguments
1. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Supporting details to validate or oppose counterargument
1. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
27
3. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Task 3. After organizing your ideas, use the space provided for your written output.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
28
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Position Paper Rubric

http://gatp.org/wp-content/uploads/2014/06/Position-Paper-Rubric.pdf
SCORE Content Organization Sources Mechanics
Excellent Content is A clear thesis is evident Sources are Rules of
40-50 rich, in a concise and engaging varied and grammar, usage,
complexity is opening paragraph thorough and punctuation
clarified. followed by supporting representing a are followed;
Content leads paragraphs which reveal diversity of spelling is
readers to new complexity and a legitimate correct. There
discovery. concluding paragraph perspectives and are no
with a unique conclusion the complexity typographical
and suggestions for the of the topic. errors.
future. Sources are
appropriately
cited and listed
in a
bibliography.
Very Good Content is A thesis is evident in a Sources are Rules of
30-39 complete and concise opening varied grammar, usage,
includes paragraph followed by representing a and punctuation
relevant detail. supporting paragraphs diversity of are followed;
which reveal complexity legitimate spelling is
and a concluding perspectives. correct.
paragraph with a clear Sources are cited
conclusion and and listed in a
suggestions for the future bibliography.
Good There is A thesis is evident in the Sources Rules of
20-29 adequate opening paragraph represent a grammar, usage,
detail. Some followed by supporting variety of and punctuation
extraneous paragraphs and a perspectives. are not all
information concluding paragraph Sources are followed; spelling
and minor with a conclusion and listed in a is correct.
gaps are suggestions for the bibliography.
included. future.
Below There is The thesis is vague in the Bibliography is Rules of
Expectations insufficient opening paragraph. limited. grammar, usage,
10-19 detail, or detail Supporting paragraphs do and punctuation
is irrelevant not represent a complete are not followed;
and review of the topic, and a spelling is
extraneous. concluding paragraph has incorrect.
a weak conclusion with
few recommendations for
the future.
29
TOTAL SCORE
30
MODULE 4: WRITING REPORTS
The learner understands the principles and uses of surveys,

Content Standard
experiments and scientific observations.
The learner produces a well-written report of various
Performance Standard disciplines.
Most Essential Learning Determines the objectives and structures of various kinds of
Competencies (MELCs) reports.
21 Century Learning Skills Critical Thinking, Communication, Productivity
st
Social Responsibility, Awareness, Accountability,

Core Values
Determination
A. Printed:
for
Miciano, M.Z, and Miciano, R.Z. (2016). Enhanced English Engagements: English
for
Academic and Professional Purposes, 1st Edition, Makati City: Don Bosco Press
Inc.
TOPIC: Writing Reports
INTRODUCTION:
Congratulations, students! You are now approaching the last part of the quarter and I am
glad you are doing great!
In the previous module, you are in a serious process in working and understanding the
basic principles of writing a position paper. By this time, you will be introduced to the next topic
with greater focus on determining the objectives as well as the different structures of various
kinds of report. In this module, you will walk through the general introduction to writing reports,
outlining the different structures in order for you to be guided on how to produce a clear and
well-structured report anchored on research and analysis of a particular data and of issues. And
so, stay focused as you continue learning. Good luck!
31
1. Identify the different types of reports: informative, investigative, and
recommendation reports.
2. Determine the objectives and structures of various kinds of reports.
3. Summarize findings and execute the report through narrative and visual/graphic
forms.
4. Apply all learnings in the activities given.

understanding of the topic, writing reports.

Find Out More
1. What are reports?

2. When do you use these various types of report?
DIRECTIONS. True or False. Write T if the statement is correct and F if otherwise.
_______ 1. Report is written in a single narrative style from start to finish, each section of a
report
has its own purpose and will need to be written in an appropriate style to suit.
_______ 2. The purpose of the investigative report is to investigate.
_______ 3. Interview is one of the most commonly used data-gathering tools primarily because it
is economical.
_______ 4. Scientific report focuses on the process and development.
_______ 5. Survey report involved questions that are formulated based on the research objective,
to be answered by respondents and later analyzed using appropriate data analysis
method.
CONTENT DISCUSSION:
In this module, you will be learning more about written output that is probably the longest
and most complicated one to generate-a report. As you go through the module, you are
expected to learn the structure or writing reports and the instruments for gathering
information for reports. Thus, you need to apply the writing principles that you learned in
preparing one at end of the lesson.
What is a report?
A report is a systematic, well-organized presentation of an issue, a problem, or an

incident. There are three major types of reports. They are the informative, the investigative, and
the recommendation reports.
These three differ in their purpose.
 The purpose of the informative report is to inform.

 The purpose of the investigative report is to investigate.
 The purpose of the recommendation report is to recommend.
32
Various Types of Reports
A. SURVEY REPORT is a type of academic writing that uses research to provide

information about a topic. It involved questions that are formulated based on the research
objective, to be answered by respondents and later analyzed using appropriate data
analysis method. Survey reports involve report writing which is a very important element
of the survey research process.
B. FIELD REPORT is a type of academic writing focusing on writing assignments

requiring observation and analysis. Your teacher will most likely ask you to write one to
enable you to put into practice theories you have learned in class. Field reports are often
strand-specific and use language and themes distinct to a specific discipline. All field
reports, regardless of subject matter and intended academic discipline, aim to inform
readers about the result and impact of an observed person, place, or event. Through actual
observation you will be immersed in concepts, thereby allowing you to experience
authentic life and career situations. Just like any type of academic writing, the field report
should follow the principles of good writing and must include the essential parts that help
explain an event or phenomenon.
C. SCIENTIFIC REPORT is a form of academic writing explaining a technical or

scientific research. It is a specialized type of report that adheres to the scientific method
characterized by attention to detail, reliance on test procedures, objective analysis,
documented research, careful report and observations based on evidence (Smith-
Worthington & Jefferson, 2011). Unlike the field report, it focuses on the process,
development. And outcome of a scientific or technical research problem, giving
recommendations, whenever appropriate, to supplement the explanation and to improve
the scientific research process. It is strand-specific and is required of students in the
sciences and technical fields.
Structure of a Report
A report has three parts but not all of them are necessarily present at all times:
1. Cover Page – the cover page should contain the title of your paper, your name, the name
of your teacher, the date you have submitted the paper, your section/year, and the name
of your school.
2. Acknowledgment Page – this page will acknowledge those who have helped you in your
report. You can think of agencies, organizations, and other institutions that have extended
their help so that your report is comprehensive.
3. Content Page/Table of Contents – because the report is longer and has many parts, it
should contain a table of contents. Write the parts of the report here as well as the pages
where you can see these parts.
4. Definition of Terms – you may have used jargons or technical terms in your report.
Devote a section where you can define, expound, or explain these terms in the context in
which they were used in your report.
5. Introduction – your introduction should present your topic as well as the purpose of your
report. It should hold the readers interested enough to continue reading your report. The
readers should feel your goals in writing and the importance or benefits that they can get
from reading your report.
6. Objectives – state the objectives of your report. Make sure that you observe parallelism
in your statements.
7. Main Body – this is the main body of\r the report itself. You may want to start this
section by briefly describing the process on how you were able to come up with the
report. You may break the ideas into subheadings so that your report will be easier to
read.
8. Results – present the results of your report. If it is an informative report, what has
resulted based on the information that you have gathered? If it is an investigative report,
what is the result of your investigation? If it is a recommendation report, what are the
results that will lead you to your recommendation?
33
9. Conclusion – conclude your report objectively. Make sure that you do not start a new
idea or bring up a new topic in the concluding part of your report. Your conclusion may
be of several paragraphs depending on the length of the report.
10. Recommendations – this may not always be necessary unless it is a recommendation
report. Sometimes, for other kinds of reports, the conclusion will suffice. Limit your
recommendations into three to five major points only.
11. Appendices – your appendices may contain other supporting documents or forms that
you have used in your report. For example, if you did a survey, then you can include in
this section the survey form that you used.
12. References – list your references here using the recommended APA format. If you have
used the MS Word feature, then you just click on the References tab and it will
automatically list all the references that you have included.
Instruments for Gathering Information for Reports

In doing your reports, you will need to gather date apart from those you find in books,
journals, magazines, and the internet. Here are some tools that you can use to have internet
information that you customize depending on your topic:
 Interview – this is a face-to-face interaction between the researcher and the subject.
Conducting interviews will enable you to get possible information from the individuals
themselves. You should be able to set the definite place and time of the interview, and
also prepare the questions beforehand. Your questions should revolve around the topic of
your research. Include probing questions. If possible, have a recorder with you, so that
you can review your respondent’s answers later.
 Questionnaire – this contains a list of standardized questions that aim to get specific
answers from respondents. It is one of the most commonly used data-gathering tools
primarily because it is economical – you obtain responses from people without traveling
or making appointments with the respondents. This is also one of the commonly used
tools in doing surveys. Some sample formats for this are the following:
a. Multiple Choice
b. Checklist
c. Rating
d. Open and closed questions
Because the questionnaire is in written form, pay close attention to your grammar and
other language details. A lapse in grammar and word usage (such as double negatives or misused
words) may lead to misunderstanding.
 Experiment – this is when the researcher plans and executes a controlled situation to
yield a result. This often starts with a “What if…?” question, and then the researcher
starts thinking of the treatment (controlled situation) and response (from the respondent).
 Observation – this is when the researcher creates an opportunity to further monitor the
subject. To do this, you should also prepare a set of guidelines to keep your focus.
Writing and Presenting Reports

There are different ways to add details to your reports. These are the following:
 Providing jargons – jargons are specific words used in a particular setting. They are
used in almost every field – literature, economics, education, arts, and sports. Using
jargons in your report is acceptable, as long as the ones you use are appropriate to the
situation and nature of your report.
 Presenting graphic illustrations – the content of an academic paper, such as a report, is
not solely limited to text. Graphic elements, such as diagrams, illustrations, graphs, and
tables, may be included as long as they are appropriate and relevant to the content. It
would also be better if you put captions for the illustrations, and titles and appropriate
labels for the graphs and tables.
34
 Providing citations – as mentioned in the previous modules, you should provide
citations as a way of giving credit to the people who originally thought of the ideas.
Citations can also help your readers read more information about the topic.
REVISED KNOWLEDGE: Actual answer to the process questions/ focus questions.

1. What are reports?
 A report is a systematic, well-organized presentation of an issue, a problem, or
an incident
2. When do you use these various types of report?
 You use the types of report according to your need and purpose. You will not
be required to do all these types of reports, but you will be given the freedom
to choose your own topic and choose the type of report that is most suitable
for your topic.
In this module, you have learned that there are three major types of reports: informative,
investigative, and recommendation reports. The type of report that one depends on his or her
purpose for doing such a report. Writing reports takes time and needs a lot of library work.

___________________________________
Subject Teacher
A. Written Work/s:
ACTIVITY 1. IDENTIFICATION. Read the following statements and identify what

they refer to. Write your answer on the space provided.
1. This academic writing is a systematic, well-organized presentation of

an issue, a problem, or an incident.
2. This contains a list of standardized questions that aim to get specific
answers from respondents.
3. This is a face-to-face interaction between the researcher and the
subject.
4. This is when the researcher plans and executes a controlled situation
to yield a result.
5. This is when the researcher creates an opportunity to further monitor
the subject.
6. These are specific words used in a particular setting.
7. These may contain other supporting documents or forms that you

have used in your report.
8. It should hold the readers interested enough to continue reading your
report.
9. This report involves questions that are formulated based on the
research objective, to be answered by respondents and later analyzed
using appropriate data analysis method.
10. It is a type of report that adheres to the scientific method
35
characterized by attention to detail, reliance on test procedures,
objective analysis, documented research, careful report and observations
based on evidence.
ACTIVITY 2. SURVEY ANALYSIS

DIRECTIONS. Read and analyze the sample survey report below then answer the
questions that follow.
A Survey of Internet Use among Selected Senior High School Students
A team of English faculty from MC University conducted a survey among selected

Senior High School students during the special term of academic year 2017-2018. The aim of the
survey was to determine aspects pertaining to their Internet use.
The questionnaire was used to conduct the survey which consisted of two parts: the first
part consisted of questions about the respondents’ demographics including age, gender, academic
track; the second part consisted of questions about the number of years spent as Internet user;
reasons for using the Internet, preferred location for Internet use; web browser, type of Internet
connection, and apps that they frequently use.
The survey yielded the following results: one-third of all respondents, or 33.3% used the
Internet less than 9 hours per week, while two-thirds, or 67% used it more than 9 hours per week.
The survey also revealed that while one-third of the respondents or 33.3% still use dial up,
broadband is the typical connectivity mode. The survey also revealed that Internet usage was
male-dominated, with 61% of the male respondents using it more frequently than the female
students, who registered a 39% Internet usage.
If any conclusions may be drawn from the data, they are as follows: The use of the
Internet will continue to be strong among these groups even after senior high school as
broadband and Internet connectivity improve. It is safe to presume that the heavy usage from the
STEM and HUMSS tracks also correlates with their Research subject; users with two years of
research courses were on the Internet more frequently than their other counterparts.
Questions:
1. What type of report is the given sample above?
___________________________________________________________________________
2. What data gathering procedures are used in the sample report above?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Summarize the sample report. (10 POINTS)

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
36
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
RUBRICS FOR SHORT-RESPONSE CONSTRUCTION
Criterion Very Satisfactory Satisfactory Fairly SCORE

3pts 2 pts Satisfactory
2 pts
Depth of discussion is Depth of discussion is Depth of
Content presented with more than presented with enough discussion is not
sufficient amount of ideas presented not
ideas supported by any
idea
The thoughts or ideas are The thoughts or ideas The thoughts or
Organization very systematically and are not so systematically ideas are poorly
interestingly organized and interestingly organized and
and presented. organized and presented. presented.
MODULE 5: GATHERING INFORMATION FROM SURVEYS, EXPERIMENTS,
OR OBSERVATION
Content Standard experiments and scientific observations.
Performance Standard The learner produces a well-written report of various disciplines.

Designs, tests and revises survey questionnaires.
Conducts surveys, experiments, and observations.
Gathers information from surveys, experiments, or observations.
21st Century Learning Critical Thinking, Communication, Productivity
Skills
Core Values Determination
A. Printed:
for
Press Inc.
B. Online:
 https://www.surveymonkey.com/mp/survey-guidelines/
napsurveys.com/blog/six-rules-for-writing-effective-survey-questions/
 https://www.questionpro.com/article/survey-question-answer-
type.html#The_Multiple_Choice_Survey_Questions
 https://www.questionpro.com/blog/distance-learning-survey-questions-for-
students/
TOPIC: Gathering Information from Survey, Experiments and Observation
37
INTRODUCTION:
Gathering information or experience describes the process of acquiring knowledge. In

this learning module you are going to equip yourself in the different ways in gathering
information in your report.
In the previous lessons, you have learned that there are various kinds of reports
depending on the objective of the researcher. In each kind of report, there are instruments used to
gather data.
One of the ways in gathering information is through the use of survey, experiment and
observation. These instruments will be further discussed in this lesson before you write various
reports. Good luck and let’s get started.
1. Define surveys, experiments and observation.

2. Designs, tests and revises survey questionnaires.
3. Conducts survey questionnaire.

understanding of the topic, gathering information from survey, experiments and
observation.

Find Out More
Below are the key guide questions that you should remember as you perform all the
activities in this lesson. You should be able to answer them at the end of the week.
1. What is survey, observation and experiment?

2. What makes a good research instrument in gathering information?
DIRECTIONS. Imagine that you are going to interview the actor/actress who plays one of
the characters in your favorite TV show. Prepare at least 5 questions based on the given
scenario. Write your questions on the space provided.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
CONTENT DISCUSSION:
This lesson will introduce to you on how to gather information from survey, observation and
experiments needed in your report. To successfully conduct your research, it is important to
plan your data gathering. Researcher may conduct survey, experiment or observation in order
to gather the needed data. Thus, this session covers the important concepts in conducting
surveys, experiments or observations.
38
Gathering Information from Survey, Experiment and Observation
A. Survey
 A survey contains planned questions which are used to measure attitude, perceptions and
opinions.
 It contains directly related to each specific research question. It can either be in the form
of an interview or a questionnaire.
There are three types of question that you can use when conducting survey: recall, recognition,
and open-ended.
1. The recall type of question asks for specific information such as years of service, age and
address.
Example: Please supply the information asked for:
Age ______
Sex ______
Date of Birth _________
Place of Birth _________
2. The recognition type of question, on the other hand, ask for a response to a specific
question where options are given such in the case of multiple choice, dichotomous (yes,
no), and rating scale format.
Examples;
 Dichotomous -There are only two options and only one is selected.
Example: Which modality of learning? Yes _____ No _____
 Multiple Choice - Only one answer is chosen from those given as options.
Example: What is your highest educational attainment? Please put a check mark
before your reply.
____ Elementary graduate
____ High school graduate
____ College graduate
 Multiple Response - Two or more options may be chosen.
 Rating scale format
3. The open-ended type of question elicits brief explanations or impressions from

respondent.
Example:
 What changes do you recommend for the school to do in order to help students
perform better in the new normal educational landscape?
39
 Tell us about your experience in learning through online.
4. The closed-ended type of question is best used for collecting rank ordered data, when all
response choices are known and When quantitative statistical tool results are desired
Example: In which of the following do you live?

o A house
o An apartment
o A condo unit
BEST PRACTICES FOR CREATING EFFECTIVE SURVEYS

To keep your survey on the right track, here’s our top 10 tips and tricks:
1. Define a clear, attainable goal for your survey.

 What does a clear, attainable goal look like? Let’s use an example. Say you want to
understand why customers are leaving your business at a high clip. Instead of a goal like:
“I want to better understand customer satisfaction.” Your goal should be something like:
“I want to understand the key factors that are leading our customers to leave—whether
these reasons are caused by internal or external forces.”
 Once you’ve come up with your goal, you can use it as a reference to prioritize the top
questions you want to ask.
2. Keep the more personal questions to the end.

 Treat your survey like a conversation.
 Would you start any exchange by asking someone how old they are? Probably not.
Instead, you’d engage in small talk first, and gradually move on to more personal topics.
Similarly, keep your early set of questions light and straightforward, and then slowly
move towards more personal questions (often taking the form of demographic questions).
 Send your survey to a large or small group of people with our online Audience panel.
3. Don’t let your survey get too long.

 In most cases, your respondents are doing you a favor by taking your survey. What better
way to respect their time than by not taking up too much of it? You’ll be rewarded with
a higher completion rate as well as more thoughtful responses for the questions you end
up including.
4. Focus on using closed-ended questions.
 What do we mean by closed-ended questions? We’re talking about questions that use pre-
populated answer choices for the respondent to choose from—like multiple
choice or checkbox questions. These questions are easier for respondents to answer and
provide you with quantitative data to use in your analysis.
 Open-ended questions (also known as free response questions) ask the respondent for
feedback in their own words. Since open-ended questions can take much longer to
answer, try to only include 1-2 of them at the end of your survey.
5. Don’t ask leading questions.

 In other words, try not to put your own opinion into the question prompt. Doing so can
influence the responses in a way that doesn’t reflect respondents’ true experiences.
 For example, instead of asking: “How helpful or unhelpful were our friendly customer
service representatives?” Ask: “How helpful or unhelpful were our customer service
representatives?”
6. Keep your answer choices balanced.

 Using answer choices that lean a certain way can result in respondents providing
inauthentic feedback.
 Let’s revisit our prompt: “How helpful or unhelpful were our customer service
representatives?”
 Here’s how a set of unbalanced answer choices (that lean towards being too positive) can
look for that question:
40
a. Very helpful
b. Helpful
c. Neither helpful nor unhelpful
And here’s how they’d look once balanced:

a. Very helpful
b. Helpful
c. Neither helpful nor unhelpful
d. Unhelpful
e. Very unhelpful
7. Stay away from asking double-barreled questions.

 Double-barreled questions are when you ask for feedback on two separate things within a
single question.
Here’s an example:
 “How would you rate the quality of our product and support?”
 How would the respondent answer this question? Would they address the quality of the
product? The quality of support? Maybe they’d skip the question or (worse) leave your
survey altogether.
You can fix a double-barreled question by either choosing one thing to ask or by breaking
the question up into 2 separate ones.
8. Preview your survey before you send it.

 Imagine sending your survey only to realize that you forgot to add a question. Or that you
didn’t include a few essential answer choices for one of the questions you asked. In either
case, you’ll probably end up being frustrated and get results that fall short of what you
need.
 To prevent any mishaps in your survey design, preview your survey. Even better, share it
with others so they can catch any mistakes you might not find on your own.
B. Observation – allows the description of behavior in a

naturalistic or laboratory setting. Usually this instrument is
used to cross validate the results of other instruments.
An observation is most useful when the answers to research

questions require description of behavior and setting and
when the respondents cannot literally answer interview
questions and questionnaire from some valid reasons such as
inability to speak and write (e. g. infants)
 Participant and Non-Participant Observation
 A non-participant type of observation allows the researcher to observe the

subjects without interacting with them. Hence, the subject does not know that they
are being observed. This type of observation is usually employed by psychologists
when observing animals and children.
 A participant observation, on the other hand, allows the researcher to interact
actively with the subjects. In some cases, researchers immerse themselves in a
group or community for a long of time.
 Structured and Unstructured Observation

 Structured observation occurs when the researcher has a list of behaviors that
he/she wants to observe.
 Unstructured observation, on the other hand, occurs when the researcher allows
behavior to emerge. These behaviors are then documented through an in-depth
narrative account
Guideline in Conducting an Observation

1. Develop an observation guide or checklist which identifies the phenomenon you want to
understand.
41
2. Decide on the type of observation that you will use.
3. Know your limitations as an observer.
4. Use a recording device when appropriate.
5. Always bring paper and pen with you to record other details which cannot be recorded by
a video or audio recorder.
6. Never attempt to influence the behavior of your subjects.
7. Always observe ethics when implementing an observation instrument.
C. Experiment – is a procedure undertaken scientifically and

systematically to make a discovery and to test hypothesis. An
experiment can be performed in a laboratory or in natural setting
following these steps:
1. Make observations.
2. Develop the hypothesis.
3. Design the experiment.
4. Conduct the experiment. Replicate the experiment to
ensure reliability of the results.
5. Analyze the results.
6. Decide on whether to accept or reject the hypothesis based on results.
Guidelines in conducting an Experiment:

1. Always coordinate with a laboratory technician or supervisor when doing an experiments.
2. Make yourself present and accessible during an experiment.
3. Maintain a relaxed and professional atmosphere.
4. Clean the experiment venue (e.g., laboratory) as you leave.
5. Never coerce any participants in your experiment.
6. If you need participants in your experiments, let them fill out an informed consent form
( ICF) beforehand. It is a document proving that the participant voluntarily and willingly
participated in the experiment.
7. Ensure the safety of everyone involved at all times.
8. Ensure the anonymity of participants.
9. Ensure the confidentiality of all gathered data.
EXERCISE. Directions: Here is an example of a Survey Questionnaire. Analyze the content

and answer the questions that follow. (Taken from Practical Research 2 for Senior High School:
Quantitative)
Title: Students Satisfaction on Student Services in a Private Secondary School
Dear Student,
Thank you for being a respondent for this survey. Please help us improve our services
by completing this survey.
1. What is your overall satisfaction rating with our school services?
Very Satisfied
Somewhat Satisfied
Neither Satisfied or dissatisfied
Somewhat dissatisfied
Very dissatisfied
2. Please explain your answer.

_____________________________________________________________________
_____________________________________________________________________
3. Please rate your level of satisfaction in the quality of student services provided by your
school.
Very Satisfied 5
Somewhat Satisfied 4
42
Neither Satisfied or dissatisfied 3
Somewhat dissatisfied 2
Very dissatisfied 1
5 4 3 2 1
Registrar’s Office
Student Information System
Comfort Room
Classroom ventilation
Cashier’s Office
College/Department Staff
4. Please rate the following personal goals of going to Senior High School in order of
importance from 1 to 6 with 1 indicating most important goal, 2 second most important
goal and so on
_______________ To pursue college education
_______________ To be employed after graduation
_______________ To enhance my self-esteem
_______________ To become a useful citizen
_______________To be socially and intellectually mature
Questions: (Write your answers on the space provided.)

1. What is the purpose of the survey questionnaire above?
________________________________________________________________
2. What type of questions were used in the questionnaire?
________________________________________________________________
3. In question no 4, is the given options enough? Why or why not?
________________________________________________________________
4. If you were to use a questionnaire with the same given survey topic, would you
consider using this questionnaire? Why or why not?
1. What is survey, observation and experiment?

 A survey contains planned questions which are used to measure attitude, perceptions
and opinions.
 Observation allows the description of behavior in a naturalistic or laboratory setting.
Usually this instrument is used to cross validate the results of other instruments.
 Experiment is a procedure undertaken scientifically and systematically to make a
discovery and to test hypothesis.
2. What makes a good data gathering procedure?

 A good data gathering procedure is one that has been validated and has proven
reliability. It should be one that can collect data in a way that’s appropriate to the
research question being asked. Furthermore, the research instrument/ tool must be
able to assist in answering the research aims, objectives and research questions, as
well as prove or disprove the hypothesis of the study. Thus, it should not have any
bias in the way that data is collect and it should be clear as to how the research
instrument should be used appropriately.
In this module, you have learned different ways in gathering information. These are through
conducting survey, observation and experiment. Additionally, you have learned that
questionnaires provide a relatively cheap, quick and efficient way of obtaining large amounts
of information from a large sample of people. While observation also provides the most
accurate information about people, their tasks, and their needs. Lastly, experiments
are conducted to be able to predict phenomenon. Typically, an experiment is constructed to
be able to explain some kind of causation. Experimental research is important to society - it
helps us to improve our everyday lives. 43
44

___________________________________
Subject Teacher
A. Written Work/s:
ACTIVITY 1. True or False. Write T on the blank if the statement is correct; if not
write F.
________1. When conducting an experiment, always ensure the confidentiality of the

participants.
________2. Questionnaire is least time consuming.
________3. Open- ended questions aim to get specific information such as age, and
address of the participant.
________4. The Intelligence Consent Form (ICF) must be filled out by the
participants before the experiment.
________5. Subjects know they are being observed during a non-participant
observation.
________6. An experiment cannot be replicated.
________7. Leading questions must be asked because they guide the participants into
giving a specific answer for research.
________8. All research instruments have advantage and disadvantages.
________9. A research instrument is used to analyze data.
________10. Observation may influence data because of the observer’s effects.
ACTIVITY 2. Read each question carefully and choose the correct answer. Write the
letter of your choice on the space provided.
______1. A questionnaire is defined by the following except:

a. to gather data from respondents
45
b. translates the research problem into questions that will answered by
respondents
c. wording, appearance and flow of questions fosters cooperation and motivate
the respondents to answer
d. a tool designed to control data for a survey
______2. A well-designed questionnaire needs to be as short as possible.

a. True b. False
______3. What is the first step in designing a survey questionnaire?

a. Pre-testing
b. Identifying the respondents
c. Identifying the research problem
d. Identifying the type of questions to be used
______4. Which of the following is considered a good questionnaire item?

a. How long does it take you to walk and run around the court?
b. If you were the President, what will you do to combat the COVID Pandemic?
c. How much did you enjoy the reading the new novel?
d. Rate your experience in the service provided
______5. If you want to know how the students feel about the new rules and regulations
set by your organization, what type of questions will you most likely use?
a. Likert-Scale
b. Multiple Choice
c. Ranking
d. Open-ended
B. Performance Task
Directions: Make up several (5 to 10) questionnaire items that measures the perception of
students regarding the topics below. Choose one and create at least five questions under close-
ended and two questions under open-ended forms. For the closed-ended questions, you may use
any of the following forms: Multiple Choice, Rating Scale, Likert Scale, Open-ended, or a
combination of the aforementioned forms. Put your self-made survey questionnaire on the space
provided or use a separate bond paper if needed. Please refer to the rubric below. Good luck!
Note: Your output may be written or encoded.
Topics:
 Online Class Performance of Students
 Attendance of Students during Online Class
 Perception on the Limited Face to Face Classes
 Students’ Awareness of Misinformation/Fake News in Social Media
Rubrics for Rating the Questionnaire Items

Criterion Good Fair Poor SCORE
3pts. 2 pts. 1pt.
Question The questions are clear The questions The questions are
and precise, collectively sometimes are clear and difficult to
allowing for detailed, precise, collectively understand not
unambiguous and allowing for meaningful precise and
meaningful answers. answers. Questions are ambiguous.
Questions are interpreted interpreted in the same Questions are
in the same way by way by respondents interpreted in
respondents different way by
respondents
Writing style Writing style is concise Writing style is Writing style is
and accurate and appropriate to the target vague and not
appropriate to the target audience. accurate or
audience. appropriate to the
46
target audience.
Grammar The spelling, grammar The spelling, grammar The spelling,
and punctuation is and punctuation is clear grammar and
correct and accurate enough punctuation is not
accurate.
MODULE 6: WRITING SURVEY REPORT

Content Standard
experiments and scientific observations.
The learner produces a well-written report of various
Performance Standard disciplines.
Designs, tests and revises survey questionnaires.

Conducts surveys, experiments, and observations.
Gathers information from surveys, experiments, or
observations.
Writes various reports.
Summarizes findings and executes the report through narrative
and visual/graphics forms.
21 Century Learning Skills Critical Thinking, Communication, Productivity
st

Core Values
Determination
A. Printed:
for
Press Inc.
B. Online:
 https://www.surveymonkey.com/mp/survey-guidelines/
 napsurveys.com/blog/six-rules-for-writing-effective-survey-questions/
 https://www.questionpro.com/article/survey-question-answer-
type.html#The_Multiple_Choice_Survey_Questions
 https://www.questionpro.com/blog/distance-learning-survey-questions-for-
students/
TOPIC: Writing Survey Report
47
INTRODUCTION:
Congratulations for reaching the last part of your odule. I hope you are still motivated to
do the following activities in your lesson.
The last part of your module focuses on writing survey report. Take note that report
writing is one of the most important components in the survey research cycle. Survey findings
need to be presented in a way that is readable and technically acceptable. Good writing is
essential to ensure the importance and usefulness of the findings are not lost. Furthermore, the
overall aim of the written report is to communicate the survey findings. Thus, a report provides a
formal record of the survey research, and can provide a foundation for future research efforts.
And so, get ready and stay focused in learning and doing your task. Good luck!
1. Define survey report.

2. Identify the parts of survey report.
3. Identify the guidelines in writing survey report.
4. Write a survey report based on the gathered data.

understanding of the topic, writing survey report.
What I Want to How I Can What I Have

What I Know
Find Out Learn More Learned
1. What is survey report?

2. What makes a good survey report?
3. Why do we write survey report?
QUICK SURVEY
Directions. Think of two competing brands of any product you like (e.g., brands of shampoos,
soaps, lotion, SIM cards). In a sheet of a paper, draw three columns. The first two columns are
for the two brands of product you chose, and the last column would be for the NA (not
applicable) responses. Conduct a quick survey in your home to get a raw data on the brands
preferred by your family members. For those who answered that the brand they prefer is neither
of the two choices that you have, then record their answers in the third column. After
consolidating their responses, write a short description of your data and make interpretation.
Write your description on the space provided.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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CONTENT DISCUSSION:
This week-lesson will present and guide you in writing survey report. As the last topic of this
module, you are expected to learn the different parts and guidelines in writing one. At the end
of this lesson, you are expected to apply your understanding in writing survey report.
Survey Report Defined
A survey report is a type of academic writing that uses research to provide information
about a topic. It involved questions that are formulated based on the research objective, to be
answered by respondents and later analyzed using appropriate data analysis method. Survey
reports involve report writing which is a very important element of the survey research process.
To be able to disseminate the information from the survey, you need to have good writing
skills. Without good writing skills, the survey report is at risk of being misrepresented or not
explained well. When this happens, the objective of the survey is not achieved, for it is the aim
of survey reports to present the survey data in a manner that is engaging and understandable to
various readers.
Basic Tool of Survey Report
1. Survey Questionnaires
Survey questionnaires are the basic tool of survey reports. They are the forms containing
the questions that the researcher will ask during the survey. Just as the objectives of survey
reports vary, so do the types of questionnaires that you need to formulate.
The kind of questionnaire you will use depends on your research objective.
Questionnaires may range from the most basic – the yes or no type, which requires respondents
to tick off appropriate boxes containing the given responses – to the more complex; close-ended,
which requires respondents to choose from among given options; and open-ended, which
requires respondents to provide answers to thought-provoking questions.
While survey questionnaires have often used the pen and paper as main instruments in
conducting a survey in the past, the advent of the Internet has made it possible to resort to using
web-based questionnaires, which is actually more convenient as it requires less time and
resources in gathering data.
2. Interview
Another way of conducting a survey is through interviews. While it requires basically the same
types of structured questions as the questionnaire, the face-to-face interaction between the
researcher and respondents in an interview give more opportunity for in-depth discussion of
open-ended questions, thus allowing better understanding of the respondent’s answers.
Parts of a Survey Report
Just like other forms of academic writing, the survey report contains these basic parts:
introduction, body, and conclusion.
Introduction
This part of the survey report contains the information regarding the writer/researcher’s
purpose for conducting the survey and the time and manner of gathering the data. The
introduction should answer why the survey was conducted; who were involved in the study; who
conducted the survey; when it was carried out; and how it was carried out. All of this information
is summed up in the introductory statement. For example:
49
In the summer of academic year 2017-2018, 899 respondents were involved in the survey using a
questionnaire to determine their academic consultation habits and practices, as well as their insights
about the current academic consultation practice as MC University.
Here are some typical phrases and expressions found in the introduction of most survey reports:
The purpose of this survey report is to identify the causes of depression among selected
senior high school students.
It is the aim of the survey report to ………
This survey report hopes to ……….
This survey was carried out to identify the reasons why incidents of juvenile
delinquency are high among selected senior high school students.
This survey was conducted by means of the questionnaire to find answers to this
question: What are the most popular apps used by millenials?
Main Body
The body of the survey report contains all the information collected during the survey
research process which has been tabulated, analyzed, and explained.
When you write survey reports, you are required to classify your data to make sense of
them. In analyzing the data, you might wish to classify and divide them according to age, gender,
and academic track. In your questionnaire includes information about the respondents’ hobbies
or interests, you might wish to trace the correlation between their frequency of Internet use and
their interests or hobbies. When you include this information, use subheadings and separate
tables to explain each set of findings. Well-formulated tables help in presenting your findings
more efficiently and clearly. Graphs are also very useful in simplifying and effectively
communicating statistical information in pictorial form.
Some typical phrases and expressions found in the main body of survey reports include:
On the whole, this survey involves 60% of the entire senior high school graduating class.
In practice, researchers have sought to determine if a correlation exists between two

variables – in this case between the respondents; hobbies and Internet use.
Conclusion
The concluding part of the survey report is where all the collected information is summed
up and further analyzed and discussed. In addition, a recommendation may be added to enhance
the worth of the survey report and to address the implications cited in the survey report.
Here are some typical phrases that you may use in your conclusion:
To sum up, this survey shows that it’s not only genetic predisposition that causes
millenials to be vulnerable to depression.
It is clear that juvenile delinquency is on the rise, and will continue to rise with the
advent of modernization and all its attendant ills.
If any conclusion may be drawn from the data, it is to point to the fundamental role of
parents in the rearing of their children.
The survey indicates that Internet use among millenials will continue both in frequency
and intensity in the coming years.
For a clearer example, read the following survey report:
A Survey of Internet Use among Selected Senior High School Students
50
A team of English faculty from MC University conducted a survey among selected
Senior High School students during the special term of academic year 2017-2018. The aim of the
survey was to determine aspects pertaining to their Internet use.
The questionnaire was used to conduct the survey which consisted of two parts: the first
part consisted of questions about the respondents’ demographics including age, gender, academic
track; the second part consisted of questions about the number of years spent as Internet user;
reasons for using the Internet, preferred location for Internet use; web browser, type of Internet
connection, and apps that they frequently use.
The survey yielded the followed results: one-third of all respondents, or 33.3% used the
Internet less than 9 hours per week, while two-thirds, or 67% used it more than 9 hours per week.
The survey also revealed that while one-third of the respondents or 33.3% still use dial up,
broadband is the typical connectivity mode. The survey also revealed that Internet usage was
male-dominated, with 61% of the male respondents using it more frequently than the female
students, who registered a 39% Internet usage.
If any conclusions may be drawn from the data, they are as follows: The use of the
Internet will continue to be strong among these groups even after senior high school as
broadband and Internet connectivity improve. It is safe to presume that the heavy usage from the
STEM and HUMSS tracks also correlates with their Research subject; users with two years of
research courses were on the Internet more frequently than their other counterparts.
Guidelines for Writing Survey Reports
1. Always use the present tense.
Example: This survey indicates that no disparity exists between males and females
regarding Internet use.
2. Use reported speech, not direct quotation.
Acceptable: The respondents claim that their frequency of Internet use is due to its
popularity and entertainment value.
Unacceptable: According to respondents: “We use the Internet because it is popular and
provides entertainment.”
3. The formal, straightforward and impersonal style is preferred.
Acceptable: Nothing in the data suggests that this trend will be reversed in the future.
Unacceptable: I have seen nothing in the survey to suggest that they will be able to
reverse this trend in the short medium term.
4. Use reporting verb such as claim, argue, cite, state, report, agree, complain, suggest,
points out, opine.
Example: This survey suggests that a correlation exists between frequency of cellphone
use and incidents of clinical depression among selected senior high school students.
5. Make your survey report more exact by using percentages and proportions.
Example: 75% of 375 of the 500 respondents were surveyed; of the 9, 545 senior high
school students, only 75% or 7, 159 of the total population were involved in this survey.
These exact quantifiers are more concise than the following vague expressions: a majority of the
respondents; a large number of people; a significant proportion of those involved in the survey.
Avoid using these phrases as they do not contribute to the clarity and accuracy of your survey
report.
51
EXERCISE:
TASK: Gideon is conducting a survey regarding the effect of modular learning to his fellow
classmates. Since he is done with his data gathering, you are asked to help him by giving
the different guidelines in writing survey report. Write them on the space provided.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________
1. What is survey report?

 A survey report is a type of academic writing that uses research to provide
information about a topic. It involved questions that are formulated based on the
research objective, to be answered by respondents and later analyzed using
appropriate data analysis method. Survey reports involve report writing which is a
very important element of the survey research process.
2. What makes a good survey report?

 Aside from it undergoes survey research process, a good survey report describes a
survey, its result, and any patterns of trend found in the survey. Most survey reports
follow a standard organization, broken up under certain headings. Each section
correctly and proofread the paper to create a polished and professional report.
Additionally, it is written in an objective, clear, precise, and fact-based manner.
3. Why do we write survey report?

 Writing survey report makes a powerful impact. It reveals the hard number regarding
a scenario. It is always impactful when you include stat with facts. Another reason is
that it paves the way for decision making. When we categorize large data into easy to
read charts and graphs, it gets converted into useful information. This information is
then used by the management or any concerned individuals or group to make
decisions that will directly affect the company or any institution. Lastly, survey report
helps express information fully and clearly without beating around the bush.
A report is written for a clear purpose and to a particular audience. Specific information and
evidence are presented, analyzed and applied to a particular problem or issue. The
information is presented in a clearly structured format making use of sections and headings so
that the information is easy to locate and follow.
When you are asked to write a survey report, you are going to study a research topic
thoroughly, and to summarize the existing studies in an organized manner. Be reminded that
a survey does not end after you managed to capture a lot of responses. Responses are just
plain data. Thus, survey report is how you convert that data into information and implement
results in your research.
52

___________________________________
Subject Teacher

A. PERFORMANCE TASK:
ACTIVITY 1. WRITING SURVEY REPORT
After learning the different parts and guidelines of writing survey report, this time you
are now going apply your understanding and skill in writing one. Study the scenario
below.
A group of teachers conducted a survey on student’s strategies in accomplishing task

and activities during the last school year. There are 500 students/respondents who
participated in the survey. Your task is to compose a survey report using the given topic
and data below.
Topic: Survey on Students’ Strategies in Accomplishing Tasks and Activities

Data: There are 500 students chosen as respondents for the survey. The frequency in the
following data is in a form of percentage.
Strategies in Accomplishing Tasks and Activities YES NO

1. I outline my lessons for me to easily understand 70% 30%
them.
2. I consult the teacher if there are activities that are 50% 50%
hard to understand.
3. I follow the class schedule in answering activities 10% 90%
to finish them on time.
Follow the format of your survey report:
53
I. Introduction
 It contains the information regarding the writer/researcher’s purpose for
conducting the survey and the time and manner of gathering the data. The
introduction should answer why the survey was conducted; who were
involved in the study; who conducted the survey; when it was carried out; and
how it was carried out. All of this information is summed up in the
introductory statement.
II. Main Body
 The body of the survey report contains all the information collected during the
survey research process which has been tabulated, analyzed, and explained.
 When you write survey reports, you are required to classify your data to make
sense of them. In analyzing the given data, you might wish to classify and divide
them according to their responses. When you include this information, use
subheadings and separate tables to explain each set of findings. Well-formulated
tables help in presenting your findings more efficiently and clearly.
III. Conclusion
 The concluding part of the survey report is where all the collected information is
summed up and further analyzed and discussed. In addition, a recommendation
may be added to enhance the worth of the survey report and to address the
implications cited in the survey report. Remember to use phrases as mentioned in
your module.
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54
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Survey Report Rubric
Criterion Beginning Developing Accomplished Exemplary
0 – 4 pts 5 – 6 pts 7 – 8 pts 9 – 10 pts
Introduction Missing Goals are not States the goals and Provides
significant aligned with purpose of the relevant
information or survey topic & study & States background
incomplete population is not target population of information
reasonable the survey
Survey No description of Sample type is Describes An extraordinary

Methods survey methods incorrect methods for attempt was
distributing made for
No attempt at Attempt for survey conducting a
gathering a random sample random sample
representative is lacking States type of
sample of the sample used
population Survey questions
are poorly A reasonable
chosen attempt was made
to conduct a
random sample of
the population
Describes types of
questions used and
rationale behind
them
Results and Lists statistics Gives statistics Summarizes Analysis of

Analysis with no with minimal findings and results is
interpretation or interpretation interprets particularly
analysis results insightful
Describes
most
important and
surprising
findings
55
Conclusion Conclusion is Fails to Reflects on the Gives possible
missing acknowledge experience and improvements to
limitations of meaning of results the survey
Conclusion survey process
simply restates Describes
previous Overgeneralizes shortcomings of the States what
information results of the survey method and actions can be
survey potential taken as a result
inaccuracies of the findings
Spelling, Spelling/grammar Minor errors in No spelling or Written in

Grammar, mistakes spelling/gramma grammar errors appropriate
everywhere r that do not formal tone
and
significantly
Formatting Tone for paper is detract from First person
not appropriate overall paper voice is accepted
(i.e. too in this type of
conversational) writing
Rubrics
source:http://mrtrenfield.weebly.com/uploads/5/8/6/1/58616339/survey_report_rubric.pdf
56

Fourth Quarter Module: Brief Introduction

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FOURTH QUARTER MODULE

MODULE 1: ANALYZING THE ARGUMENTS USED BY THE WRITER/S IN

Below are the Learning Targets/ Specific Objectives:

1. Name the factors to consider when investigating the source/s of data or

Exploration of Prior Knowledge

What I Want to How I Can Learn

Skills I expect to use:

PROCESS QUESTIONS/ FOCUS QUESTIONS:

Sources of Data or Information

2. The pieces of evidence to the claims of the author

3. The publisher or sponsor/s

The different domain names:

EXERCISE. REFLECT UPON

2. Do you prefer online sources of information than printed materials? Why?

3. What determines the reliability of sources of data?

FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary

LEARNING ACTIVITY SHEET

Name of Learner: ____________________________________________________ SCORE:

ACTIVITY 1: CHECKING FOR UNDERSTANDING

Why I Hate Facebook

As if the psychological problems weren’t enough, Facebook triggers a stress

People survived for hundreds of years in an industrial society without the

1. What is the author’s claim?

A. The author mentions research.

Source: www. EnglishWorksheetLand.com

ACTIVITY 2: SHORT-RESPONSE CONSTRUCTION

2. How do you determine if the source of data is reliable or not?

TOPIC: DIFFERENTIATING FACTS, OPINIONS, AND INCORRECT

Below are the Learning Targets/ Specific Objectives:

What I Want to How I Can Learn

Skills I expect to use:

PROCESS QUESTIONS/ FOCUS QUESTIONS:

1. What is the difference between facts, opinions and incorrect information?

Differentiating Facts, Opinions, and Incorrect Information

FACT OPINION INCORRECT

Identifying Statements of Fact

Identifying Statements of Opinion

When making statements of opinion:

Identifying Incorrect Information

In academic writing, erroneous information is taboo. Unfortunately, these kinds of

EXERCISE. FACT OR OPINION?

____________ 1. Floyd Mayweather is a fierce boxer in the ring.

1. What is the difference between facts, opinions and incorrect information?

2. How do you distinguish a factual statement from an opinion?

FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary

A factual statement is objective. It is not influenced by personal feelings or judgment. On the

TOPIC: SOUND REASONING AND TYPES OF LOGICAL FALLACIES

Below are the Learning Targets/ Specific Objectives:

1. Illustrate what sound reasoning is.

Exploration of Prior Knowledge

What I Want to How I Can Learn

Skills I expect to use:

1. What is sound reasoning?

Two Kinds of Sound Reasoning

1. Deductive Reasoning (General to Specific)

Ex. All men are mortal.

Monkeys eat banana

2. Inductive Reasoning (Specific to General)

Example of Good Inductive Reasoning:

This is a good example of a good inductive reasoning because it presents a logical

Example of a Faulty Inductive Reasoning:

Common Logical Fallacies