Eapp Reviewer

LEARNING ACTIVITY SHEETS
English for Academic and Professional Purposes

Quarter 3, Week 1
Language Used in Academic Texts from

Various Disciplines
Objectives
Objectives:
After going through this LAS, you are expected to:
1. identify the language used in academic writing;

2. differentiate a formal language from an informal one;
3. use academic language correctly in sentences.
Lesson
Understanding Language used in Academic Texts and using

Text Structures for Information Purposes
Academic Language
Academic language represents the language demands of school (academics). It includes
language used in textbooks, in classrooms, on tests, and in each discipline such as Natural
and Applied Sciences, Social Sciences, Business and Humanities. Frequently contrasted
with “conversational” or “social” language, academic language includes a variety of formal-
language skills—such as vocabulary, grammar, punctuation, syntax, discipline-specific
terminology, or rhetorical conventions—that allow students to acquire knowledge and
academic skills.
Academic subjects are generally more complex than everyday communication and the
readers of academic texts are often experts in their field who have certain expectations
1
about the communicative style and language used in their specialist subject. One way of
looking at the language used in academic text from various disciplines is summarized below.
Language in Academic Texts
A. Formal
• Academic texts use formal instead of informal vocabulary.
Informal: not enough
Formal: insufficient
• No Contractions.
Informal: didn’t
Formal: did not
• No emotional language.
Informal: terrible
Formal: problematic
• Academic texts are more in cautious evaluations instead of absolute positives and
negatives.
Informal: proof
Formal: strong evidence
• No slang or colloquialism.
Informal: It was raining cats and dogs.
Formal: It was raining very heavily.
B. Objective
• Academic texts move information around in the sentence to emphasize things and ideas,
instead of people and feelings.
Subjective: I believe the model is valid, based on these findings.
Objective: These findings indicate that the model is valid.
• Avoid evaluative words that are based on non-technical judgements and feelings.
Subjective: amazing or disappointment
Objective: valid or did not demonstrate
• No intense or emotional evaluative language.
Subjective: Parents who smoke are obviously abusing their children.
Objective: Secondhand smoke has some harmful effects on children’s health.
• No modality to show caution about the author’s views, or to allow room for others to
disagree.
Subjective: I think secondhand smoke causes cancer.
Objective: There is evidence to support the possibility that secondhand
smoke increases the risk of cancer.
• Authoritative sources, such as authors, researchers and theorists in books or articles,
who support the author’s point of view are used in academic text.
Subjective: Language is, in my view, clearly something social.
Objective: As Halliday (1973) argues, language is intrinsically social.
C. Technical
• Academic texts use vocabulary specific to the discipline.
2
Account- For call center agents the word account means company while for
accountants it means money.
Table- For receptionist table means simply furniture but for Statistician is a
table showing numbers and results.
Program- For the event organizers, program is an occasion and for the IT
experts it is a for the improvement of the computer system.
Academic Text Structure
An important feature of academic texts is that they are organized in a specific way; they have
a clear structure. This structure makes it easier for the reader to navigate the text and
understand the material better. The two common structures in academic text are the three-
part essay structure and the IMRaD structure.
The Three- Part Essay Structure
Introduction • Introduces the topic.

• Places the topic in a context.
• Provides background information.
• Points out the aim of the text.
• Describes how the author will fulfill the aim.
• Provides a thesis statement or research question.
• Suggests what the findings are.
• Explains why the topic is interesting, necessary or important.
• Gives the reader a guide to the text.
• Catches the reader’s interest.
Body • This is the main section of the text.
• This part of the text is the longest.
• Depending on the length of the text, the body may be divided into
subsections.
• It is where the writer and researcher are most active.
• It is the most substantial part of the text; this is where the research or
findings are presented, discussed and analyzed.
• This is also where the arguments are presented that support the thesis
or answer your question.
Conclusion The conclusion of an academic paper always:
• Summarizes the main points given in the essay;
• draws together the ideas to explain how they connect and relate; and
• shows how the writer or researcher have answered the question.
The conclusion may also:
• Suggests some further research;
• gives a concluding statement; and
• poses a further question.
3
IMRaD structure
Introduction • Introduces the topic.

• Places the topic in a context.
• Provides background information.
• Points out the aim of the text.
• Describes how the author will fulfill the aim.
• Provides a thesis statement or research question.
• Suggests what the findings are.
• Explains why the topic is interesting, necessary or important.
• Gives the reader a guide to the text.
• Catches the reader’s interest.
Method • This section describes how the study was conducted.
• This is where the material and the research as well as any previous
research and background material is presented.
• Describes what method or methods have used and how the results are
found.
• May also explain the reason of choosing the particular method.
Results • This section reports the results of the research.
• Usually the results are not discussed or analyzed in this section but may
have explained some of the findings to avoid misunderstandings.
Discussion • The discussion is the section where the writer is most active.
• It should be the most substantial section of the entire paper.
• It is where the results are interpreted, analyzed and discussed.
4
Learning Activities
General Directions: Work on Activities 1-4 that follow. Do it on a separate sheet of paper.
Activity 1. Formal or Informal

Write F if the language used is formal then I if it is informal.
1. School uniforms would not negatively affect learning environment at school.
2. Jack was sick, but he got over it.
3. The results were believed to be inaccurate.
4. I am going to tell you about why democracy is the best system of government.
5. My essay is about the Human Rights which protect us.
6. The Bill of Rights protect essential freedoms for all Filipino citizens.
7. She’s decided to accept the gift.
8. During the interview, I asked students about their experiences.
9. The research project will not continue next year.
10. My essay is about how COVID-19 affects me.
Activity 2. See the Difference

Read the pair of sentences below. Then explain what makes them different from each other
in terms of language use.
S1: I’m sorry.

S2: I am sorry.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
S1: The project was funded by the local government unit.

S2: The project was paid for by the LGU.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
S1: I believe that the story is interesting.

S2: It is believed that the story has interesting parts.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5
S1: I have read an incomplete essay.
S2: The essay has incomplete parts.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
S1: I stand for the group,

S2: I represent the group.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Activity 3. Three-Part Structure

Read carefully the text below and then extract the essential statements using the three- part
structure you have learned in the lesson.
Education and Information Technology

Education means considerably more than just teaching a student to read, write, and
manipulate numbers. Computers, the Internet, and advanced electronic devices are becoming
essential in everyday life and have changed the way information is gathered. How this new
technology is utilized in the curriculum and managed by teachers will have an important role
to play in widening the resource and knowledge base for all students. Technology affects the
way teachers teach and students learn. To make the best use of information technology (IT),
schools need a workable plan to fully integrate it into all aspects of the curriculum so students
are taught how, why, and when to use technology to further enhance their learning.
If a school does not have a clear plan of how and why it wishes to implement IT, then it runs
the risk of wasting money. In schools today, nearly all classrooms have access to a computer.
However, many schools mistake this as incorporating information technology into the
curriculum. School staff need to research what IT is available and what would best serve the
school's purpose, not simply purchase the latest equipment. There should be a policy stating
how IT is going to assist pupils' development and what teachers want pupils to achieve
(Reksten, 2000). Staff members need to be clear about what they want IT to do for them
before they can start incorporating it into their lessons.
The only way information technology is going to be useful to schools is if all staff members
are well-informed and fully supported. It is the principal's responsibility, and should be part of
the school's plan, to ensure that all staff are consulted about the changes, and that the change
is carefully organised. Some teachers may be resistant, especially if they have not had much
experience with computers, so training teachers is essential in implementing IT into the school
curriculum. Staff members must feel involved in the process of acquiring technology, and in
learning how to operate it, in order for them to increase their confidence in using IT as a
curriculum tool. Teachers are only going to be able to incorporate IT into their lessons if they
are competent users themselves (Reksten, 2000).
In addition, teachers need to be aware that IT within the classroom is extremely flexible, but
6
that they need to plan what purpose IT serves in each lesson. The skills a child learns are the
important part of any lesson, and it is the same with technology. IT needs to be used and
understood in all subjects in the same way as the ability to read is necessary for all subjects,
and “must be used across the curriculum, in the same way that a pen and pencil are used in
most subject areas” (Ager, 2000, p. 15). The best way to plan the use of IT in the classroom
is to approach it as simply a learning tool that is more advanced (and more exciting) than the
traditional pen and paper. Comment [de11]: Referencing: Quotation The quotation marks
indicate that this is taken word-for-word from an outside source. Rather than standing alone,
the quotation is integrated into the sentence. The sentence begins with the student's own
words, and then flows directly into the quotation. See integrating quotations with your writing.
It is vitally important for students to be taught the strategies for using IT. Children also need
to be fully informed about the capabilities of IT before being asked to use it. Pupils should be
aware that the contexts in which they use IT will change, and they need to know what the
appropriate use of IT is and what is not. Whilst it is important that children learn to use IT
effectively, teachers must emphasize that IT is not always suitable. According to Apter (1968),
the danger is that the “computer dehumanizes people and inevitably leads them to act like
machines themselves” (p. 58). Teachers must make sure they plan to use variety in their
lessons. Too much IT instruction may be just as harmful to a child as not enough. The
usefulness of IT in the classroom, as with any learning tool, depends on the innovation and
imagination of the teacher. It is imperative, though, that the implementation of IT into a school
is carefully planned. The current information explosion makes it essential that IT be used
extensively within the classroom so children know how to use IT appropriately and effectively.
Teachers must, therefore, be fully informed about what kinds of IT are available and whether
or not they are appropriate for classroom use. School boards and teachers must therefore
ensure that all staff have a clear plan about what they want their students to achieve through
IT. The appropriate incorporation of IT into the classroom will broaden the minds and skills of
students, allowing them to be better prepared for further technological advances.
Activity 4. Replace me!

Replace the informal words inside the parenthesis with academic vocabulary. Select your
answer from the box.
increasing number of significantly highly receiving

an increasing number of additionally larger recently
it is generally believed that increasingly major large
controversial issue beneficial receive very
undesirable
A great deal of educational reform in Hong Kong has occurred (nowadays) ___________. The
new 3-3-4 system is (good) ___________ as it benefits an (more and
more) ___________ local students. This has created, however, another (hot
topic) ___________ about whether university education should also be free in Hong Kong.
Tertiary education should not be free in the HKSAR for two main reasons: (a) government
expenditures may increase (a lot) ___________, and (b) it may
be (really) ___________ unfair for other tertiary students who are unqualified
topreferable
(get) ___________ the benefit. These issues will be discussed in the following paragraphs.
Free university education would increase the government’s financial burden. There is already
7
a (big) ___________ amount of funding for universities provided by the government each
year. Tuition for students attending university is (really) ___________high, particularly for
people studying medicine or scientific research as the equipment and materials used in
experiments are (more and more) ___________ high-priced. (Besides) ___________,
government spending has already expanded (a lot) ___________ due to the 12-year free
education policy. A (big) ___________ financial crisis has recently occurred which has also
put pressure on the limited funds available. This forces the government to create infrastructure
projects to boost the economy which may further reduce the government’s budget surplus. If
free tertiary education is available, it would likely lead to a (bigger) ___________ rise in
government expenditure and hence result in a fiscal deficit. Ultimately, this would
be (bad) ___________, as it would be at the expense of taxpayers.
What's more, free tertiary education is only available and beneficial to tertiary learners under
the UGC-funded program. Other students would have to bear the entire tuition cost by
themselves. (As we all know) ___________ there is a quota for the number of students
entering the government-funded programs. This implies that students with excellent public
exam results only can (get) ___________the advantage of free university education. Others
may not benefit unless they enter one of the UGC-funded programs. Therefore, it may
be (really) ___________ unfair to unqualified students since their courses are also recognized
tertiary programs. It may also discourage less capable students
from (getting) ___________] a higher level of education.
To demonstrate the government’s commitment to the education of future generations, free

education is a (good) ___________policy as (more and more) ___________ people have
access to learning. Yet, when using public funding, equality of each person should be
emphasized. (besides) ___________, students should bear part of the cost, as not everyone
would be able to (get) ___________ free tertiary education.
8
Reflection
Directions: Complete the 3-2-1 Chart about your discoveries in the language used in
Academic Texts and Text Structures used for Information Purposes. Write your
answers on a separate sheet of paper.
9
10
Learning Activities
Activity 1
1. F
2. I
3. F
4. I
5. I
6. F
7. I
8. I
9. F
10. I
Activity 2
• Sentence 1 is informal because of contractions while sentence 2 uses ormal language.
• Sentence 1 uses formal language “ funded” while sentence 2 uses “’paid for” which is informal.
• Sentence 1 is informal because of “I believe” while sentence 2 uses informal language “’It is
believed”..
• I have read… is informal while the essay has… is formal.
• “Stand for” is informal while “represent” is formal.
Activity 3
(Learners may Vary)
Activity 4
A great deal of educational reform in Hong Kong has occurred Recently. The new 3-3-4 system
is preferable as it benefits an increasing number of local students. This has created, however,
another controversial issue about whether university education should also be free in Hong Kong. Tertiary
education should not be free in the HKSAR for two main reasons: (a) government expenditures may
increase significantly, and (b) it may be highly unfair for other tertiary students who are unqualified
to receive the benefit. These issues will be discussed in the following paragraphs.
Free university education would increase the government’s financial burden. There is already a large amount
of funding for universities provided by the government each year. Tuition for students attending university
is very high, particularly for people studying medicine or scientific research as the equipment and materials
used in experiments are increasingly high-priced. Additionally, government spending has already
expanded significantly due to the 12-year free education policy. A major financial crisis has recently occurred
which has also put pressure on the limited funds available. This forces the government to create infrastructure
projects to boost the economy which may further reduce the government’s budget surplus. If free tertiary
education is available, it would likely lead to a larger rise in government expenditure and hence result in a
fiscal deficit. Ultimately, this would be undesirable, as it would be at the expense of taxpayers.
What's more, free tertiary education is only available and beneficial to tertiary learners under the UGC-funded
program. Other students would have to bear the entire tuition cost by themselves. It is generally believed
that there is a quota for the number of students entering the government-funded programs. This implies that
students with excellent public exam results only can receive the advantage of free university education. Others
may not benefit unless they enter one of the UGC-funded programs. Therefore, it may be highly unfair to
unqualified students since their courses are also recognized tertiary programs. It may also discourage less
capable students from receiving a higher level of education.
To demonstrate the government’s commitment to the education of future generations, free education is
a beneficial policy as an increasing number of people have access to learning. Yet, when using public funding,
equality of each person should be emphasized. Additionally, students should bear part of the cost, as not
everyone would be able to receive free tertiary education.
Answer Key
References
Websites:
https://www.edglossary.org/academic-
language/#:~:text=Frequently%20contrasted%20with%20%E2%80%9Cconversational%E2%80%9D%20or,and
%20academic%20skills%20while%20also
https://www.csun.edu/science/ref/language/academic-language/academic-language-ericson.html
https://www.slideshare.net/MariechrisDavid1/language-used-in-academic-disciplines-eapp
https://lnu.se/en/library/Writing-and-referencing/academic-language/
https://www.sydney.edu.au/students/writing.html#:~:text=Academic%20writing%20is%20generally%20q
uite,objective%20(impersonal)%20and%20technical.&text=It%20is%20impersonal%20and%20objective,vocabul
ary%20specific%20to%20the%20discipline
https://www.uts.edu.au/current-students/support/helps/self-help-resources/grammar/formal-and-
informa-
language#:~:text=Formal%20language%20is%20less%20personal,is%20more%20casual%20and%20spontane
ous.
https://www.monash.edu/rlo/research-writing-assignments/writing/features-of-academic-
writing/academic-language
https://www.monash.edu/rlo/research-writing-assignments/writing/features-of-academic-
writing/academic-language
https://kib.ki.se/en/write-cite/academic-writing/structure-academic-texts
https://lnu.se/en/library/Writing-and-referencing/the-structure-of-academic-texts/
https://learn.solent.ac.uk/mod/book/view.php?id=116226&chapterid=15163#:~:text=The%20conclusion
%20to%20an%20academic,you%20have%20answered%20the%20question
https://quizizz.com/admin/quiz/5c60e12660ded8001a5cd806/formal-vs-informal-language
https://webapp.ln.edu.hk/ceal/elss/sites/default/files/exercise/cate/writing/Summer%20Act6%20Replacin
g%20Informal%20Words/index.htm
https://owll.massey.ac.nz/pdf/sample-essay-1.pdf
Published by the Department of Education, Caraga Region

Schools Division Office of Surigao City
Schools Division Superintendent: Karen L. Galanida

Assistant Schools Division Superintendent: Florence E. Almaden
Development Team of the Learning Activity Sheets (LAS)
Writer : Desire A. Paorco
Editor(s)/Evaluators : Aurora B. Obenza and Percious R. Bilazon
Management Team : Karen L. Galanida

Florence E. Almaden
Carlo P. Tantoy
Ricky L. Pedralba
Printed in the Philippines by the Schools Division Office of Surigao City

Office Address : M. Ortiz Street, Barangay Washington
: Surigao City, Surigao del Norte, Philippine
Telephone : (086) 826-1268; (086) 826-3075; (086) 826-8931
E-mail Address : surigao.city@deped.gov.ph
11
Senior High School
English for Academic

and Professional Purposes
Quarter 2-2nd Semester
Developing a Position Paper

This Self-Learning Module (SLM) was designed and written with you in mind to help you
write a Position Paper. The scope of this learning material focuses on the many different
learning situations.
Moreover, the language used recognizes the diverse vocabulary levels of learners. The
lessons are also arranged following the standard sequence of the course.
Hence, the order in which you read them can be changed to correspond with the textbook
you are now using.
The SLM contains:

Lesson 1: Position Paper
It is divided into three sub-lessons, namely:

Lesson 1.1 – Why Write a Position Paper
Lesson 1.2 – Parts of a Position Paper
Lesson 1.3 – Writing a Position Paper
After going through this Self-Learning Module, you are expected to:
1. identify the parts of a position paper;

2. classify the given statements into corresponding parts;
3. analyze the argument presented in the material;
4. cite factual pieces of evidence to defend your stance on the issue; and
5. write a position paper.
2
Pretest
Directions: Read each item very carefully. Choose the letter of the correct answer. Write
your answers in your activity notebook.
1. Which of these is NOT a part of a position paper?

A. body B. title C. conclusion D. introduction
2. Which part introduces the topic?

3. The part of a position paper that contains the central argument is ______.
4. The evidence supporting your position is an important part of the_______

5. Which part summarizes then concludes your argument?

6. What is the main goal of a position paper?

A. to inform
B. to criticize
C. to entertain
D. to convince the audience that your opinion is valid and defensible
7. Which is NOT a reason why we need to write a position paper?

A. To become well known
B. It improves your writing skills
C. It guides and prepares you to speak
D. It helps you gain insight on the issue.
8. Which should NOT be considered in writing the body of a position paper?

A. Criticize others.
B. Gather enough information.
C. Conduct research on the issue.
D. Gather enough factual evidences to support your arguments.
9. Which is true about the introduction of a position paper?

A. Topic is implied.
B. It is hanging.
C. It should be dramatic.
D. Topic is clearly presented and introduce
10. How should the conclusion of a position paper be written?

A. It is hanging.
B. It should be challenging.
C. It should entertain the readers.
D. It should restate your argument and leave an impact.
3
11. The following are the tips for writing a position paper. Which should not be in the group?
A. Cite sources.
B. Use simple words.
C. It should be creative.
D. Give each separate idea its paragraph.
12. Which should not be done in writing a position paper?

A. Attack others.
B. Prepare an outline.
C. Constantly proofread your work.
D. Choose a topic of your interest.
13. Which part of a position paper does this paragraph belong to?
“A few years ago, when my daughter was a college freshman, I wrote a column singing
the praises of e-mail. We were, suddenly, corresponding. It was, I decided, the revenge
of print on electronics - a whole generation raised on the tube and the phone,
rediscovering the lost art of writing letters. How utterly charming.”
14. To what part does the paragraph below fall?
“E-mail is also not secure. The magazine that I edit regularly gets highly personal
missives, sent by mistake to the wrong e-mail address thanks to a typo. With the phone,
you know as soon as you have the wrong number. And misaddressed letters either get
returned or end up in the dead letter office.”
15. The following are transition words for writing a conclusion. Which one does not belong to
the group?
A. so B. finally C. likewise D. in conclusion
4
Position Paper
Like a debate, a position paper presents one side of an arguable opinion about an issue.
The goal of a position paper is to convince the audience that your opinion is valid and
defensible. Ideas that you are considering need to be carefully examined in choosing a topic,
developing your argument, and organizing your paper.
It is very important to ensure that you are addressing all sides of the issue and presenting it
in a manner that is easy for your audience to understand. Your job is to take one side of the
argument and persuade your audience that you have well-founded knowledge of the topic
being presented.
It is important to support your argument with evidence to ensure the validity of your claims,
as well as to refute the counterclaims to show that you are well informed about both sides
Lesson 1.1. Why Write a Position Paper
It is important to write a position paper for each of your topics because it will help you gain
insight into the issue and prepare you to speak. A good position paper not only requires
research skills but also involves the ability to critically analyze the information you gather
through your research. I can assure you where you can get help with it. Check it at
https://grand-essays.com/
A position paper is helpful for the evaluation process. It summarizes your research and
improves your writing skills. It is also a helpful guide for you at a conference.
Lesson 1.2. Parts of a Position Paper
The classic position paper contains three main parts:
1. An Introduction, which identifies the issue that will be discussed and states the
author’s position on that issue.
2. The Body of the paper, which contains the central argument and can be further
broken up into three unique sections:
A. Background information
B. Evidence supporting the author’s position
C. A discussion of both sides of the issue, which addresses and refutes
arguments that contradict the author’s position
3. A Conclusion, restating ensure the validity of your claims, as well as refute the
counterclaims to show that you are well informed about both sides.
5
Here is another graphical explanation for you.
Parts of a Position Paper

*Start with a topic sentence that
attracts attention and summarizes the 1 paragraph
Introduction
issue
*Inform the reader of your point of view
*Focus on three main points:
-general statement of position

Body 3 paragraphs
-elaboration that references
documents and source data
-past experiences authoritative
testimony
*Summarize, then conclude, your

Conclusion argument 1-2 paragraphs
source: https://www.slideshare.net/LeahCondina1/position-paper-q2
Lesson 1.3. Writing a Position Paper
The following will help you get ready for your writing activity:
A. Tips for writing a good position paper:
• Use simple language.

• Give each separate idea its paragraph.
• Make sure each paragraph starts with a topic sentence.
• Constantly proofread for mistakes!
• Cite your sources.
B. Transitions
In academic writing, your goal is to convey information clearly and concisely, if not to convert
the reader to your way of thinking. Transitions help you to achieve these goals by
establishing logical connections between sentences, paragraphs, and sections of your
papers. In other words, transitions tell readers what to do with the information you present
them. Whether single words, quick phrases, or full sentences, they function as signs for
readers that tell them how to think about, organize, and react to old and new ideas as they
read through what you have written.
Transitions signal relationships between ideas. Transitions provide the reader with directions
for how to piece together your ideas into a logically coherent argument. They are words with
particular meanings that tell the reader to think and react in a particular way to your ideas. In
providing the reader with these important cues, transitions help readers understand the logic
of how your ideas fit together.
6
The table of transitions below will help you in organizing your paragraphs.
LOGICAL TRANSITIONAL EXPRESSION

RELATIONSHIP
Similarity also, in the same way, just as ... so too, likewise, similarly
Exception/Contrast but, however, in spite of, on the one hand ... on the other hand,
nevertheless, nonetheless, notwithstanding, in contrast, on the
contrary, still, yet
Sequence/Order first, second, third, ... next, then, finally
Time after, afterward, at last, before, currently, during, earlier,

immediately, later, meanwhile, now, recently, simultaneously,
subsequently, then
Example for example, for instance, namely, specifically, to illustrate
Emphasis even, indeed, in fact, of course, truly
Place/Position above, adjacent, below, beyond, here, in front, in back, nearby,

there
Cause and Effect accordingly, consequently, hence, so, therefore, thus
Additional Support or additionally, again, also, and, as well, besides, equally

Evidence important, further, furthermore, in addition, moreover, then
Conclusion/Summary finally, in a word, in brief, in conclusion, in the end, in the final

analysis, on the whole, thus, to conclude, to summarize, in
sum, in summary
For more information on transitions

visit: http://www.unc.edu/depts/wcweb/handouts/transitions.html
C. Outline
Now, here’s a sample outline for you to further help you organize your paragraphs. This will
guide you in your writing activity.
Sample Outline for a Position Paper

I. Introduction
A. Introduce the topic
B. Provide background on the topic
C. Assert the thesis (your view of the issue)
II. Counter Argument

A. Summarize the counterclaims.
B. Provide supporting information for counterclaims.
C. Refute the counterclaims.
D. Give evidence for an argument.
7
III. Your Argument
A. Assert point #1 of your claims
1. Give your opinion.
2. Provide support.
B. Assert point #2 of your claims
2. Provide support.
C. Assert point #3 of your claims
2. Provide support.
IV. Conclusion
A. Restate your argument.
B. Provide a plan of action.
8
General Directions: Work on Activities 1-3 that follow. Do it on a separate sheet of paper.
Activity 1.1 Check Your Understanding

Directions: Read the statement below. Then write T if it is true and F if false.
______1. A position paper generally contains the opinion of the writer.

______2. A position paper may not be formal.
______3. Writing a position paper requires three parts- the Introduction, Body, and
Conclusion.
______4. Position Paper is not a type of academic writing.
______5. When you want your stand to be heard, a position paper can be the best platform.
Activity 1.2 Read and Analyze

Directions: Read the sample position essay. Then be ready to answer the questions that
follow.
HELPING THOSE IN NEED: HOW CAN WE REALLY HELP THE POOR ACROSS
THE OCEANS?
DoSomething reports that around 3 billion people worldwide live on $2.5 a day while
1.3 billion have even less – about $1.25 a day. Poverty leads to malnutrition which
kills over 22.000 children every day.
750 million do not have clean drinking water, and as a result, around 2.300 people
die of diarrhea or poor sanitation every single day.
As you read these statements, real people with real lives died after struggling with
horrible living conditions. They could not win this fight on their own; they just don’t
have the power for it.
Source: https://chiefessays.net/position-essay-examples-to-help-you-grasp-the-idea/
1. What is the author’s position regarding poverty?
2. Do you agree with his stand? Why or why not?
Activity 2. Classify
Directions: The following are statements taken from the position paper titled “Women Talk
Too Much” by Janet Holmes Classify them according to the structure. Write your
answer on the table on a separate sheet of paper.
A. “Finally and most radically, we might question the assumption that more talk is
always a good thing. “Silence is golden,” says the proverb, and there are certainly
contexts in all cultures where silence is more appropriate than talk, where words are
regarded as inadequate vehicles for feelings, or where keeping silent is an
9
expression of appreciation or respect. Sometimes it is the silent participants who are
the powerful players. In some contexts, the strong silent male is an admired
stereotype. However, while this is true, it must be recognized that talk is very highly
valued in western culture. It seems likely, then, that as long as holding the floor is
equated with influence, the complexities of whether women or men talk most will
continue to be a matter for debate.”
B. “Despite the widespread belief that women talk more than men, most of the available
evidence suggests just the opposite. When women and men are together, it is the
men who talk most. Two Canadian researchers, Deborah James, and Janice
Drakich, reviewed sixty-three studies which examined the amount of take used by
American women and men in different contexts.” Women talked more than men in
only two studies.
C. Do women talk more than men? Proverbs and sayings in many languages express
the view that women are always talking:
Women’s tongues are like lambs’ tails – they are never still. – English
The North Sea will sooner be found wanting in water than a woman at a loss for
words. – Jutlandic
Introduction Body Conclusion
10
Activity 3. You Can Write
Directions: Read the excerpt of a sample position paper below. Then be ready to start
writing your introduction on the topic that interests you preferably about the
current situation of the country on a separate sheet of paper. Observe the
criteria given.
A POSITION PAPER ON MINING IN THE PHILIPPINES

November 4, 2016 by kylagidaya
A destruction of environment due to mining. It has various advantages and

disadvantages that affects the environment and the lives of every human being in the
Philippines. Mining is the process of digging mines to obtain minerals, metals, and
jewels that serves as the livelihood to every human being. It gives people some of
the resources needed for modern civilization, but it can lead to environmental harm.
Some are opposite and based on opposition to destructive mining practices and
others dislike mining in general. Humans need a wide range of natural resources to
create the products modern civilization needs. While alternative forms of energy are
becoming more worthwhile, most of the areas need coal, natural gas, and uranium to
provide energy. Similarly, oil is necessary for powering vehicles and the
transportation industry. Mining allows people to use these resources.
source: https://kylagidaya.wordpress.com/2016/11/04/a-position-paper-on-mining-in-
the-philippines/
Criteria:
1. Topic is clearly presented. –4
2. Vocabulary/ Choice of Words --3
3. Capitalization/ Spelling/ Punctuation --3
------------------
10 points
Write your introduction.
11
Directions: Complete the 3-2-1 Chart about your discoveries in writing a position paper.
Write your answers on a separate sheet of paper.
12
Posttest
Directions: Choose the letter that corresponds to the correct answer. Write your answers in
your activity notebook.
1. The following are transition words for writing a conclusion. Which one does not belong to
the group?
A. so B. finally C. likewise D. in conclusion
2. Which part of a position paper does this paragraph belong to?
“A few years ago, when my daughter was a college freshman, I wrote a column singing
the praises of e-mail. We were, suddenly, corresponding. It was, I decided, the revenge
of print on electronics - a whole generation raised on the tube and the phone,
rediscovering the lost art of writing letters. How utterly charming.”
3. Which should NOT be done in writing a position paper?

A. Attack others. C. Constantly proofread your work
B. Prepare an outline. D. Choose a topic of your interest
4. To what part does the paragraph below fall?
“E-mail is also not secure. The magazine that I edit regularly gets highly personal
missives, sent by mistake to the wrong e-mail address thanks to a typo. With the phone,
you know as soon as you have the wrong number. And misaddressed letters either get
returned or end up in the dead letter office.”
5. The following are the tips for writing a position paper. Which should NOT be in the group?
A. Cite sources.
B. Use simple words.
C. It should be creative.
D. Give each separate idea in its paragraph.
6. Which is true about the introduction of a position paper?

A. Topic is implied. C. It should be dramatic.
B. It is hanging. D. Topic is presented and introduced
7. Which is NOT a reason why we need to write a position paper?

A. To become well known
B. It improves your writing skills.
C. It guides and prepares you to speak.
D. It helps you gain insight into the issue.
13
8. How should the conclusion of a position paper be written?
A. It is hanging.
B. It should be challenging.
C. It should entertain the readers.
D. It should restate your argument and leave an impact.
9. Which should NOT be considered in writing the body of a position paper?

A. Criticize others.
B. Gather enough information.
C. Conduct research on the issue.
D. Gather enough factual evidence to support your arguments
10. What is the main goal of a position paper?

A. to inform
B. to criticize
C. to entertain
D. to convince the audience that your opinion is valid and defensible
11. Which part summarizes then concludes your argument?

12. The evidence supporting your position is an important part of the_______.

13. Which part introduces the topic?

14. The part of a position paper that contains the central argument is ______.
15. Which of these is NOT a part of a position paper?

14
15
Pretest Activity 1.1 Activity 2.
Check Your Understanding Classifiy
1. B 1. T
2. D 2. F .Paragraph A - Conclusion
3. A 3. T .Paragraph B – Body
4. A 4. F Paragraph C- Introduction
5. C 5. T
6. D Paragraphs should be written
7. A Activity 1.2 Read and on the table provided.
8. A Analyze
9. D Answers may vary.
10. D
11. C
12. A
13. D
14. A
15. C
Activity 3 Reflection Posttest
You Can Write
Answers may vary. 1. C
Answers may vary. 2. D
3. A
4. C
5. D
6. D
7. A
8. D
9. A
10. D
11. C
12. A
13. D
14. A
15. B
Answer Key
Books:
Ma. Milagros C. Laurel, PhD, Adelaida F. Lucero, PhD and Rosalino T. Bumatay- Cruz, PhD.
English for Academic and Professional Purposes. Quezon City: Sunshine Interlinks
Publishing House, Inc. 2016. DepEd. Pages 130-146
Websites:
https://bowiestate.libguides.com/c.php?g=442189&p=3014828
https://chiefessays.net/position-essay-examples-to-help-you-grasp-the-idea/
https://www.cs.rutgers.edu/~rmartin/teaching/fall17/Writing_a_Position_Paper.pdf
https://www.sfu.ca/cmns/130d1/WritingaPositionPaper.htm
https://www.slideshare.net/LeahCondina1/position-paper-q2
Icons credit: Ivin Mae N. Ambos, Division of Surigao del Sur

Schools Division office of Surigao City
Schools Division Superintendent: Dr. Karen L. Galanida
Development Team of the Self-Learning Module (SLM)
Writer : Aurora B. Obenza

Editors : Glenda B. Merka, Jemson B. Palin,
Cheryl Grace B. Sering
Evaluators : Manuel B. Dayondon, Ronald Allan A. Arcayera,
and Reymond A. Mosquito
Illustrator :
: Florence E. Almaden
: Carlo P. Tantoy
: Elizabeth S. Larase
: Noemi D. Lim
: Ricky L. Pedralba

: Surigao City, Surigao del Norte, Philippines
Telephone : (086) 826-1268 ; (086) 826-3075 ; (086-8931)
16
17
ENGLISH FOR ACADEMIC
AND PROFESSIONAL PURPOSES
Quarter 1/3 – Module 4
Stating Thesis Statements

This Self Learning Module (SLM) was designed and written with you in mind to help you
master on stating thesis statements of an academic texts. The scope of this learning
material focuses on the many different learning situations.
Hence, the order in which you read them can be changed to correspond with the
textbook you are now using.
The SLM contains:

Lesson: Stating Thesis Statements
The Most Essential Learning Competency (MELC) used in this module is

stating the thesis statement of an academic texts.
After going through this SLM, you are expected to:

1. identify thesis statement on a given text;
2. create a thesis statement based on a given topic; and
3. develop a thesis statement about any timely issues.
1
P re test
I. Directions: Read and analyze each items carefully. Choose the letter of your answer. Write
your answer in your activity notebook.
1. What is a thesis statement?

A. It clearly identifies the topic being discussed.
B. It presents the main of a reading texts.
C. It focuses on one central point or issue.
D. All of the above.
2. How long should a thesis statement be?

A. one word C.one paragraph
B. one sentence D. one text
3. Where is thesis statement located in academic text?

A. 1st paragraph C. 3rd paragraph
nd
B. 2 paragraph D. anywhere in the text
4. Which is true about thesis statement?

A. It is a fact. C. It is an announcement.
B. It is a question. D. It is arguable.
5. What type of statement clearly and directly express the main idea of the reading text?
A. Thesis statement C. Explicit statement
B. Implicit statement D. Concluding statement
II. Directions: For each pair of sentences below, select the one that you think would make the
more effective thesis in the introductory paragraph of a short essay. Choose the letter of your
answer. Write your answer in your activity notebook.
6. (a) The Hunger Games is a science fiction adventure film based on the novel of the same
name by Suzanne Collins.
(b) The Hunger Games is a morality tale about the dangers of a political system that is
dominated by the wealthy.
7.(a) Like other addictive behaviors, Internet addiction may have serious negative
consequences, including academic failure, job loss, and a breakdown in personal relationships.
(b) Drug and alcohol addiction is a major problem in the world today, and many people suffer
from it.
8.(a) For the past three decades, coconut oil has been unjustly criticized as an artery-clogging
saturated fat.
(b) Cooking oil is plant, animal, or synthetic fat that is used in frying, baking, and other types of
cooking.
9.(a) There is no question that cell phones have changed our lives in a very big way.
(b) While cell phones provide freedom and mobility, they can also become a leash, compelling
users to answer them anywhere and at any time.
2
10.a) Finding a job is never easy, but it can be especially hard when the economy is still feeling
the effects of a recession and employers are reluctant to hire new workers.
(b) College students looking for part-time work should begin their search by taking advantage of
job-finding resources on campus.
III. Directions: Write T if the statement is correct. Write F if the statement is incorrect. Write your
answer in your activity notebook.
11.A thesis statement focuses on a single line argument.

12.Figurative language is used in writing a thesis statement.
13. A thesis statement should be specific, not broad or general.
14. A thesis statement should not present an argument to avoid misunderstanding among readers.
15. A thesis statement is composed of a topic and assertion.
3
Stating Thesis Statements in Various Academic Texts
The thesis statement is considered to be the “heart of the essay.” The idea of an essay
without a thesis statement is compared to a body without its heart.
What is a thesis statement?
A thesis statement is defined as the “central point” or “core” of an essay. It clearly identifies
the topic being discussed, includes the points discussed in the paper, and is written for a specific
audience. It presents the main idea or message of a piece of writing that is usually composed of
one or two sentences and focuses on just one central point or issue.
It is composed of two (2) parts: it presents (1) a subject/topic, and (2) assertion that implies
a position or an opinion about that subject/topic.
The thesis statement usually occurs at the end of the introduction, after the background
information on the topic. It is connected with the background information through a transition, which
could be a full sentence, or a simple transition word, such as therefore, because, but etc.
Qualities of a Good Thesis Statement
1. It commits the writer to a single line of argument.

2. It presents something arguable or in need of explanation.
3. It is manageable.
4. It is written in a specific and precise language.
5. It is concise as possible.
6. It is not an announcement.
7. It is not worded in figurative language.
8. It is not too broad.
9. It is not a question.
Examples of a Good and Bad Thesis Statements
1. Topic: Social Media as a marketing tool.
Bad Thesis Statement: “Social media is proving a good marketing tool.”
Good Thesis Statement: “Social media is proving to be, not only a better marketing
tool, but also a source of advertisement for short and medium enterprises intending to
expand their consumer base.”
2. Topic: The Impact of Internet in our lives.
Bad Thesis Statement: “The internet has improved the lives of many.”
4
Good Thesis Statement: “The internet serves as a means of expediently connecting
people across the globe, fostering new friendships and an exchange of ideas that
wouldn't have occurred prior to its inception.”
3. Topic: The Effects of Alcohol Consumption
Bad Thesis Statement: “High levels of alcohol consumption are bad for you.”
Good: “High levels of alcohol consumption have detrimental effects on your

personal health, such as weight gain, heart disease, and liver complications.”
4. Topic: The Health Benefits of Exercise
Bad Thesis Statement: “Everyone should exercise.”
Good Thesis Statement: “Filipinos should add exercise to their daily morning
routine because it not only keeps their bodies at a healthy weight but also
reduces the risk of high blood pressure.”
5. Topic: Importance of Reading
Bad Thesis Statement: “Reading can develop a child's analytical mind.”
Good Thesis Statement: “Reading develops a child's mind by fostering

comprehension skills, increasing vocabulary, and exposing them to new worlds
they might not otherwise encounter.”
Types of Thesis Statement
1. Explicit Thesis Statement - it express clearly and directly the main idea of the text read.
2. Implicit Thesis Statement - it does not clearly express the main idea of the text.
Tips for Writing a Thesis Statement
1. Determine what kind of paper you are writing:
• An analytical paper breaks down an issue or an idea into its component parts, evaluates
the issue or idea, and presents this breakdown and evaluation to the audience.
• An expository (explanatory) paper explains something to the audience.
• An argumentative paper makes a claim about a topic and justifies this claim with
specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a
cause-and-effect statement, or an interpretation. The goal of the argumentative paper is
to convince the audience that the claim is true based on the evidence provided.
If you are writing a text that does not fall under these three categories (e.g., a narrative), a
thesis statement somewhere in the first paragraph could still be helpful to your reader.
3. Your thesis statement should be specific—it should cover only what you will discuss in your
paper and should be supported with specific evidence.
3. The thesis statement usually appears at the end of the first paragraph of a paper.
5
4. Your topic may change as you write, so you may need to revise your thesis statement to reflect
exactly what you have discussed in the paper.
Activity 1: Read, State, Go!
Directions: Read the academic texts below and answer the Comprehension Guide Questions
(CGQ) in your activity notebook.
Competition and Cooperation
(1) Explanations of the interrelation between competition and

cooperation have evolved over the time. Early research into competition an d
coop eratio n d efine d e ach of them in te rms o f th e d is tribu tion o f re wa rd s
related to each. Competition was defined as a situation in which rewards are
distributed unequally on the basis of performance, cooperation on the other
hand, was defined as a situa tion in which rewards are distributed equally on
the basis of mutual interactive behaviour among individuals. By this definition,
a competitive situation requires at least on competitor to fail for each
competitor that wins, while a cooperative situation o ffers a reward only if all
m e m b e r s o f t h e g r o u p r e c e i v e i t
.
(2) Researchers have found definitions of competition and
cooperation based upon rewards inadequate primarily because definitions of
these two concepts based upon rewards depict them as opposite. In current
understanding, competition is not viewed as opposite of cooperation, instead,
cooperation is v iewed as in tegral component of compet it ion. Coop eration is
necessary among team members, perhaps in a sporting event or in a political
race, in order to win the competition, it is equally important to understand that
cooperation is of great importance between teams in that same sporting event
or ground rules of the game or election in order to compete.
( 3 ) I n t e r e s t i n g l y , t h e wo r d c om pe t i t i o n i s d e r i v ed f r o m a La t i n v er b
w h ich m ean s “ t o seek t oge th e r . ” A n und e rs tan d ing o f th e de r iv a ti on o f t he
w o rd com pe t i t i on s upp o r ts th e und e rs ta nd i ng th a t co ope r a t io n , ra th e r th an
evoking a characteristic at the opposite extreme of human nature from
competition, is in reality a necessary factor in competition.
6
Comprehension Questions:
1. What is the topic of the text?
2. What is the thesis or main idea of the text?
3. Was the thesis explicitly stated or implicitly stated by the author?
4. Was the text written in deductive order or inductive order?
5. Do you agree with the author’s claim or thesis? Why or why not?
Activity 2: Write Some -THESIS
Directions: Write your own thesis statement on the topic below. Make sure that the thesis
statement is strong following the qualities of effective statements.
1. Topic: Use of Gadgets
Thesis Statement:
2. Topic: Internet Addiction
Thesis Statement:
3. Topic: Cyber Bullying
Thesis Statement:
4. Topic: Digital Divide
Thesis Statement:
7
Activity 3: THESIS - it!
Directions: Below is a graphic organizer that will help you present your ideas and thesis on an
issue. Using this hamburger chart, please provide three evidences/supports and develop a thesis
statement about any timely issue around you.
8
Directions: Complete the 3-2-1. Chart about your discoveries on the lesson. Write your answers
on a separate sheet of paper.
9
Post test
IV. Directions: Read and analyze each items carefully. Choose the letter of your answer. Write
1.What type of statement clearly and directly express the main idea of the reading text?
A. Explicit statement C. Thesis statement
B. Implicit statement D. Concluding statement
2.What is a thesis statement?

A. It clearly identifies the topic being discussed.
B.It presents the main of a reading texts.
C.It focuses on one central point or issue.
D. All of the above.
3.Which is true about thesis statement?

A. It is arguable. C. It is a fact.
B. It is an announcement. D. It is a statement.
4.Where is thesis statement located in academic text?

A. 1st paragraph C. 3rd paragraph
nd
B. 2 paragraph D. anywhere in the text
5. How long should a thesis statement be?

A. one word C.one paragraph
B. one sentence D. one text
III. Directions: For each pair of sentences below, select the one that you think would make the
more effective thesis in the introductory paragraph of a short essay. Choose the letter of your
answer.Write your answer in your activity notebook.
6.a) Finding a job is never easy, but it can be especially hard when the economy is still feeling the
effects of a recession and employers are reluctant to hire new workers.
(b) College students looking for part-time work should begin their search by taking advantage of
job-finding resources on campus.
7.(a) The Hunger Games is a science fiction adventure film based on the novel of the same
name by Suzanne Collins.
(b) The Hunger Games is a morality tale about the dangers of a political system that is
dominated by the wealthy.
8.(a) For the past three decades, coconut oil has been unjustly criticized as an artery-clogging
saturated fat.
(b) Cooking oil is plant, animal, or synthetic fat that is used in frying, baking, and other types of
cooking.
9.(a) Like other addictive behaviors, Internet addiction may have serious negative
consequences, including academic failure, job loss, and a breakdown in personal relationships.
(b) Drug and alcohol addiction is a major problem in the world today, and many people suffer
from it.
10
10.(a) There is no question that cell phones have changed our lives in a very big way.
(b) While cell phones provide freedom and mobility, they can also become a leash, compelling
users to answer them anywhere and at any time.
III. Directions: Write T if the statement is correct. Write F if the statement is incorrect. Write your
answer in your activity notebook.
11.A thesis statement should not present an argument to avoid misunderstanding among readers.
12.A thesis statement is composed of a topic and assertion.
13.A thesis statement focuses on a single line argument.
14.A thesis statement should be specific, not broad or general.
15.Figurative language is used in writing a thesis statement.
11
12
Post Test
1. A
2. D Activity 3
Reflection
3. A
4. A *Answer may vary.
*Answer may vary.
5. B
6. B
7. B
8. A
9. A
10. B
11. F
12. T
13. T
14. T
15. T
Pre Test
1. D
Activity 2 Activity 1 2. B
3. A
*Answer may vary. *Answer may vary. 4. D
5. C
6. B
7. A
8. A
9. B
10. B
11. T
12. F
13. T
14. T
15. T
Answer Key
References
Textbook
Department of Education (December 2013) K to 12 Senior High School Applied Track Subject
English for Academic and Professional Purposes. Curriculum Guide
Laurel M.C., Luceno, A. F., & Bumantay - Cruz, R. T. (2016). English for Academic and
Professional Purposes , Reader. Department of Education
Online Source
https://literarydevices.net/thesis-statement/
https://rasmussen.libanswers.com/faq/32467
http://webs.anokaramsey.edu/stankey/Writing/WrtgProc/Thesis.htm
https://examples.yourdictionary.com/thesis-statement-examples.html
https://owl.purdue.edu/owl/general_writing/the_writing_process/thesis_statement_tips.html
https://www.thoughtco.com/exercise-in-identifying-effective-thesis-statements-1692401

Writer : April Joy T. Tangga-an

Editors/ Evalautors : Percious R. Bilazon and Aurora B. Obenza
Florence E. Almaden
Carlo P. Tantoy
Ricky L. Pedralba

Telephone : (086) 826-1268; (086) 826-3075; (086) 826-8931
13
Using Techniques
in Summarizing Academic
Texts
master the various techniques in summarizing a variety of academic texts. The scope of
this learning material focuses on the many different learning situations.
The SLM contains:

Lesson: Techniques in Summarizing Academic Texts
The Most Essential Learning Competency (MELC) used in this module:

Uses various Techniques in Summarizing a Variety of Academic Texts

1.identify some summarizing techniques;
2.differentiate various techniques in summarizing academic writings; and
3. summarize an academic text.
1
P re test
Directions: Read and understand the instructions indicated in each part of the Pretest. Write
your answers on a separate sheet of paper.
I. TRUE OR FALSE: Write T if the statement is TRUE and F if the statement is FALSE.
1. Summarizing is a short restatement of an original text but not necessarily including the
main idea.
2. In summarizing, the writer must use his own words.
3. Summarizing is similar with paraphrasing.
4. Summarizing is important in academic writing.
5. Comparing your summary with the original text is important.
6. Graphic organizer is a framework that uses visual symbols to express relationship between
ideas or concepts.
7. Outline is a document that presents the main idea and supporting details in a logical form.
8. Creating a list of main ideas is important in outlining.
9. Sentence summary refers to the sorting of an event in a chronological order using transition
words.
10. Story summary focuses on who, what, when, where, and why (5Ws).
II. WRITING A SUMMARY: Read the following text. Make sure that you comprehend it well. In
one paragraph, summarize the text in your own words. Be guided by the given rubrics.
Local Girl Found Slain by Rejected Lover

(Newspaper Account)
Ms. Porphy ria Blank, 21, daughter of Mr. and Mrs. R. J. Blank, of
Barton Park, was found strangled this morning in the cottage owned by John
Doe, 25, who was apprehended on the scene of the crime by officers Bailey
and Hodge. Doe was found holding the body in his arms, and appeared to be
in stupor, his only reply to repeated questioning being, “I killed her because I
loved her.”
According to the members of the Blank family, Doe had paid attention
to Miss Blank for the last several months, though it was strenuously denied
that his regards for Miss Blank was returned. Miss Blank’s engagement with
Mr. Roger Weston was announced la st month. Mr. Weston could not be
reached for a statement. Mrs. Blank was prostrated by the news of her
daughter’s death.
The slain girl vanished last evening at approximately eleven o’clock
from a dinner party given at her parent’s home in honour of the approaching
wedding. The family became alarmed when it was discovered that she was
not in her room, and instituted a search for her about midnight. The police,
who were promptly notified, in the course of their search knocked at Mr. Doe’s
cottage, a building some quarter of a mile from the Blank estate, at five in the
morning. Receiving no answer, they forced the door and discovered Doe
sitting with the dead girl in his lap. She had apparently been strangled, Dr. A.
P. Reynolds, Autopsy Surgeon for the county, state that, from the condition of
the body, death must have occurred at about midnight.
2
3
Summary of the Text:
Rubrics
Criterion Nearing Proficiency Proficient Advanced
(1 point) (3 points) (5 points)
Content Only few of the Almost all of the All of the important
important information important information information is present
is present. There are is present and clearly and clearly stated.
also inaccurate details stated.
included.
Organization Some of the ideas are Most of the ideas are All ideas are well -
not organized. The organized. The flow of organized. The flow of
flow of ideas is hard to thoughts is mostly thoughts is easy to
follow and easy to follow and follow and
understand. understand. understand.
Originality Most of the Almost all of the All of the information

information is lifted information is is expressed using
and copied from the expressed using the the writer’s own
original texts. writer’s own words. words.
Mechanics Many sentences are Only few sentences All sentences are
ungrammatically are ungrammatically grammatically
structured. There are structured. There are structured with no
also errors in spelling only few errors in errors in spelling and
and punctuation. spelling and punctuation.
punctuation.
3
Techniques in Summarizing Academic Texts
Summarizing refers to putting the main idea (s) of the text into your own words, including
only the main point (s). While a summary or a precis is a synopsis or digest of the essence of an
entire text, usually, around a paragraph long, and may even be a few paragraphs long depending
on the length of the work being condensed.
Tips in Summarizing:
1. Read the text you are about to summarize several times. Make sure to comprehend it
well.
2. Identify the text structure (cause and effect, comparison and contrast, problem -
solution) used in the text.
3. Identify the main idea of the text.
4. Write your preliminary summary or draft.
5. Use your own words in summarizing.
6. Limit you summary into few sentences.
7. Ensure that the main idea (s) or point (s) of the text is coherent in your summary.
8. Proofread your work.
Techniques in Summarizing
1. Use of Graphic Organizers
Graphic organizers are communication tools that use visual symbols to express
relationship between knowledge, concepts, thoughts, and ideas. It serves as a framework for
picking and choosing content.
10 Graphic Organizers for Summary Writing
1. Fiction Summary - it identifies the main characters, the setting, the conflict, explanation
of the problem, and how the problem is resolved.
2. Story Summary - it summarizes a piece of fiction by using the words “somebody”,

“wanted”, “but”, “so”, and “then”.
3. Plot Summary - It is a plot diagram in written form.
4. Chapter Summary - it refers to sorting events in chronological order using transition

words such as “first”, “next”, “after that”, and “finally”.
5. Sequence Summary - it follows the sequence of events laid out in the text.
6. Non - fiction Summary - it identifies the topic, main idea, and supporting details.
4
5
7. Biography Summary - it is a graphic organizer that focuses on the 5”W”s (who, what,
when, where, why).
8. Article Summary - it cites the article title, author, publication, and date followed by the
identification of topic, main idea, and supporting details.
9. GIST Summary - it identifies and records the who, what, when, where, why, and how. It
also uses the information recorded for each of the 5Ws to craft a one sentence summary
of the text.
10. Sentence Summary - it is a summarizing technique that begins with the topic or main
idea, records three important details or facts, and finishes with the wrap-up or resolution.
2. Use of Outline
An outline is simply a framework for presenting the main and supporting ideas for a
particular subject or topic. Outlines help you develop a logical, coherent structure for your paper,
making it easier to translate your ideas into words and sentences.
Tips in Outlining:
1. Choose your topic and establish your purpose.

2. Create a list of main ideas.
3. Organize your main ideas.
4. Flush out your main points.
5. Review and adjust.
Format of an Outline
I. First main idea

A. Subheading - supports
1. Detail - supports subheading A
II. Second main idea

B. Subheading - supports
1. Detail - supports subheading B
5
Activity 1: Matching Key Concepts
Directions: Match Column A (definition of techniques) to Column B (summarizing techniques).

Choose the letter that best describes the statement. Write your answers on a
separate sheet of paper.
Column A Column B
1. It a framework for presenting the main and supporting A.Gist Summary

ideas for a particular subject or topic.
2. It sorts events in chronological order using transition B.Graphic Organizer

words such as “first”, “next”, “after that”, and “finally.”
3. It identifies the main characters, the setting, the C.Story Summary

conflict, explanation of the problem, and how the
problem is resolved.
4. It identifies and records the 5Ws and 1H and uses it D. Fiction Summary
to craft a one sentence summary of the text.
5.It is a graphic organizer that focuses on the 5”W”s. E. Plot Summary
6. It follows the sequence of events laid out in the text. F. Chapter Summary
7.It is a communication tool that uses visual symbols G. Article Summary

to express knowledge, concepts, thoughts, ideas,
and the relationship
8.It summarizes a piece of fiction by using the words H. Sentence Summary
“somebody”, “wanted”, “but”, “so”, and “then”.
9. It is a plot diagram in written form. I. Sequence Summary

10.It is a summarizing techniques that begins with J. Biography Summary
the topic or main idea, records three important details
or facts, and finishes with the wrap-up or resolution.
K. Outline
6
7
Activity 2: Stating the Similarities and Differences
Directions: Fill in the Venn Diagram below by stating the differences and similarities between the use of
graphic organizers and outline. Write your answers on a separate sheet of paper.
Graphic Organizers
7
Activity 3: Using the Techniques
Directions: Summarize the article below using any of the aforementioned techniques. Be guided
with the given rubrics. Write your answer on a separate sheet of paper.
What summarizing technique did you use?
Summary:
Rubrics
Understanding Calories
(1) A calorie, also known as kilocalorie, is a unit of energy. This unit

represents the energy required to heat a kilogram of water on degree Celsius.
W h i l e p eop l e g en e ra l l y l in k th e te r m ca lo r i e w i th f oo d , i t is a un i t o f
measurement that can be applied to any substance possessing energy. For
instance, there are 8200 calories in a litter (about one quart) of gasoline.
(2)Calories describe the potential energy in food to maintain bodily

functions, grow or repair tissue, and perform mechanical work such as
exercise. Food calories may take the form of fat, carbohydrates, or proteins.
Once con sumed , e nzy mes ac t on thes e nu trien ts th roug h me tabo lic
processes and break them into their perspective categories of fatty acids,
glucose, and amino acids. These molecules travel through the blood stream
to specific cells where they are absorbed for immediate use or sent on to the
final stage of metabolism where they release their stored energy through the
process of oxidation.
( 3 )T he nu mbe r o f ca l o ri es bu rn ed d u ri ng an ex e rc ise de pend s on

various factors including body weight and the type of exercise. For example,
an individual weighing 59 kilograms (130 pounds) would expend roughly 500
calories per hour swimming or playing basketball. However, this same person
would burn an estimated 200 walking or playing table tennis. In order to
survive and maintain body weight, the average individual requires
approximately 2000 to 2500 calories per day. Gaining or losing weight is a
simple process. Add and subtract 7,700 calories over the course of time to
gain or lose a kilogram. Nutrition has nothing to do with it. It is all about
calories.
8
9
included.

punctuation.
9
10
11
Post test
Directions: Read and understand the instructions indicated in each part of the Pretest. Write
your answer on a separate sheet of paper.
I.TRUE OR FALSE: Write T if the statement is TRUE and F if the statement is FALSE.
1.Graphic organizer is a framework that uses visual symbols to express relationship between ideas
or concepts.
2.Outline is a document that presents the main idea and supporting details in a logical form.
3.Creating a list of main ideas is important in outlining.
4. Sentence summary refers to the sorting of an event in a chronological order using transition
words.
5. Story summary focuses on who, what, when, where, and why (5Ws).
6.Summarizing is a short restatement of an original text but not necessarily including the main
idea.
7. In summarizing, the writer must use his own words.
8. Summarizing is similar with paraphrasing.
9.Summarizing is important in academic writing.
10. Comparing your summary with the original text is important.
II. WRITING A SUMMARY: Read the following text. Make sure that you comprehend it well. In
one paragraph, summarize the text in your own words. Be guided by the given rubrics.
Wrigley’s Chewing Gum

(1)Wrigley’s chewing gum was actually developed as a premium to
be given away with other product rather than as a primary product for sale. As
a teenager, William Wrigley Jr. was working for his father in Chicago selling
soap that has been manufactured in his father’s factory. The soap was not
very popular with merchants because it was priced at 5 cents, and this selling
price did not leave a good profit margin for the merchants. Wrigley convinced
his father to raise the price to ten cents and to give away cheap umbrellas as
a premium for the merchants. This worked successfully, confirming to Wrigley
that the use of premium was an effective sales tool.
(2 )Wrigley then es ta blis hed h is o wn company , in h is company he

was selling soap as a wholesaler, giving baking soda away as a premium,
and using a cook book to promote each deal. Over time, the baking soda and
cookbook became more popular t han the soap, so W rig ley began a new
operation selling baking soda, he soon decided on chewing g um. Once again,
when Wrigley realized that the demand for premium was stronger than the
demand for the original product, he created the Wm. Wrigley Jr. Company to
p r o d u c e a n d s e l l c h e w i n g g u m .
(3 )Wrig ley s ta rted ou t with two b ran ds o f g um, Vass a r a nd Lo tt a

gums, and soon introduced Juicy Fruit and Spearmint. The latter two brands
g re w in po pu la r it y, w h il e th e f i rs t t w o we re p hased ou t . Ju icy F ru it a n d
Spearmint are two of Wrigley’s main brand to this day .
11
Summary of the Text:
Rubrics

included.

punctuation.
12
13
Post Test
Reflection Activity 3
Part I
1. T
*Answer may vary. *Answer may vary.
2. T
3. T
4. F
5. F
6. F
7. T
8. F
9. T
10. T
Part II
*Answer
may vary.
Pre Test
Activity 2 Activity 1
Part I
*Answer may vary. 1. K 1. F
2. F 2. T
3. D 3. F
4. A 4. T
5. J 5. T
6. I 6. T
7. B 7. T
8. C 8. T
9. E 9. F
10. H 10. F
Part II
*Answer
may vary.
Answer Key
References
Textbook
Online Source
https://brainly.ph/question/800358
https://brainly.ph/question/685729
https://www.mesacc.edu/~paoih30491/ArgumentsQuoteSummarizeParaphr.html
https://www.slideshare.net/tinelachica04/eappparaphrasing-and-summarizing
https://www.litinfocus.com/10-graphic-organizers-summary-
writing/#:~:text=A%20sequence%20summary%20graphic%20organizer,that%20happen%20bec
ause%20of%20it.
https://www.herzing.edu/blog/herzing/5-steps-create-perfect-outline


Editors/ Evaluators : Percious R. Bilazon and Aurora B. Obenza
Florence E. Almaden
Carlo P. Tantoy
Ricky L. Pedralba

Telephone : (086) 826-1268; (086) 826-3075; (086) 826-8931
14
Outlining Reading Texts

master outlining reading texts in various disciplines. The scope of this learning material
focuses on the many different learning situations.
The SLM contains:

Lesson: Outlining Reading Texts in Various Disciplines
The Most Essential Learning Competency (MELC) used in this module:

Outlines Reading Texts in Various Disciplines

1. define outlining a text;
2. identify and differentiate the kinds of outline; and
3. use of a topic and sentence outline in selecting and organizing information.
1
P re test
Directions: Read and analyze each item carefully. Choose the letter of your answer. Write
1. It is an outline in which every heading is consist of a complete sentence.

A. Sentence Outline C. Word Outline
B. Topic Outline D. Phrase Outline
2. It is an outline in which every heading is composed of word or phrase, but not a complete
sentence.
A. Word Outline C. Topic Outline
B. Phrase Outline D. Sentence Outline
3. It states clearly and concisely the purpose or central argument of the paper.
A. Introduction C. Main Point (s)
B. Thesis Statement D. Sub Point (s)
4. It’s sums up the author’s primary message.

5. It clarifies, explains, describes, expands, and illustrates the main idea of the text.
6. It is a tool used in the writing process to help organize ideas, visualize paper’s potential structure,
and flesh out and develop points.
A. Outline C. Main Idea (s)
B. Thesis Statement D. Supporting Detail (s)
7. Which of the following statement do not describe an outline?

A. An outline is used for organizing one’s thoughts before writing.
B. An outline categorizes ideas from main points to sub headings.
C. An outline allows the writer to understand how he or she will connect information to
support the thesis statement and the claims of the paper.
D. An outline allows the writer to get struck when performing the actual writing of the essay.
8. Which of the following statement is not part of an article?

A. Conclusion C. Introduction
B. Body D. Comment
2
For items 9 - 12, refer to this outline:
Types of Word Classes
I. Content Words
A. Nouns
1.Proper
2.Common
3. Abstract
4. Concrete
B. Verbs
C. Adjectives
II. Function Words

A. Pronouns
1. Personal Pronoun
2. Possessive Pronoun
3. Indefinite Pronoun
4. Demonstrative Pronoun
B. Conjunctions
C. Prepositions
9. Which is the most important idea?

A. Noun C. Content Words
B. Pronoun D. Content and Function Words
10. Which is the least important idea?

A. Verbs C. Prepositions
B. Adjectives D. Demonstrative Pronoun
11. If you will add another main point in the outline, what Roman Numeral should be used?
A. I C. III
B. II D. IV
12. What type of outline has been used?

3
Introduction
Body
I. First main idea

B. Subheading - supports first main idea

A. Subheading - supports second main idea
B. Subheading - supports second main idea
Conclusion
13. Which of the following parts of an outline wrap’s all the arguments and points of the author?
A. Introduction C. Body
B. Thesis Statement D. Conclusion
14. Which of the following parts of an outline is the attention grabber that makes an essay sound
interesting?
B. Body D. Main Ideas
15. Which of the following parts of an outline includes the evidence and support of the paper in
addition to the author’s idea?
A. Thesis Statement C. Body
B. Introduction D. Conclusion
4
Outlining Reading Texts in Various Disciplines
What is an outline?
An outline is a plan for or a summary of a writing projects or speech.
An outline is usually in the form of a list divided into headings and subheadings that
distinguish main points form supporting points. An outline may be either informal or formal.
Importance of an Outline
An outline is valuable for several purposes: 1) for organizing one’s thoughts before writing,
2) for checking the organization of a piece after it has been written, and 3) for understanding a
different reading assignment.
Parts of an Outline
Introduction Body Conclusion

(attention grabber) (the content of the paper) (Wrap all your arguments)
⚫ An introduction of an ⚫ The body of an essay ⚫ A conclusion restates the

essay provides the reader contain a minimum of central argument and
of the context of the three paragraphs in connect that discussion to
paper's argument or support of the thesis a larger discussion.
purpose. It should begin statement made in the
with discussion of introductory paragraph.
your specific topic (not a Each paragraph should
broad background relay an individual point
overview) and provide just or idea. Furthermore,
enough context ensure that the body
(definitions of key terms, paragraphs contain three
for example) to prepare parts:the topic sentence,
the readers for the thesis supporting statement and
or purpose statement. the concluding
paragraphs.
5
Thesis Statement/ Main Point/Idea/Sub points/Supporting Details
1. Thesis Statement
A thesis or purpose statement states clearly and concisely what the purpose or central
argument of the paper is and comes at the end of the introduction.
2. Main Points - is also known as main idea. It sums up the author’s primary message.
3. Sub - Points - is also known as supporting details or idea. It clarifies, explains, describes,
expands, and illustrates the main idea. It usually contains facts, statements, and examples that
guide the reader to fully understand the main idea of the text.
Kinds of Outline
Types Definition
1. Topic Outline In a topic outline, every heading is a word or a phrase, not a

complete sentence. This type of framework is sufficient for
short papers. It is especially suited to documents such as
exposition of a process or classification, in which logical
connections are no problem.
2. Sentence Outline In the sentence outline, every heading consists of a complete

sentence. This outline is usually useful to longer papers, such
as research papers. It is much better than the topic outline for
any paper that requires the writers to see the logical
relationships of the various parts.
Format of an Outline
I. First main idea


6
Things to remember:
1. Use Roman numerals (I, II, III, IV, V) for the main idea.
2. Use Capital letters (A, B, C, D, E) for subheadings.
3. Use Arabic numerals (1, 2, 3, 4, 5) for supporting details.
4. Place a period after the numerals and letters that introduce the points in the
outline.
5. Indent each level of the outline
6. If there is an A, there must also be a B. If there is 1, there must also be a 2.
7. Begin every point in the outline with capital letter.
8. In a topic outline, state each point as a word or a phrase, not as a complete
sentence.
9. Do not place periods after any of the points in a topic outline.
10. In a topic outline, state the points of each division in parallel form. Use the same
kind of word or phrase within each division.
Example:
Parallel Not Parallel
I. Identical Skyscraper I. Identical Skyscrapers

II. Stained - glass made II. Some are stained - glass made
III. Fifty - five floor high III. Others are fifty - five floor high
How to make an Outline?
1. Select a subject. Choose one that is not so broad.

2. Write out your purpose.
3. Make a list of ideas that support your subject.
4. Cross out unnecessary or unrelated ideas.
5. Determine the main headings. Refer to your statement of purpose to help you make your
headings.
6. Group the remaining ideas under the main headings.
7. Decide which points will be subheadings and which points will be supporting details.
8. Arrange the main points and sub - points at precise order.
9. If the outline is to be a topic outline, make sure that each point is stated in the parallel
grammatical form.
10. If the outline is to be a sentence outline, make all points in complete sentence.
11. As one writes an outline, he may make changes - crossing out points, adding some more,
moving others.
7
Example of Topic and Sentence Outline
Thesis: The abuse of alcohol and drugs can affect a person economically, psychologically, and
physically.
Example of Topic Outline:
I. Economical effects (Main idea)

A. Alcohol (Sub-idea)
1. Cost of alcohol purchases (Detail of A)
2. Cost of DUIs (Detail of A)
B. Drugs (Sub-point)
1. Cost of drug purchases (Detail of B)
2. Cost of drug arrest (Detail of B)
II. Psychological effects

A. Alcohol
1. Mental impairment
2. Mental addiction
B. Drugs
1. Mental impairment
2. Mental addiction
III. Physical effects

A. Alcohol
1. Liver disease
2. Alcohol poisoning
B. Drugs
1. Brain damage
2. Drug overdose
Example of Sentence Outline:
I. Alcohol and drug abuse can affect one economically.

A. The cost of alcohol abuse is high and getting higher.
1. The costs of DUIs can be enormous.
2. Alcohol costs are always rising because of rising production costs as
well as state and local taxes.
B. The cost of drug abuse can be high.
1. Even the arrest for the possession of a minute amount of drugs can result in
high bail and court cost.
2. The cost of drugs fluctuates drastically according to the type of drug, its
availability, and the amount.
8
II. Alcohol and drug abuse can have severe psychological effects.
A. Alcohol abuse can damage a person psychologically.
1. Alcohol is a depressant and can alter the personality of anyone.
2. The abuse of alcohol can lead to the psychological addiction to alcohol.
B. Drug abuse can be detrimental to one psychologically.
1. Drugs impair one's ability to function normally because of the hallucinations
or numbness of "getting high."
2. Drugs can become a psychological addiction.
III. Alcohol and drug abuse can affect one physically.

A. Alcohol and drug abuse can cause physical problems.
1. The most common disease among alcoholics is cirrhosis of the liver.
2. The massive consumption of alcohol can lead to alcohol poisoning and death.
B. Drug abuse has many physical implications.
1. Drug abuse has been linked to the damage of brain tissue.
2. The unpredictability of drugs can lead to an overdose and death.
9
Activity 1: Four Words, One Thought
Direction: Describe what an is outline by filling in the word web below.
Outline
Activity 2: Identify and Differentiate

A. Directions: Identify what kind of outline has been employed based on the structure presented
in each item. Write your answer in your activity notebook.
1.
Thesis Statement: Negative Effects of Divorce on Adolescents
I. When family conflicts arise as a result of divorce, adolescents suffer.

A. During the first year, these young people may be depressed due to conflicts between the
custodial and non-custodial parents.
B. Grandparents, aunts, and uncles are often restricted by visitation provisions.
C. Almost without exception, adolescents find divorce very painful, but they react in differing
degrees depending on their age.
II. Some of the most negative effects on adolescents may be associated with economic problems.
A. The family will most probably experience a lower standard of living due to the cost of
maintaining two households.
B. Some female custodial parents have poor job skills and must train before entering the job
market.
C. The lower standard of living may result in misunderstanding and conflicts within the family.
D. The decreased standard of living, particularly for an untrained female custodial parent, often
causes relocation.
1. The family may have to move to a poorer neighborhood in order to cut costs.
2. As a result, the adolescent may have to attend a different school.
III. Adolescents from divorced families often experience peer problems.
A. Due to relocation and prejudice, adolescents may lose friends.
B. The lack of a solid relationship with both parents affects an adolescent's attitude toward the
opposite sex.
2.
10
-
Thesis Statement: Swimming is a great alternative to other youth sports.
I. Swimming provides the same benefits as other sports.

A. It is good exercise and builds muscular strength.
B. It promotes cooperation among team members, especially in relays.
II. Swimming provides some unique additional benefits.

A. Swimming is an important skill that can be used forever.
B. Swimming poses a reduced risk of injury.
Each swimmer can easily chart his or her own progress.
B. Directions: Cite the similarities and differences between topic and sentence outline using a
Venn Diagram.
Sentence Outline
11
-
Activity 3: It’s Your Time to Outline
Directions: Read and analyze the given reading text below. Then, outline the reading text as
specified. Make sure to highlight the points of the texts.
Have you ever wondered what keeps a hot air balloon flying? The same principle
that keeps food frozen in the open chest freezers at the grocery store allows hot air
balloons to fly. It's a very basic principle: Hot air rises and cold air falls. So while the
super-cooled air in the grocery store freezer settles down around the food, the hot air in
a hot air balloon pushes up, keeping the balloon floating above the ground. In order to
understand more about how this principle works in hot air balloons, it helps to know
more about hot air balloons themselves.
A hot air balloon has three major parts: the basket, the burner, and the envelope.
The basket is where passengers ride. The basket is usually made of wicker. This
ensures that it will be comfortable and add little extra weight. The burner is positioned
above the passenger's heads and produces a huge flame to heat the air inside the
envelope. The envelope is the colorful fabric balloon that holds the hot air. When the air
inside the envelope is heated, the balloon rises.
The pilot can control the up-and-down movements of the hot air balloon by
regulating the heat in the envelope. To ascend, the pilot heats the air in the envelope.
When the pilot is ready to land, the air in the balloon is allowed to cool and the balloon
becomes heavier than air. This makes the balloon descend.
Before the balloon is launched, the pilot knows which way the wind is blowing.
This means that she has a general idea about which way the balloon will go. But,
sometimes the pilot can actually control the direction that the balloon flies while in flight.
This is because the air above the ground is sectioned into layers in which the direction
of the wind may be different. So even though the pilot can't steer the balloon, she can
fly or higher or lower into a different layer of air. Some days the difference between the
direction of the wind between layers is negligible. But other days the difference is so
strong that it can actually push the balloon in a completely different direction!
https://www.englishforeveryone.org/viewpdf.html?pdf=/PDFs/Level_7_Passage_
3.pdf&title=Passage%203
12
-
A. Outline using the topic outline.
Write your topic outline here. (You may use a separate sheet if necessary.)
B. Outline using the sentence outline.
Write your sentence outline here. (You may use a separate sheet if necessary.)
13
-
Suggested Analytical Rubric
Indicator Weak (1 pt) Average (2 pts) Strong (3 pts)
Thesis Thesis is not Thesis is stated; Thesis statement is

Statement (10 mentioned. however, it is average. clearly stated with points.
points)
Content and Outline formatting Outline mostly follows

Used the principle of
Format not used, and format with Roman outlining like Roman
(20 points) content is not clear Numerals, Capital
Numerals for in headings,
or irrelevant. letters, and other.
capital letters for sub
Content is average. topics, and numbers for
supporting details.
Organization Difficult to tell the Headings don’t have Headings should have
(10 points) difference between general info, and general info while
headings and supporting info isn’t supporting info should be
supporting always specific. more specific.
information.
Spelling and Several (more than Few (6 - 10) and/or Very few (0-5) and/or
Grammar 10) spelling and grammatical errors grammatical errors
(10 points) grammatical errors
14
-
15
Post test
Directions: Read and analyze each items carefully. Choose the letter of your answer. Write
1.Which of the following statement is not part of an article?

A.Conclusion C. Introduction
B. Body D. Comment
2. Which of the following statement do not describe an outline?

A. An outline is used for organizing one’s thoughts before writing.
B. An outline categorizes ideas from main points to sub headings.
C. An outline allows the writer to understand how he or she will connect information to
support the thesis statement and the claims of the paper.
D.An outline allows the writer to get struck when performing the actual writing of the essay.
3. It is a tool used in the writing process to help organize ideas, visualize paper’s potential
structure, and flesh out and develop points.
A. Outline C. Main Idea (s)
B. Thesis Statement D. Supporting Detail (s)
4. It clarifies, explains, describes, expands, and illustrates the main idea of the text.
5.It’s sums up the author’s primary message.

6.It states clearly and concisely the purpose or central argument of the paper.
7. It is an outline in which every heading is composed of word or phrase, but not a complete
sentence.
A. Word Outline C. Topic Outline
B. Phrase Outline D. Sentence Outline
8. It is an outline in which every heading is consist of a complete sentence.

16
Types of Word Classes
I. Content Words
A.Nouns
1.Proper
2.Common
3. Abstract
4. Concrete
B. Verbs
C. Adjectives
II. Function Words

A. Pronouns
1. Personal Pronoun
2. Possessive Pronoun
3. Indefinite Pronoun
4. Demonstrative Pronoun
B.Conjunctions
C. Prepositions
9. Which is the most important idea?

A. Noun C. Content Words
B. Pronoun D. Content and Function Words
10.Which is the least important idea?

A. Verb C. Prepositions
B. Adjectives D. Demonstrative Pronoun
11.If you will add another main point in the outline, what Roman Numeral should be used?
A. I C. III
B.II D. IV
12. What type of outline has been used?

17
-
Introduction
Body
I. First main idea


Conclusion
13.Which of the following parts of an outline wrap’s all the arguments and points of the author?
A. Introduction C. Body
B. Thesis Statement D. Conclusion
14.Which of the following parts of an outline is the attention grabber that makes an essay sound
interesting?
B. Body D. Main Ideas
15.Which of the following parts of an outline includes the evidence and support of the paper in
addition to the author’s idea?
A. Thesis Statement C. Body
B. Introduction D. Conclusion
18
-
-
19
Post Test
1. D
2. D Reflection Activity 3
3. A
4. D *Answer may vary. *Answer may vary.
5. C
6. B
7. D
8. A
9. D
10. D
11. C
12. B
13. D
14. C
15. C
Pre Test
1. A
Activity 2 Activity 1
2. D
3. B
Part 1 *Answer may vary.
4. C
5. D
1. Sentence Outline 6. A
2. Topic Outline 7. D
8. D
Part II 9. D
10. D
*Answer may vary. 11. C
12. B
13. D
14. C
15. C
Answer Key
References
Textbook
Sandagan, L. D. (2016) Reading and Writing Skills, 1st ed.,JFS Publishing Services, Pasay City
Philippines
Online Source
https://eappdaily.wordpress.com/2018/09/25/lesson-7-
outlining/#:~:text=An%20outline%20is%20a%20plan,writers%20to%20format%20outlines
%20automatically.
https://academicguides.waldenu.edu/writingcenter/writingprocess/outlining
https://www.monash.edu/rlo/research-writing-assignments/assignment-types/writing-an-
essay/writing-body
paragraphs#:~:text=The%20body%20of%20the%20essay,academic%20books%20and%2
0journal%20articles).
http://www.shsd.org/common/pages/DisplayFile.aspx?itemId=677784
https://www.oakton.edu/studentservices/learning_center/tutoring/research_paper_tips/sent
ence_outline.php
https://www.cdc.gov/flu/symptoms/flu-vs-covid19.htm


Editors/Evaluators : Percious R. Bilazon and Aurora B. Obenza
Florence E. Almaden
Carlo P. Tantoy
Ricky L. Pedralba

Telephone : (086) 826-1268; (086) 826-3075; (086) 826-8931
20
-
www.shsph.blogspot.com
English for Academic and Professional Purposes. -Grade 11- 12
Quarter 2 – Module 8: Summarizes Findings and Executes the Report through Narrative
and Visual/Graphic Forms
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin
Development Team of the Module
Writer: VANESSA PADAYAO
Editors: GINA B. PANTINO

SONIA V. PRENSADER
JOSALIE T. TONIO
LORAINE T. CHIONG
Reviewers: GINA B. PANTINO and

Masbate City Division headed by JEANETTE ROMBLON
Illustrator/Layout Artist: JOHN MICHAEL P. SARTE, ANTONIO L. MORADA

SHS

and Professional
Purposes
Quarter 2 – Module 8
SUMMARIZES FINDINGS AND EXECUTES THE REPORT
THROUGH NARRATIVE AND VISUAL/GRAPHIC FORMS
This instructional material was developed based from the Most Essential
Learning Competencies (MELC) in English for Academic and Professional
Purposes in response to the new normal scheme in learning delivery of the
Department of Education. This module was collaboratively reviewed by
educators and program specialists in the Regional Office V. We encourage
teachers and other educational stakeholders to email their feedback, comments,
and recommendations to the Department of Education at
____________________.
We value your feedback and recommendations.
Department of Education Republic of the Philippines
1
I. Introduction
Welcome to your eighteenth module in EAPP! With your learning experiences in your
previous lessons, I am pretty much sure that you are now ready for the next topic.
Through this module, you would gain knowledge on how to summarize findings and
execute the reports through narrative and visual/graphic presentation. Moreover, this will teach
you key points that you can use in writing reports.
Now, let us begin your journey! Happy Writing!
II. Objective
Summarizes findings and executes the report through narrative and visual /graphic
forms
III. Vocabulary List
Know Me! - Below are some essential words that you need to understand to fully
appreciate the lesson.
Summary - Gives brief statement of the main points
Execute - Carry out in full
Graphical Presentation - is a visual display of data and statistical results
Narrative - is a report of related events presented to listeners or readers, in words,
arranged in a logical sequence.
2
IV. Pretest
Study the graph and the text below and answer the questions that follow. Choose the
correct answer and write your answers in your notebook.
The pie chart shows teenagers’ answers to a survey for New Normal Teenage Time
magazine, which asked them if they do anything else while they watch T.V. It can be seen that
over three-quarters of those surveyed do other things simultaneously.
Over half said they either ate or checked their mobile phone or tablet, while they were
watching TV, while perhaps unsurprisingly , only a few of teenagers said that they read, did
exercise or listened to music while watching TV. Eight percent talked to their families and
another 8% said they often did homework and watched TV at the same time. It is not clear in
the pie chart if they did more than one additional activity at once.
In conclusion it is evident that a large proportion of families watch TV while they are
eating, while almost a third of young people divide their attention between several screen at
the same time. These figure may reflect a general trend towards less formal family mealtimes
and greater level of multi-tasking. However a significant number of teenagers still focus fully
on the television when they are watching.
1. The text summarizes teenagers' answers to ___ about their TV viewing habits.
a. one question b. two questions c. three questions
2. The proportion of teenagers that did something else while watching TV was ___.
a. more than 50 per cent b. more than 75 per cent c. more than 80 per cent
3. We don't know from the survey results ___ while watching TV.
a. what percentage of teenagers read b. if teenagers talk to their families
c. if teenagers do more than one other activity
4. The top two activities done while watching TV could show ___.
a. a general trend b. a very surprising change
c. that teenagers’ habits are the same as they’ve always been
5. The proportion of teenagers that do nothing else while they watch TV is ___.
a. surprisingly small b. unknown c. significant
3
V. Learning Concepts
What did you do with the information you have gathered

from the survey?
Is the result too long and difficult to analyze?
Don’t you worry because this is exactly what you are
going to learn from this module.
After a series of making survey, distributing and gathering data, now it is time for you
to make a summary of what you have found. These are the key points you need to follow to
make your findings understandable and reliable.
Some techniques to differentiate your own research from previous research in your
writing (these are suggestions not rules, and your best guides is to see how other writers in your
discipline do this.)
Use the first person to describe the findings Ex. My data shows…
Consistently use this to refer to your own Ex. This study…
research and refer to previous research by The findings of this research…
name, place or time Smith and Geva found that…
A previous study in Belgrade
Make reference to similarities or differences Ex.

in approach or findings Similar research carried out in the 1980s
showed that…
Use the present perfect tense to highlight the Ex.
recent relevance of your research in The study has shown a prevalence rate of 2.5
comparison with earlier research, referring to which is greater than that found by Smith and
it in the simple. Geva in their Belgrade study.
USING CAUTIOUS LANGUAGE

Discussing results and drawing conclusions involves making claims about
interpretation, significance and applicability. This is done within a research tradition where
existing knowledge is always being modified in the light of new results. As a researcher, you
are expected to distinguish carefully between.
Knowledge you are sure because you have reliable evidence for it
Other knowledge you are less sure of
Other knowledge you think is only within the realms of possibility
Therefore, very strong claims, like the one below, are rare in academic writing.
Reducing fat intake lowers the risk of heart disease.
4
A claim like this which implies that the statement is true in every case cannot be
supported with evidence. Claims should therefore be specific and precise and the level of
certainty must match the level of evidence.
There are many methods used in academic writing to qualify claim.
1. Indicate the degree of probability (note how the claim progressively weakens)
It is certain that
It is very probable / highly likely that
It is likely that reducing fat intake lowers
the risk of heart disease
It is possible that
It is unlikely that
Reducing fat intake lowers the risk lowers the risk of heart disease.
Reducing fat intake could/might lower the risk of heart disease
Reducing fat intake may lower the risk of heart disease.
2. Distance yourself a.) from the claim

Reducing fat intake appears to lower the risk of heart disease.
It seems that reducing fat intake lowers the risk of heart disease.
Some researchers suggest that reducing fat intake lowers the risk of heart
disease.
Or b.) from the data, by showing its limitations:
Some studies indicate that reducing fat intake lowers the risk of heart disease.
For this age group, reducing fat intake lowers the risk of heart disease.
In most of cases studied, reducing fat intake lowered the risk of heart disease.
3. Use a qualifying verb
Reducing fat intake tends to lower the risk of heart disease.

Reducing fat intake contributes to lowering the risk of heart disease.
4. In practice, a combination of these methods is often used.
The majority of studies indicate that for this age group, reducing fat intake
contributes to lowering the risk of heart disease.
5
A survey is a research method for collecting information from a selected group of
people using a standardized questionnaires or interviews. It is also a means of obtaining
information not generally available under other circumstances, and are often use in Social
Sciences. Questionnaire is just one part of the survey.
What is a questionnaires?
A list of survey questions asked to respondents to extract specific information.
Questionnaire is the data collection component of overall survey.
Are questionnaire and survey the same?
Very often, the questionnaire and survey are used to mean the same thing. But there is
an important distinction between them: SURVEY describes the process of conducting a
research, which includes the series of 7 steps, while the questionnaire is one part of the survey
process.
We are all observer in our walking hours, but there are characteristics of scientific
observations that distinguish them from our everyday observations. One of the most important
is that scientific observations should be recorded immediately in a notebook. In discussion
observation , we are referring not only to observation but also to data collected by. Observation
involves selection and description
So you have just conducted a Survey and want to show your results in the best way
possible?
To be able to create and present an organized picture of information from a research
report, it is important to use certain techniques to communicate findings and interpretations of
research studies into visual form. The common techniques being used to display results are
tabular, textual and graphical methods.
Before the actual presentation of data, these non-prose forms must be properly
introduced or described.
Some ways of introducing graphs are as follows:
1. The pie graph presented in Figure 2 shows the total number of enrolled Grade 11
senior high school students for school year 2014-2015.
2. The bar graph in Figure 1 presents the level of performance of senior high school
students in different subjects such as English, Mathematics, Social Science, and Management.
3. Table 9, entitled “Weighted Mean of the Response of the Grade-VI Teachers
Regarding Clinical Supervision during Post-Conference,” appears on page 34.
4. Table 4, below shows the weighted mean of the level of validity of test papers in
terms of hierarchy of taxonomy.
Tables- Sometimes, you can simply report the information in a table. Tables provide
exact values and illustrate results efficiently as they enable the researcher to present a large
amount of space. The data, usually shown as specific numerical figures, are arranged in an
orderly display of row and columns to aid in comparison. Therefore, the readability of both the
results and analyses of variance is enhanced.
6
The following must be observed in the use of table:
1. Precise values are better than rounded-off values for they may display patterns and
exceptions.
2. Comparing numbers down a column is better than a cross row.
3. Column and row averages provide a visual focus that allows easy inspection of data
After the presentation of the table, there is a need for a written analysis. The use of
different colors is also encouraged for every column or row to make the data stand out.
Tables can be used in the following scenarios:
1. A single category is to be presented in different points. One example is the category
of performance at different points. One example is the category of performance at
different levels.
2. An exact value like the weighted mean or frequency must be emphasized.
3. The data set contains few numbers.
A good table must should include the following parts

1. Title Number and Title-These are places above the table. The title is usually written
right after the table number.
2. Caption Subhead- this refers to columns and rows
3. Body- It contains all the data under each subhead
4. Source- It indicates if the data is secondary and it should be acknowledge
How are we going to summarize findings from a report using Tables?
Table 21.1. Sample Weighted Mean of the Responses of the Grade-VI Teachers Regarding
Clinical Supervision during Post-Conference.
Weighted
Behavioral Responses Verbal Interpretation
Mean
1. Accepts all comments and suggestions of
4.49 Very Apparent
the supervisor.
2. Reacts positively to the feedbacks 4.85 Very Apparent
3. Feels nervous 3.03 Apparent
4. Responds normally, thinking of clinical
3.97 Satisfactory Apparent
supervision as a regular process.
5. Shows gratitude to the supervisor for the
4.67 Very Apparent
pointers given to improve certain areas
Average Weighted Mean 4.2 Very Apparent
“Reacts positively to the feedback” is the indicator with highest weighted mean of 4.85 with
an interpretation of “Very Apparent” while the indicator ; “Feels nervous”, has the lowest
weighted mean of 3.03 and is verbally interpreted as “Apparent”. This variable has an average
weighted mean of 4.2 and verbally interpreted “Very Apparent”
7
Table 2
Profile of Students According to Gender
Gender Frequency Percentage
Male 120 40%
Female 180 60%
Total 300 100%
Among 300 respondents , 120 (40%) are males and 180 (60%) are females)
Graphical Method of Presenting the Data
A graph or chart portrays the visual presentation of data using symbols, such as lines,
dots, bars or slices. It depicts a trend of a certain set of measurements or shows comparison
between two or more sets of data or quantities
How about summarizing information using a pie graph?
A pie chart is usually used to show how parts of a whole compare to each other and to the
whole.
The entire circle represents the total and the parts are proportional to the amount of the total
they represent.
600 1200
1400
First Second Summer
Figure 21.1. Sample Total Population of Enrollment of Senior High School (Grade 11) Students
for School Year 2014-2015
The Pie graph shows that the highest enrollment of senior high school (grade 11) student is
recorded in the second semester of school year 2014-2015 with 1400 enrollees while the lowest
enrollment is listed in the summer term with 600 enrollees.
A bar graph uses bars to compare categories of data. It may be drawn vertically or
horizontally.
8
A vertical bar graph is best to use when comparing mean s or percentages between distinct
categories. The categories are measured independently and compared with one another.
A horizontal bar graph may contain more than five categories. A bar graph is plotted on either
the x-axis or y-axis.
100
80
Grade (%)
60
40
20
0
English Mathematics Social Science Management
Axis Title
Figure 21.2. Sample Level of Performance (%) of Senior High School (Grade 11) Students in
Various Subjects
The bar graph shows that the senior high school (Grade 11) students has the highest level of
performance in their Management subject with an average grade of 95% while the English
subject has the lowest level of performance with an average grade of 75%. The two subjects,
Mathematics and Social Science, have performance level between the average grades of 80%
to 85%.
Line Graph / Time Series is a graphical presentation of data that shows a continuous
change or trend. It may show an ascending or descending trend.
The graph below shows how people buy music. Summarize the information by selecting and
reporting the main features, and make comparisons where relevant.
The graph illustrates trends in music buying habits between 2011 and 2018. It presents
three different methods: streaming, downloading and buying CDs.
9
Overall, both downloads and physical sales of music have steadily declined. The latter
has slumped since 2011, while the downturn for the former began in 2014. However, there has
been a sharp rise in people streaming music since 2013.
In 2011, the majority of music sales were of CDs, at 55% of all sales. In contrast,
streaming was not common at all at only 5%. Also, although people had started to download
music, it only represented 35% of sales. As sales of CDs began to fall, downloads started to
rise. They rose steadily and downloads overtook physical sales in mid-2013. During the same
period, streaming doubled to 10% but then it started to grow more dramatically.
Downloads peaked in 2014 at about 43% of sales but fell to 30% by 2018. This was
slightly higher than physical sales, which shrank to 25%. Streaming, on the other hand,
overtook both of them and accounted for just over 40% of sales in 2018.
VI. Practice Tasks
Do you want to try the concepts above? Now, that you have some idea about how
to summarize findings and execute the report through narrative and visual /graphic forms,
let’s try what you have just known in the activities that follow.
Ready? Start!
A. Practice Task 1: Trial Stage

Given the following data create a respective graph of each item in a separate
sheet of paper or in your notebook.
1. There are 42, 036 barangays in the Philippines. The largest barangay in
terms of population size in Barangay 176 in Caloocan City with 247
thousand persons. It is followed by Commonwealth in Quezon City (198,
295) and Batasan Hills in Quezon City (161, 409). Twelve other barangays
posted a population size of more than a hundred thousand persons. (Table
2. Enrollment of Mabait National High School. (Line Graph)
2006- 650
2017-1,000
2018- 800
2019- 1,500
2020- 1,200
10
3. When asked of the preferred distance learning modalities, these are the
percentage of the answers of the 100 students from Fortitude Senior High
School. (Pie graph)
25%- Modular Learning
5%- Online Learning
10%- Television
5%- radio
55%- blended learning
B. Practice Task 2: Rehearsal Stage
You are going to use the graphical presentation you have made in
practice task 1 in this activity. Write a summary of your findings based on the
graphs. (Choose at least 2 graphs which you prefer.) Write your answer in your
notebook.
C. Practice Task 3. Challenger Stage
Below is a survey report from Social Weather Surveys. Create a summary of the
findings and present it through your graphical presentation. Write your answer on a
separate sheet of paper or in your notebook.
SWS: 3 of 5 Pinoys believe China concealed COVID-19 info

Published July 14, 2020 2:48pm
By DONA MAGSINO, GMA News
Three out of five Filipinos believe China withheld information about COVID-
19, which has already infected 12.7 million people across the globe, according to results
of recent Social Weather Stations (SWS) survey released on Tuesday.
Results of the July 2020 national mobile phone survey show 61% of the
respondents accepted the allegation made by other countries that China did not disclose
full information regarding the coronavirus, including the severity of the disease it
causes and the number of deaths there.
The survey also shows 28% of respondents strongly believe while 33%
somewhat believe the accusation against China. On the other hand, 23% expressed
disbelief and 15% were undecided.
11
D. Optional Task 4. My Way!
Given the following data below, create a summary of your findings. You can
write in your notebook.
Amount of
Time Spent Amount of
Average Grade Time Spent
Daily on Time Spent
for the class Daily Doing
Homework Daily Watching
(%) Chores
(min.) TV
(min)
September 85 73% 64 30
October 79 73% 116 35
November 48 75% 183 32
December 15 70% 212 37
January 39 68% 205 29
February 8 66% 215 28
March 10 69% 198 32
April 14 70% 168 33
May 26 72% 83 28
June 3 71% 45 20
VII. Post-Test
Timed Test. Congratulations for making it to this stage! You are close to
completing this module.
Create a summary of your findings based on the graphical presentation presented
below.Write in your notebook.
A.
12
B.
Reflection. As you are to leave this module, would you care share some insights you got
from the topic, the reading selections, and the activities? I would really be glad to hear
something from you.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________
Assignment: HOME BOUND!
Conduct a survey to every member of your family. Ask them what their usual new
normal activity at home is. Gather their answers and create a graphical presentation together
with a summarized narrative findings of the said survey. Use a coupon bond paper.
13
Be guided by this
Rubric
ANSWER KEY:
Post Test: The teacher may check the result of the post test using the rubric below.
CRITERIA Needs Fai Good Very Excellent Scor

More r Good e
Effort
1 2 3 4 5
Content
There should be an
originality of ideas. It is well-
explained by using the data
to support the presentation.
Organization
The ideas are organized
smoothly using the different
transition devices
Language and Style
There is an accuracy in
grammar, spelling and
punctuation
There are appropriateness of
vocabulary used ,
TOTAL:
Practice Task 1 Answer may vary, the teacher will use a rubric to rate the output of the
student.
CRITERIA Needs Fai Good Very Excellent Scor
More r Good e
Effort
1 2 3 4 5
Be guided by this
Content Rubric
There should be an
TOTAL:
14
For Practice Task 2,3 and Optional Task- Answer may vary, the teacher will use a rubric
to rate the output of the student.
Be guided by this
Rubric
CRITERIA Needs Fair Good Very Excellent Score

More Good
Effort
1 2 3 4 5
Content
There should be an
Organization
The ideas are organized
smoothly using the different
transition devices
Language and Style
There is an accuracy in
grammar, spelling and
punctuation
There are appropriateness of
vocabulary used ,
TOTAL:
15
REFERENCES:
Evans, D., & Gruba, P. (2002). How to Write a Better Thesis (2nd ed.) Parkville: Melbourne
University Press.
Golden-Biddle, K, & Locke, K. (1997). Composing Qualitative Research Thousand Oaks.
Sage Publications.
Silverman, D. (2005). Doing Qualitative Research: A Practical Handbook (2nd ed.). London.
Sage, Publications.
Swales, J.M, & Feak, C.B. (2004). Academic Writing for Graduate Students (2 nd ed.) Ann
Arbor University of Michigan
Reading Texts:
Alignay, M.S. (2016 Sept. 24). When family time becomes gadget time. Manila Bulletin.
Available at: https://mb.com.ph/2016/09/24/when-family-time-becomes-gadget-time/
Belarmino, M. (2015 May 19). Positive discipline: The new way of parenting. Rappler.com.
Available at: https://rappler.com/voices/ispeak/positive-discipline-new-way-
parenting.
Layug, F.F. (2020 Jul 8). Facing the new challenges in the new normal. Sun.Star Pampanga,
p.10.
National Disaster Risk Reduction and Management Council. (15 Nov. 2019). Situational
report no. 13. Re: Preparedness measures and effects of typhoon “Quiel” (I.N. Nakri)
and tail-end of a cold front (TECF). NDRRMC, Camp Aguinaldo, Quezon City,
Philippines.
Images:
Call Out Clipart, Transparent PNG Clipart Images Free Download. Accessed from <
https://images.app.goo.gl/wLgLi1FZsuezEX4t5>
Clipart Exercise Plank - Push Up Clip Art Transparent Cartoon. Accessed from
<https://images.app.goo.gl/SZmvFX17M3YqavUq9> and
<https://www.jing.fm/iclipt/ThRbho/>
Cartoon alarm clock. Accessed from https://images.app.goo.gl/TpLdGdjsXeP8uX3j8 and
<https://www.vectorstock.com/royalty-free-vector/cartoon-alarm-clock-vector-
482029>
Confused Smiley Face Clip Art Clipart - Question Mark Smiley Face. Accessed from
https://www.clipartmax.com/middle/m2K9A0m2Z5m2A0b1_confused-smiley-face-
clip-art-clipart-question-mark-smiley-face/
Let's Discuss Bitmoji. Accessed from
<https://www.clipartmax.com/middle/m2H7N4N4A0i8A0K9_lets-discuss-bitmoji/>
Morning Meeting - Sharing Time - Second Grade Stories. Accessed from <
https://images.app.goo.gl/XGv2cXFbKu4rHjaC6>
16
No Politics Cliparts #2628091. Accessed from < http://clipart-
library.com/clipart/1918311.htm>
Purple Clipart Wand - Adobe Illustrator Reflect Tool. Accessed from <
https://www.clipartmax.com/max/m2i8K9i8H7K9i8K9/>
Silhouette with Greek temple Parthenon. Accessed from <https://depositphotos.com/vector-
images/temple.html>
Teen Cliparts #285074. Accessed from <http://clipart-library.com/clipart/345799.htm>
Wagging Stock Photos And Images - 123RF. Accessed from <
https://images.app.goo.gl/sRdGQvyKE3KYsqVQ9> and <
https://www.123rf.com/stock-photo/wagging.html?sti=m5urmgllhai35k2cos|>
What is temp directory? Accessed from <https://images.app.goo.gl/ktoLscXSHnvyxdAf7>
and <https://www.computerhope.com/jargon/t/tempdir.htm>
17
English for Academic and Professional Purposes. - Grade 11- 12
Quarter 2 – Module 7: Gathers Information from Surveys, Experiments or Observations
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this book are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.

Writer: MONICA G. BAUSTISTA

SONIA V. PRENSADER
JOSALIE T. TONIO
LORAINE T. CHIONG

Illustrator / Layout Artist: JOHN MICHAEL P. SARTE

SHS

and Professional
Purposes
GATHERS INFORMATION FROM SURVEYS,
EXPERIMENTS OR OBSERVATIONS
Department of Education. This module was collaboratively reviewed by educators
and program specialists in the Regional Office V. We encourage teachers and
other educational stakeholders to email their feedback, comments, and
recommendations to the Department of Education at ____________________.
1
I. INTRODUCTION
Good job learners! Now that you’ve accomplished your task in collecting data from surveys
and interviews, you’re probably wondering about what to do with those! Don’t worry because in
this module, you will learn about the necessary ways, procedures or steps on how to interpret and
understand the data or information from the survey/s, experiment/s or observation/s you have
conducted and collected.
II. OBJECTIVES
At the end of this lesson, you are expected to:
● Gathers information from surveys, experiments or observations
III. VOCABULARY LIST

As you go through this lesson, you might encounter unfamiliar words, the following table
shows these words:
Data Facts or information used usually to calculate, analyze or plan something

(Merriam Webster Dictionary).
Survey It is a research method used for collecting data from a predefined group of
respondents to gain information and insights into various topics of interest.
They can have multiple purposes, and researchers can conduct it in many ways
depending on the methodology chosen and the study’s goal.
Coding Involves translating entries on questionnaires to letters or numbers.
Loopholes An error in the way a law, rule, or contract is written that it makes people to
legally avoid obeying it.
Source: Merriam Dictionary
PART IV. PRE-TEST
Now that you’ve got ideas on what you are about to venture out, please answer the activity
below. Make sure to read and follow the instructions properly. Write your answers in a separate
sheet of paper or in your notebook.
2
KWL CHART
INSTRUCTIONS: On the first column, list the things that you know about data gathering,
processing and organization. On the second column, list the things that you want to know about
data processing and gathering. On the third column, list the things that you have learned (based on
your readings) about data processing, gathering and organization.
What I know about data processing, What I want to know about What I have learned
gathering and organization data processing, gathering and about data processing,
organization gathering and
organization
V. LEARNING CONCEPTS
Very good! I’m sure you are ready to learn! There are three concepts that you need to
remember in this lesson.
GATHERING INFORMATION FROM SURVEY/S AND INTERVIEWS
(QUANTITATIVE AND QUALITATIVE DATA)
A data analysis also lends credibility to the researched data. It backs the data up with
trustworthy references and gives it a theoretical base to stand on. Data Analysis is also an easy
way to evaluate the students regarding their understanding of the research material in general.
Your data is the backbone of your research. It is the base on which the entire study will rely
upon. After months of grueling researches, scholars amass large amount of data. This data has
to be properly integrated and kept in an organized fashion. This article will discuss about the
importance of data analysis in a research paper. Providing an insight and interpretation in the
form of analysis of the entire data also rules out any chance of human bias. The reader would
get a clear and straightforward picture. Similarly, the researcher being devoid of loopholes and
hanging ends would deliver the precise intended message across without any incidence of the
reader getting biased (Strauss, et al, 1990).
3
A. PROCESS OF QUANTITATIVE DATA PREPARATION/ANALYSIS
In order for you to follow step by step as to how should you gather information from
survey/s, experiment/s, and quantitative data, follow these simple steps below:
STEPS IN GATHERING INFORMATION FROM SURVEYS, EXPERIMENTS OR

QUANTITATIVE DATA
S Your main task in this step is to collect and prepare data you’ve
t gathered from a survey. Your aim is to convert raw data into
DATA
e something meaningful and readable.
PREPARATION
p
1
The purpose of data validation is for you to find out, as far as
possible, whether the data collection was done as per the pre-set
standards and without any bias. It is a four-step process, which
S includes…
1. Fraud, to infer whether each respondent was actually
t DATA interviewed or not.
e VALIDATION 2. Screening, to make sure that respondents were chosen as per
the research criteria.
p 3. Procedure, to check whether the data collection procedure
2 was duly followed.
4. Completeness, to ensure that the interviewer asked the
respondent all the questions, rather than just a few required
ones
(Black, 1999)
Typically, large data sets include errors. For example, respondents
may fill fields incorrectly or skip them accidentally. To make sure
S that there are no such errors, the researcher should conduct basic
t data checks, check for outliers, and edit the raw research data to
DATA EDITING
e identify and clear out any data points that may hamper the accuracy
p of the results. (Black, 1999)
3 For example, an error could be fields that were left empty by
respondents. While editing the data, it is important to make sure to
remove or fill all the empty fields.
S a.) Data coding is the process of converting data collected into numeric
t DATA CODING format. To facilitate the coding process, a codebook should be
e created to guide the coding process. A codebook is a
4
p comprehensive document which contains detailed description or
4 explanation of the following:
1. each variable in a research study,
2. items of measures for that variable,
3. the format of each item (numeric, text, etc.);
4. the response scale for each item (whether it is measured
using The four levels of measurements include (Yamashita
& Espinosa, 2015):
● nominal data: basic classification data; lack logical
order - e.g. male or female
● ordinal data: has logical order but lack constant
differences between values – e.g. Pizza size (large,
medium, small)
● interval data: has logical order, is continuous, has
standardized differences between values but lacks
natural zero – e.g. Celsius degrees
● ratio data: has logical order, is continuous, has
standardized differences between values, and has a
natural zero – e.g. height, weight, age, length
5. After identifying a level of measurement, the next step is
to use a specific analysis technique in analyzing data.
There are several procedures that can be used to analyze
data. Main ones include (Yamashita & Espinosa, 2015):
● Data tabulation (e.g. frequency distributions &
percent distributions)
● Data descriptives (e.g. Mean, medium, mode,
minimum and maximum values, etc.)
● Data disaggregation (tabulation of data across
multiple categories)
● Moderate and advanced analytical methods
(regression, correlation, variance analysis)
Source: Bhattacherjee 2012,
120
5
After you’ve finished coding the data, your next task is to transfer
the information from survey questionnaires or code sheets to
S computer files for processing. It is done more quickly and more
T DATA ENTRY accurately if two persons work together- one reading and
E OR DATA typing/entering information (Black, 1999). Smaller data sets with
P RECORDING less than 65,000 observations and 256 items can be stored in a
5 spreadsheet such as Microsoft Excel, while larger dataset with
millions of observations will require a database.
Source: Bhattacherjee 2012, 120
S DATA Data transformation is the process of converting data from one
t
format or structure into another format or structure (Black, 1999).
e TRANSFORMATI
p ON
6
S This involves double checking of the data that you’ve entered in
t DATA
the computer. This is important specifically if there are large
e
CLEANSING
p numbers of respondents (Black, 1999).
7
B. PROCESS OF QUALITATIVE DATA ANALYSIS
According to the National Science Foundation (1997): Qualitative analysis is “unguided

by universal rules; has a fluid process that is greatly dependent on the evaluator and to the context
of the study.” This involves the identification, examination and interpretation of patterns and
themes in textual data. This also determines how these patterns and themes help answer the
research questions. Start the analysis process by “getting to know” your data. You do this by
listening to your tapes, transcribing interviews from tape to paper, and reading over the written
transcripts. After doing this, you might have a general feeling or idea of what people are saying
and what your results are looking like; but, you’ll be surprised at how much more information is
contained in your data once you start going deeper and begin a systematic and rigorous analysis!
Formal systems for the analysis of qualitative data have been developed in order to help
researchers get at the meaning of their data more easily. These systems involve:
1. GETTING TO KNOW THE DATA

- Reading, listening and playing the recorded responses and taking down notes.
6
2. FOCUSING THE ANALYSIS
- focus by question or topic
- focus by case, individual or group
3. CODING - Categorizing the data

- is the process of analyzing the data and searching for essential information that answers the
research questions. They are considered essential if they occur of have been mentioned several
times by the informants. In other words, it is a process of filtering the data (Farber 2006). These
essential words are marked or labeled (coded). Codes are words that represent themes or
patterns. There are two types of codes in qualitative research: emergent and preset (Taylor-
Powell and Renner 2003). Emergent codes are those that show up during analysis while preset
are codes that have been identified prior to analysis. Qualitative researchers use codes to easily
identify meanings and group similar patterns or themes that occur or transpire in the interview
transcript of each participant. By using codes, the researcher can easily make an inference or
analysis.
IMAGE SOURCE: Practical Research I, Teacher’s Guide, DepEd
4. ENTERING DATA
- Encoding and saving the file.
5. EDITING/REVISING
- Editing is checking the format, grammar, etc.
-Revising is checking the content and logical organization.
6. IDENTIFYING MEANINGFUL PATTERNS AND THEMES -
7
- Content Analysis – identifying patterns ideas, concepts, behaviors, incidents, terms or
phrases used and interpreting their meanings.
- Thematic Analysis – analyzing the data by grouping them according to themes.
7. INTERPRETING THE DATA
- After identifying the themes and patterns and after analyzing the identified themes and patterns,
these must be synthesized as a whole. Meaning and significance are attached to the analysis of
data. This plus the patterns and themes identified will all help formulate the Findings,
Conclusions and Recommendations of the study.
Example:
Research Title: The Effects of Cyberbullying among Teenagers
Statement of the Problem
1. What are the experiences of selected teenagers in relation to cyberbullying?
2. What are the effects of cyberbullying among these teenagers particularly in the following
variables:
a. Physical b. Psychological
c. Emotional d. Social
This chapter presents the data gathered by the researchers regarding the cyberbullying experiences
of teenagers as well as the effects in their (a) physical, (b) psychological, (c) emotional and (d)
social aspects of their life. Similarly, this section provides the analysis of these data and finally
the interpretation of these analysed data.
Cyberbullying Experiences
Respondent ARespondent A is a girl, 17 years of age

and an active Facebook user. Her first experience of bullying is….
SOURCE: Practical Research I PowerPoint Presentation by Julius Caesar P. Averilla, Ed.D, facilitator during the
Mass Training of Teachers on Academic Track.
C. GATHERING INFORMATION FROM OBSERVATIONS
TYPES OF
DEFINITION EXAMPLES STRENGTHS AND WEAKNESSES
OBSERVATION
Participant vs. Non- For example, a Both participant and non-participant
Non- participant researcher who wants to observation can yield valuable or
Participant observation: study “paghagot” could detrimental observational data,
Observation the researcher first watch parhagots depending on your study. However,
8
is separate (i.e. non-participant they are often most effective when
from the observation) to get an used together to develop a more
activity overview of how they do complete picture of what’s being
their job. studied.
Then the researcher
could participate in
Participant
“paghagot” (i.e.
observation:
participant observation)
the researcher
to directly interact with
is involved in
the ‘parhagot’ and learn
the activity
more about its internal
dynamics.
Simple
observation: Both of these forms of observation
The researcher counts
the researcher are most valuable when used
how many students fail
collects together to understand details within
mathematics class in a
simple a bigger picture. For example, a
specific grade level
numerical researcher may combine simple
data observational data (how many
people attend a workshop) with
Simple vs. behavioral observational data (how
Behavioral actively people participate in the
Observation Behavioral workshop) to assess how effective a
How engaging a lecturer
observation: workshop is.
on Mathematics is or
the researcher
how motivated the
interprets Even seasoned professionals are
“failing students” are in
people’s susceptible to researcher bias —
the said subject matter?
behavior errors due to bias and mental
shortcuts. Watch out for these
shortcomings that can discredit even
the best surveys.
Direct Direct observation is valuable
observation: (e.g. they are watching because it offers real-time
the researcher students in the cafeteria information. Its weakness, however,
observes an at lunch to learn about is that it misses anything outside of
activity as it their eating habits) the observation.
happens
Direct vs.
The value in indirect observation lies
Indirect
Indirect in the fact that it is non-invasive and
Observation (e.g. they examine the
observation: people’s behavior will not be
trash left over after
the researcher affected by the presence of an
students’ lunches to
observes the observer. Its weakness, however, is
learn about their food
results of an that information collected could be
waste habits)
activity limited depending on what is being
indirectly observed.
Covert observation raises immediate
ethical issues (since people involved
Covert observation takes
Covert in a study should give informed
places when a researcher
Covert vs. observation: consent first). However, covert
is observing the activity
Overt the researcher observation allows researchers to
in secret (perhaps
Observation observes access groups that otherwise would
through a hidden video
secretly not participate in studies, allowing
camera).
researchers to expand knowledge on
lesser-known social groups.
9
An advantage of overt observation is
that it lets researchers be honest with
Overt participants and tell them they’re
In overt observation, as
observation: being observed. This avoids any
the name describes, the
people know ethical issues, like the lack of
people being observed
the researcher informed consent. However, a
know a researcher is
is observing related disadvantage is that the
observing them.
them participants understand the aims of
the observer, so they’re more likely
to alter their behavior.
Observational data is a valuable form of research that can give researchers information that
goes beyond numbers and statistics. In general, observation is a systematic way to collect data by
observing people in natural situations or settings. There are many different types of observation,
each with its strengths and weaknesses (Ferguson, 2018).
Should you collect observational data? Here are its advantages and disadvantages:
Observation allows researchers to create and

Observation lets researchers view and test a
observe actual situations. For example,
hypothesis in the real world, making it less
instead of using data to try and predict what
hypothetical than other data collection
will happen when consumers pass a large
methods.
product display, observation can gather actual
results.
PROS OF COLLECTING
OBSERVATIONAL DATA
Observation is ideal for situations in which Observation provides a more reliable

nonverbal communication is important measurement of actual behavior than
for complete research. self-reported metrics.
10
Observational research can include a high

Some forms of observational research
degree of researcher bias — the observer
don’t always return an accurate
is human, and his/her subconscious
demographic sample. For example,
opinions or biases can affect the analysis .
researchers are sometimes left at the
mercy of whoever was available while the
CONS OF COLLECTING
OBSERVATIONAL DATA
Observation can be heavily dependent on

Observation often only tells one part of the
interpretation. Since a researcher cannot “see”
story. Observing actions tells a researcher what
attitudes or thoughts, it can be difficult to do
people choose to do, but it doesn’t tell why
accurate analysis on why people do what they
they chose to do it.
do from observation alone.
Source: Ferguson, 2018, https://humansofdata.atlan.com/2018/02/how-when-collect-

observational-data/
VI. PRACTICE TASKS
Well done, learners! Now that you’ve read and analyzed the learning concepts, it’s
time to test your understanding about the subject matter. You will have to answer the series
of activities provided below. But, before you accomplish the series of activities, read and
follow the instructions given in each task.
Practice Task 1
Code/Categories/Themes
Direction: Complete the table below. Think of possible preset codes/categories/themes
for the given questions.
Areas of Focus Codes/Categories/Themes
1. How do you deal with bullies?
2. What is the most preferred track of

incoming Grade 11 students?
3. What do you think is your secret

in your carpentry shop that keeps
customers coming back?
11
Practice Task 2
Direction: Analyze and comprehend the given interview transcription. Use codes
in order to identify patterns and themes.
Q1: What has motivated you to share, with so many people watching, all the personal
parts of your life?
A: My intention was never to become a tabloid. So when things kind of happened that
way, it got out of control. And then I was like, “Wait, none of this is true.” The way the
media has sometimes tried to explain things has made it sound really bad, when in reality
there’s nothing wrong with the fact that I needed to go away or that I fell in love. I had to
start opening up because people were taking away my narrative and it was killing me. I’m
so young and I’m going to keep changing, and no one has the right to tell me how my
life’s going.
Source: https://www.interviewmagazine.com/culture/selena-gomez-amy-schumer-spring-
2020
Practice Task 3
Direction: Provide the required information below. Refer to your proposed research study.
1. Proposed Study:
___________________________________________________________________________
_____________________________________________________________________
2. Conduct an interview using the questions you on your questionnaires to start coding, and
identifying themes and categories.
3. Write examples of transcript derived from the interview
Question:
________________________________________________________________________
Interviewee 1:
___________________________________________________________________________
_____________________________________________________________________
Interviewee 2:
___________________________________________________________________________
_____________________________________________________________________
Interviewee 3:
___________________________________________________________________________
_____________________________________________________________________
___________________________________________________________________________
_______________
4. What themes did you identify?
________________________________________________________________________
________________________________________________________________________
12
VII. POST TEST
Read and comprehend the questions below. Choose your answers from the given choices.
Write your answer/s in a CAPITAL LETTER in your notebook.
1. method in establishing reliability where the same test is given to a group of
respondents twice._________
A. stability B. sensitivity C. specificity D. speed
2. This involves the identification, examination, and interpretation of patterns and
themes.________
A. quantitative data analysis C. analysis
B. data analysis D. qualitative data analysis
3. Which of the following is the correct order of processes involving qualitative
analysis? ________
I. Cleaning the data
II. Coding
III. Entering and organizing the data
IV. Focusing the analysis
V. Getting to know the data
VI. Identifying meaningful patterns and themes
VII. Interpreting the data
A. V, IV, II, III, I, VI, VII C. VII, VI, I, III, II, IV, V
B. I, III, V, II, IV, VI, VII D. VII, VI, IV, II, V, III, I
4. Which of the following type of observation does the researcher observes an activity as
it happens? _______
B. Participant observation
C. Non-participant observation
C. Direct observation
D. Indirect observation
5. Which of the following is TRUE about observation as a type of data analysis method?
_________
A. Observation lets researchers view and test a hypothesis in the real world, making
it less hypothetical than other data collection methods.
B. Observation provides a more reliable measurement of actual behavior than self-
reported metrics
C. Observational research can include a high degree of researcher bias — the
observer is human, and his/her subconscious opinions or biases can affect the
analysis.
D. Observation often only tells one part of the story. Observing actions tells a
researcher what people choose to do, but it doesn’t tell why they chose to do it.
13
PART VIII. ASSIGNMENTS AND RECOMMENDATIONS
Instructions: Examine the table below that shows the freedom levels in the 10 countries of South East
Asia or the 10 member countries of the Association of Southeast Asia Nations or (ASEAN). Answer the
questions that follow then write your answers in a short bond paper.
Year 1980 1990 2000 2011
Freedom Freedom Freedom Freedom

Country PR CL PR CL PR CL PR CL
Status Status Status Status
Partly Partly Partly Partly

Singapore 5 5 4 4 5 5 4 4
Free Free Free Free
Brunei - - - Not Free 6 5 Not Free 7 5 Not Free 6 5
Partly Partly Partly Partly

Malaysia 3 4 5 4 5 5 4 4
Free Free Free Free
Partly Partly
Thailand 3 4 Free 2 3 Free 2 3 4 4
Free Free
Partly Partly Partly

Indonesia 5 5 6 5 3 4 Free 2 3
Free Free Free
Vietnam Not Free 7 7 Not Free 7 7 Not Free 7 6 Not Free 7 5
Partly Partly Partly

Philippines 5 5 3 3 Free 2 3 3 3
Free Free Free
Laos Not Free 7 7 Not Free 6 7 Not Free 7 6 Not Free 7 6
Cambodia Not Free 7 7 Not Free 7 7 Not Free 6 6 Not Free 6 5
Myanmar Not Free 7 6 Not Free 7 7 Not Free 7 7 Not Free 7 6
(PR: Political Rights; CL: Civil Rights)

Source: Freedom House (through Penang Monthly)
Questions:
1. What is the key concept or construct in the table?
2. What are the variables in the table?
3. In what levels of measurement are the variables in the table?
4. How will you code the variable in the table?
5. Are the indicators of the key construct valid and reliable? Explain your
answer.
Activity Source: Melegrito, L., and Mendoza D. Applied Research: An Introduction to

Quantitative Research Methods and Report Writing. Quezon City, Phoenix Publishing
House, 201
14
ANSWER KEY
a. PRETEST (answers may vary)

b. PRACTICE TASKS 1-2 (Answers may vary) but in learning task 3,
answers must be assessed using this rubric:
c. POST TEST
1. A
2. D
3. A
4. C
5. A,B,C,D
d. ASSIGNMENT
1. Freedom levels of 10 member countries of the Association of Southeast Asia Nation

2. YEAR, PR/CL and Freedom Status
3. Likert Scale
4. It can be coded as (1-3 for Free, 4-5 Partly Free and 6-7 Free) with intermediate anchors in
between.
5. The indicators of the key construct are valid and reliable because it covers the construct of
interest, and whether the scores it produces are correlated with other variables they are
expected to be correlated with and not correlated with variables that are conceptually
distinct. The reliability and validity of a measure is not established by any single study but
by the pattern of results across multiple studies since this came from a Valid Source. The
assessment of reliability and validity is an on-going process.
15
REFERENCES:
WEB/ONLINE REFERENCES
1. https://www.wallacefoundation.org/knowledge-center/Documents/Workbook-I-
Quantitative-Analysis.pdf
2. https://www.interviewmagazine.com/culture/selena-gomez-amy-schumer-spring-
2020
3. https://humansofdata.atlan.com/2018/02/how-when-collect-observational-
data/
4. https://www.questionpro.com/blog/quantitative-data/
5. https://libguides.macalester.edu/data3
6. http://learningstore.uwex.edu/assets/pdfs/g3658-12.pdf.
BOOK REFERENCES:
Bhattacherjee, Anol. “Social Science Research: Principles, Methods, and
Practices.” 2012
Black, T. Doing Quantitative Research in the Social Sciences. London City: SAGE
Publications, 1999
Crewell, John W. Qualitative Inquiry & Research Design: Choosing Among Five
Approaches, 2ND ed. Thousand Oaks, CA: Sage, 2007
Ferguson, NancyK. “Conducting Observation: A Practical Guide For School

Councelor”. ASCA 12, n0. 8 (2018): 567 -575.
Ferguson, Nancy K. “Conducting Qualitative Research: A Practical Guide For

School Councelor”. ASCA 9, n0. 5 (2006): 367 -375.
Madrigal, D., and B. McClain. “Strengths and Weaknesses of Quantitative and

Qualitative Research.” 2012
Strauss, Anselm, and Juliet Corbin. Basics of Qualitative Research: Grounded

Theory Procedures and Techniques. 1ST ed. Newbury Park, CA: Sage, 1990
Taylor-Powell, Ellen, and Marcus Renner. Analyzing Qualitative Data. Madison,

Wisconsin: University of Wisconsin-Extension: Program Development and
Evaluation, 2003.
http://learningstore.uwex.edu/assets/pdfs/g3658-12.pdf.
16
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES – GRADE 11/12
Quarter 2 – Module 6: CONDUCTS SURVEYS, EXPERIMENTS OR OBSERVATIONS
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.


Writer: DARWIN S. ARIATE

JOSALIE T. TONIO
SONIA V. PRENSADER
LORAINE T. CHIONG


SHS

and Professional
Purposes
CONDUCTS SURVEYS, EXPERIMENTS
OR OBSERVATIONS
teachers and other educational stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
____________________.
Department of Education Republic of the Philippine
1
I. Introduction:
You have explored the nature and purpose of designing a

questionnaire, and now you are ready to explore methods of data
collection. There are varieties of methods of data collection including
observations, experiments, surveys, and others. The most common
methods used are experiments, observations, and surveys. The
purpose of this lesson is for you to explore methods of data collection,
how they work in practice, the purpose of each, when their use is
appropriate, and what they can offer to your research. According to
Gena Showalter – “Giving up is the only sure to fail.” So let’s keep
fighting.
II. Objective:
At the end of this lesson, you are expected to:

Conducts surveys, experiments, or observations
III. Vocabulary List:
Let’s enrich your vocabulary with these terms that you will
encounter throughout this lesson.
Survey – measure characteristics of interest about a population using

selected sample without making connections between the data.
Observation – researchers determine whether an existing condition called a

factor is related to a characteristics of interest
Data – information gathered from the respondents/participants
Experiment – researchers create a condition by applying a treatment and

seeing if it has any effect on characteristics of interest.
Population – a group of individuals, institutions, objects and so forth with

common characteristics that are the interest of a researcher.
Biased Questions – the wording may lead the respondent to think a certain
way.
Control Group – is the group that does not get the treatment or is not given
special instructions to follow.
Treatment Group – is the group that gets the treatment or is given special
instructions to follow.
Skewed Data - it is when a curve appears distorted in a statistical
distribution.
2
IV. Pre-Test:
Multiple Choice : Write the letter of your choice in your answer

sheet or in your notebook.
1. Which of the following is a true observation?

a. It takes less time than interviews
b. It is often not possible to determine exactly why people behave
as they do
c. Covert observation raises fewer ethical concerns than overt.
d. All of the above.
2. When conducting an interview, asking questions such as: “What

else? Or ‘Could you expand on that?’ are all forms of:
a. Structured responses
b. Category questions
c. Protocols
d. Probes
3. Interviewing is the favoured approach EXCEPT when:

a. There is a need for highly personalized data
b. It is important to ask supplementary questions
c. High numbers of respondents are needed
d. Respondents have difficulty with written language
4. What type of survey question encourages an answer phrased in the

respondent’s own words?
a. Scan-Ended
b. Close-Ended
c. Talk-Ended
d. Open-Ended
5. Interview questions should:

a. Lead the respondent
b. Probe sensitive issues
c. Be delivered in a neutral tone
d. Test the respondents’ power of memory
3
V. Learning Concept:
Today, you are going to learn the three different ways on how to
conduct surveys, experiments, or observations.
The first method you have is a SURVEY. In doing a survey, the

researcher must understand the right mode of inquiry for establishing an
inference whether in a large group of people or from a small number of
people in a group. The very aim of conducting a survey is to present and
explain the actual experiences of a certain population.
Conducting survey is done in three (3) steps: 1) by email; 2) telephone;

3) personal interview. The method of data collection can be from observation
to content analysis and this can be used in the survey.
The challenges limitations of a survey are seen according to the

following criteria: 1) appropriateness of the method; 2) accuracy of what to
observe; 3) generalizability of findings; 4) administrative constrains; 5)
ethical and political difficulties.
An example of a survey is the open-ended questions. This is placed in

a box form and will permit your respondents to provide a unique answer.
This kind of approach is able to provide the respondents the freedom to say
what they feel about a topic, which provided you with an exploratory data
that may unleash important issues, opportunities, issues, or quotes.
(Buensuceso, Dacanay, Manalo, and San Gabriel, 2016, p101)
Let’s consider this example:

You want to know what proportion of your English class likes rock
music. You have three different ways to conduct a study and you need to
look at the key features of each different method, the pros and cons and
decide which method is best.
You already know that a survey means that you are going to select
people. And in this case those people would be in the English class because
that is your population and then you will ask them questions or multiple
questions depending on what you‘re looking for. In this example, you would
randomly select people and you could ask, for example “Do you like rock
music?”
So the positive side of this method is that it’s very time efficient. It’s
very quick to just come up with a question, ask someone a question and get
their answer then record it. This is also nice because you get the right to the
point in your question, you’re designing the question to get the exact
information you’re looking for so it focuses on the desired response.
The negative side of the survey is it’s very likely you could get biased
responses and remember biased responses caused us to get skewed data
4
and the reason you could get a biased response is because when you ask
someone a question the wording is very important. The wording of the
question or the way someone interprets your question can cause you to have
biased responses. So you have to careful with how you will ask and
formulate your question/s.
So for example, if you ask someone, “Do you like rock music?”
You might be biased towards saying YES or NO depending on how they feel
about rock music; whereas, maybe if you had them rank different kinds of
music and gave them different options that would give you a better idea on
how they really feel about this type of music.
So you have to be careful when conducting a survey. Make sure

the wording of your question is not going to cause someone to answer in a
different way.
The second method you have is OBSERVATION. According to

Buensuceso, Dacanay, Manalo, and San Gabriel (2016), Observation
may take place in natural settings and involve the researcher taking lengthy
and descriptive notes of what is happening.
It is argued that there are limits to the situations that can be observed
in their ‘natural’ settings and that the presence of the researcher may lead
to problems with validity.
Limitations with observation include:
a. Change in people’s behavior when they know they are being observed.
b. A ‘snap shot’ view of a whole situation
c. Think Big Brother…
d. The researcher may miss something while they are watching and
taking notes
e. The researcher may make judgments, make value statements or
misunderstand what has been observed
Strength of observation
a. Can offer a flavor for what is happening

b. Can give an insight into the bigger picture
c. Can demonstrate sub-groups
d. Can be used to assist in the design of the rest of the research
e. Sometimes, the researcher becomes or needs to become a participant
observer, where he/she is taking part in the situation in order to be
accepted and further understand the workings of the social
phenomenon
Observation can sometimes obtain more reliable information about

certain things – for example, how people actually behave. It can also serve
as a technique for verifying or nullifying information provided in face to face
5
encounters. People or environment can be observed. When environment is
researched, it can provide valuable background information that may inform
other aspects of the research.
Techniques for collecting data through observation:

Written descriptions
- The researcher makes written descriptions of the people, situations or

environment
- Limitations include
• Researcher might miss out on an observation as they are taking
notes
• The researcher may be focused on a particular event or situation
• There is room for subjective interpretation of what is happening
Video recording
- Allows the researcher to also record notes

- Limitations may include
• People acting unnaturally towards the camera or others
avoiding the camera
• The camera may not always see everything
Photographs and artifacts
- Useful when there is a need to collect observable information or

phenomena such as buildings, neighborhoods, dress, and
appearance
- Artifacts include objects of significance – memorabilia, instruments,
tools and others.
Documentation
Any and all kinds of documentation may be used to provide

information – a local paper, information on a notice board, administrative
policies and procedures.
As you can see, observation tells you that you are probably going to
observe people.
Let’s consider again the same example given.

You want to know what proportion of your English class likes
rock music.
In this method, you would randomly select people and you would just
observe their behavior and it depends on what your study is about. In this
scenario, you want to know people who like rock music. So for example, you
could play rock music for everybody in the class and you could just observe
6
how they react to the music and if they have a response or if they are
dancing or singing and that would be a way to have an observational study.
The positive side of this is that, in this situation you can acquire more
details and it’s different from just saying “Do you like rock music?” and
getting a Yes or No answer. If you’re observing how someone responds to
you playing rock music you’re going to get more data, you’re going to record
specifically how they react.
The negative side of this method is that it is time-consuming and it

can be difficult to observe somebody for a longer period of time. So with rock
music, it is not that hard to just play rock music and see how someone
reacts but depending on what your study is all about, you might need to be
spending more time observing them to get the information you need.
So, this method takes more time and it is not also perfect because you
don’t have a control group. Those are the group of people that you are giving
different kind of music and seeing how they respond to that.
The third method is EXPERIMENT. According to Murdock (2020), in

this method, you will randomly select people and you need to split them into
groups and they will now your control group. So for example, if you were
doing an experiment about medication, and you wanted to see if a
medication was helping somebody. You would have your participants in two
different groups and you would get different treatments. One group would
get the medication you’re interested in finding out if it works and then the
other group would maybe get a different medication that they are going to
take but they don’t know that it actually doesn’t do anything. So that would
tell us if there’s any bias in the experiment towards somebody thinking
they’d feel better just because they’re taking medication. So that’s one
example of how a control group would work.
Let’s consider again the same example given.

You want to know what proportion of your English class likes
rock music.
In this situation with rock music, your control group could be having
a group that listen to a different genre of music so that way you would be
observing one group listening to rock and one group listening to something
else and you could actually compare. It would show you if people are
responding a certain way just because you are giving them a certain
treatment versus how do they actually feel about rock music.
So the positive side of this is that the control group reduces bias
whereas in the survey and observational study, you didn’t have a control
group. It also allows you to determine if there’s a cause and an effect
happening. So it will really just give you a much deeper understanding of
how people are behaving based on your treatment to them, especially to the
7
example medication, you can really determine if the medication is helping
people or not.
The negative side of this method is, it is time consuming because

you’re going have two different groups. It is a little bit harder to keep track
of who’s in which group, how are you treating each group, and also this
method always have to be concerned with ethics meaning you are not going
to persuade them to behave in certain way or treating them in a way that is
not okay.
In this situation, you can do any of these methods but you have to be
aware of the ways you can get bias especially in a survey, you can get a lot
of bias responses and an observational study if you don’t have a control
group. So, an experiment is the best way to get a least amount of bias.
VI. Practice Task 1(Answers may vary)
Directions: Prepare a sample interview guide using the format stated below.
Sample title is provided for you. You may opt to provide another title of
your own.
Your output will be rated based on a rubric.
RUBRIC
CRITERIA
RATE Relevance to Clarity and
Originality/Uniqueness
Theme/Topic Preciseness
90-100
80-90
70-80
60-70
INTERVIEW GUIDE
Name: ___________________ (optional) Date: _________________________

Residence: _______________________
A Home away from Home: Success Stories of College Students in

Barangay Manambrag
(Research Title)
Question # 1
•
Question # 2
•
Question # 3
•
8
Practice Task 2 (Answers may vary)
Directions: Note some observations done about a research focusing on

superstitions and beliefs involving wedding.
Observation Guide
When 2 become 1: Wedding Beliefs, Rituals and Superstitions in

Barangay Agojo
Wedding Beliefs, Wedding Beliefs, Wedding Beliefs,

Rituals and Rituals and Rituals and
Superstitions Superstitions Superstitions
(Before) (During) (After
Practice Task 3 (Answers may vary)
Directions: Make a similar survey form to be used in the field. Use it

in the sample research title provided for you as your guide.
RUBRIC
CRITERIA
90-100
80-90
70-80
60-70
9
The Grouper Fishers of Barangay Bislig
(Research Title)
Survey Questionnaire:
• How many grouper fishers are actively involved in fishing?

• How much is the average income of every grouper fisher for the
month?
• What are the expenses incurred by every grouper fisher?
• What are some other improvements in the lives of grouper
fishers?
VII. Post Test (Answers may vary)
Directions: Prepare a qualitative research tool for your reference. Choose

from INTERVIEW GUIDE, SURVEY QUESTIONNAIRE, and
OBSERVATION GUIDE.
RUBRIC
CRITERIA
90-100
80-90
70-80
60-70
VIII. Assignments/Additional Activities
Directions: Prepare a qualitative research tool to be used in a particular

research topic.
Research Title: “Mea Culpa: Story of Trial and Forgiveness of a Drug
Surrenderee”
10
References:
Biglete, Amelia. “Lecture on Models of Research”. Lecture, De La Salle
University
Manila, 2016.
Creswell, J.W. (2009). Qualitative, Quantitative, and Mixed Methods

Approach,
chapter 9, qualitative procedures
Olson, Karin, Michael Coughlan, and Frances Ryan, ed. Handbook of
Qualitative
Health Research for Evidence-Based Practice. New York:
Springer, 2016.
Wolcott, H.F. (2001) Writing Up Qualitative Research, Newbury Park,

CA: Sage
Murdock, Emily, (May 23, 2020). Surveys, Experiments, and

Observational Studies. Retrieved from www.youtube.com
https://syudy.sagepub.com/grayresearchbusiness2/student-
resources/multiple-choice-quizzes
ANSWER KEY
Pre-Test:
1. D
2. D
3. D
4. D
5. A
11
EAPP – Grade 11/12
Quarter 2 Module 5: Designs, Tests and Revises Survey Questionnaires
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Writer: HAZEL GRACE T. VARGAS

SONIA V. PRENSADER
JOSALIE T. TONIO
LORAINE T. CHIONG


SHS

and Professional
Purposes
DESIGNS, TESTS AND REVISES
SURVEY QUESTIONNAIRES
teachers and other educational stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
____________________.
1
I. Introduction
One of the ways to gather data is through a questionnaire. However, as a
researcher, you must know the right questions that you will use to get the information
you need. Designing a questionnaire is quite challenging but fun. Do not give up if
your first attempt needs revision. Remember, practice makes perfect. Keep pushing!
II. Objective:
Designs, tests and revises survey questionnaires
III. Vocabulary List:
Before you begin, here are some words that you will encounter in the module:
⮚ Questionnaire – a written document containing questions and other types of items

designed to solicit information appropriate to analysis.
⮚ Survey Research - the collection of information from a sample of

individuals through their responses to questions or statements
⮚ Respondent – a person who provides data in a survey research.
IV. Pre-Test
At this point, you are going to check how much you know so far about designing,
revising and testing a questionnaire. Write your answers on a separate sheet of
paper or in your notebook. Are you ready?
Directions: Write T if the statement is True and F if it is False.
1. A questionnaire is the same as a survey.

2. When a staff handed you a piece of paper that asks you to choose a smiley to
express how you feel about their service is an example of a survey question.
3. A questionnaire should be anchored on the research problem.
4. In designing a questionnaire, a researcher can always include all the questions
that come into his/her mind.
5. Likert-Scale questionnaire items are best used to measure the feeling or opinion.
6. It is always good to appeal to the emotions of the respondents in creating
questions.
7. Arrangement of questions does not matter as long as it will provide the
information needed from the respondents.
8. Always use multiple choice type of questions or close-ended questions to be able
to gather data easily.
9. A questionnaire can be compared to a newly sewn dress that needs to be fitted
before finally giving to a customer.
10. Testing and revising a questionnaire can be ignored as long as the design of the
questionnaire hits the targeted research problem and the required data.
2
V. Learning Concepts
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 to gather data through a survey is
by using a survey questionnaire.
Have you experienced entering a restaurant or a café and you were asked to
answer a series of questions about your experience at that place or their service?
There are some places where all you need is to choose the type of smiley that
speaks of how you feel after your experience at their place. These are examples of
simple survey questionnaires.
A questionnaire is a structured series of questions designed to

collect primary data from respondents. A well-designed
questionnaire motivates respondents to provide accurate and
complete information which is very helpful in attaining the survey’s
objective. (QuickMBA.com, n.d.)
DESIGNING A QUESTIONNAIRE
Here are the suggested steps on how to develop a questionnaire:
(Adapted from QuickMBA.com)
3
Now that you know how to design the questionnaire, are you ready to form your
questions? Alright, let’s do this.
QUESTION WORDING BASIC

(Adapted from Filiberto, D. (2013) with some notes from Baxter, L. and Babbie, E. (2003))
1. Write short and simple questions
Respondents are often unwilling to study an item in order to understand it. Assume
that respondents will answer the questionnaire quickly. Therefore, provide clear,
short items that will not be misinterpreted.
Example:
Given the current trend of more hits, more home runs, longer games in general,
and more injuries in baseball today, do you think that steroid use should
continue to be banned even though it is not enforced?
*Problem: Long questions can be confusing
Better question:
Steroid use has both positive and negative effects on baseball. Do you think
that steroid use should be banned?"
2. Avoid leading questions, wording that influences respondents to consider a subject

in a weighted manner, or injects a preference or opinion.
Example:
Do you hate the president of the Philippines?”

Why is this leading? Because the question itself includes an opinion word.
Who do you think of when you hear COVID -19?

a. China b. Pres. Duterte c. Chinese d. Lockdown
Why is this leading? Because it forces the respondent to answer one of these
choices, even if none of them comes to mind.
What makes our product better than our competitors’ products?
3. Appropriately Open-Ended and Closed-Ended Questions
Use open-ended questions when responses need to be elaborated by the

respondents for exhaustive and comprehensive data gathering. They’re more suited
to exploratory research that looks to describe a subject based on trends and patterns.
4
Closed-Ended questions are popular because they provide greater uniformity
or responses and are easily processed compared to open-ended questions. However,
closed-ended questions the response categories should be exhaustive and mutually
exclusive. In other words, all possible options should be provided.
Example:
Why do you play sports?
1. Enjoyment 2. Health 3. Friends 4. Other-----
4. Questions must be non-threatening and attempt to evoke the truth.
Example:
Who do you think consume more cigarettes: you or your friends?
When a respondent is concerned about the consequences of answering a question in a

particular manner, there is a good possibility that the answer will not be truthful.
5. Question Clarity
Avoid ambiguities and vague words (e.g. usual, regular, normal)

Example:
What is your number of serving of eggs in a typical day?
Problem: How many eggs constitute a serving? What does ‘a typical day’
mean?
Better question:
On days you eat eggs, how many eggs do you usually consume?
Do you watch television regularly?

*Vague questions are difficult to answer (what is the meaning of "regularly"?)
Better question:
How often do you watch Television?"
Note: Questions should mean the same thing to all respondents. All the terms should
be understandable or defined, time periods specified, complex questions asked in
multiple stages.
6. Don’t use double-barrelled questions
Ask one question at a time. Avoid asking 2 questions, imposing unwarranted

assumptions, or hidden contingencies. Whenever you use ‘and’ on a question or a
statement, check if it is double-barrelled.
5
Example:
Do you find the classes you took during your first semester in SHS more demanding
and interesting than your JHS classes?
Yes No
* How would someone respond if they felt their SHS classes were more demanding
but also more boring than their JHS classes? Or less demanding but more interesting?
Because the question combines “demanding” and “interesting,” there is no way to
respond yes to one criterion but no to the other.
Do you find the classes you took during your first semester in SHS more
demanding than your JHS classes?
7. Clearly define the response scale dimension or continuum.
When using a response scale, clearly define the dimension or continuum

respondents are to use in their rating task
Example:
Response categories - Make them logical and meaningful: NOT:

Many......Some.......A Few......Very Few.....None
DO a Bipolar or Unipolar rating scale: Bipolar measures both direction and intensity
of an attitude: Unipolar scale measures one concept with varying degrees of intensity.
8. Minimize presuppositions – an assumption about the world whose truth is taken for
granted.
Answering a question implies accepting its presuppositions, a respondent may be led

to provide an answer even if its presuppositions are false.
Example:
Are you a DDS or a Dilawan?

Problem: presupposes that one of the alternatives is true.
What are your usual hours of work?”

Problem: Does respondent have usual hours of work?
Better Question:
What are your usual hours of work, or do you not have usual hours?
Remember: Each question should have a specific purpose or should not be included
in the questionnaire.
6
TYPE OF QUESTIONS AND ITS USAGE
1. Open-Ended
Best Used for:

o Breaking the ice in an interview
o When respondent’s own words are important
o When the researcher does not know all the possible answers
Example:
What changes do you recommend for the school to do in order to help students perform
better?
_________________________________________________________________________
_________________________________________________________________________
2. Closed-Ended
Best Used for:

● Collecting rank ordered data
● When all response choices are known
● 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
Other forms closed-ended questions:

a. Likert-Scale
Best Used for:

Assessing a person’s opinion and feelings about something
Example:
Please circle the way you feel about the following:
1 = Disagree 5 = Agree
7
b. Multiple Choice
Best Used for:
● When there are finite number of options
Example:
Which of the following best describes your current civil status?
Single
Married
Widowed
Divorced
c. Rating Scales
Best Used for:
● Rate things in relation to other things
Example:
How likely would you recommend the current strand you are enrolled in to your friend?
d. Ranking Questions
Best Used for:
● Ordering answer choices by way of preference. This allows you to not only
understand how respondents feel about each answer option, but it also helps
you understand each one’s relative popularity.
Example:
Rank the following subjects in order of preference – 1 being your favorite and 5 being
your least favorite.
English Social Sciences

Math Music, Arts, PE and Health
Science TLE
Filipino Edukasyon sa Pagpapakatao
So you now have your questions and you know which questions to use, let’s arrange
your questions! Are you ready?
8
ORDERING THE QUESTIONS
(Adapted from Contemporary Communication Research by Smith, M.J., 1988)
1. Adapt a general organizational pattern that complements a survey’s research

objectives.
Two general patterns:

o Funnel pattern – begins with broad questions followed by progressively
narrower or more specific ones
o Inverted pattern – narrowly focused questions are followed by more general
ones.
2. Topically related questions should be grouped together.

A researcher should group together questions pertinent to a single topic then
move to another topic. It is easier for the answer questions this way.
3. Easy-to-answer questions should be placed first.

Easy questions serve as motivation.
4. Questions should be ordered to avoid establishing a response bias.

*Response Bias – a tendency of a respondent to answer all closed-questions the
same way regardless of content.
Example: A respondent check “Somewhat agree” to all criteria.
Now that you have arranged your questions, the next thing to do is to make sure it
works. Remember, nobody’s perfect so don’t feel sad if you think your questionnaire
is no good. You can always revise it. Keep pushing!
TESTING AND REVISING THE QUESTIONNAIRE

Have you experienced asking a dressmaker or a tailor sew your school uniform?
What does a tailor or dressmaker usually do before finally giving you your sewn uniform? He
or she would let you fit it first, right? Why do you think so?
That is the same as the questionnaire. You are the tailor and the questionnaire is the
school uniform. You need to check if the questionnaire fits the respondents and your target
information. No matter how carefully you design a questionnaire, there is always the
POSSIBILITY of error. You are always certain to make some mistake. The surest protection
against such error is to PRE-TEST the questionnaire in full or in part. (Baxter, L. & Babbie,
E., 2003)
That is the last part of designing your questionnaire before finally administering and
distributing it to your respondents. There are no fixed steps on how to test your
questionnaire but here are some general guidelines that might be helpful. Keep in mind that
you are aiming for the questionnaire to be as effective as it can be.
9
Some Practical Tips on Testing a Questionnaire: (Adapted from tools4dev.org)
1. Find 5 to 10 people from your target group
2. Ask them to complete the survey while thinking out loud.

*take note of their opinions and feedback
3. Observe how they complete the survey.

*note their hesitations or where they made mistakes in answering. This is an
indication that the survey questions and layout are not clear enough and needs
improvement.
Look at this example:
4. Make improvements based on the results.

Quick tips before you finish the module:
✔ All questionnaires need an introduction. Be sure to have one.
✔ It is useful to begin every questionnaire with basic instructions for completing
it.
✔ The format of a questionnaire is as important as the wording and ordering. Be
sure that it is spread out and uncluttered.
✔ Physical aspects such as page layout, font type and size, questions spacing,
and the type of paper should be considered. Always check on these.
Congratulations! Your questionnaire is ready to go!
10
VI. Practice Task 1
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 nor 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.
5 – Very satisfied 4– 3 – Neither 2 – Somewhat 1 – Very

Somewhat satisfied nor dissatisfied dissatisfied
satisfied dissatisfied
5 4 3 2 1
Registrar’s Office
Canteen
Student Information System (SIS)
Comfort Room
Classroom Ventilation
Cashier’s Office
College/Department Staff
4. Please rate the following personal goals of going to Senior High School (SHS) 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 in a separate sheet of paper or in your notebook.)
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?
11
4. If you were to use a questionnaire with the same given survey topic, would you
consider using this questionnaire? Why or why not?
VII. Practice Task 2

Directions: Here are some survey questions from a questionnaire. Examine them
closely and identify whether they are acceptable or not. Write A for acceptable. For
any non-acceptable question, revise the question to make it acceptable.Write your
answers on a separate sheet of paper or in your notebook.
Example: (for non-acceptable)

Question: Was the school facility not unclean?
Revision: How would you rate the cleanliness of the school facility?
1. How awesome is the service provided?

2. Where do you enjoy drinking milk tea?
3. How would you rate the preparedness and rescue mission?
4. What device do you usually use to check your email?
A. Computer | B. Mobile Phone | C. Tablet | D. iPad
5. How was our service today?
Okay | Good | Fantastic | Unforgettable | Mind-blowing
6.
A B C D
Strongly Somewhat Somewhat Strongly
Agree Agree Disagree Agree
Students treat one another with
respect.
7. What Senior High School Track are you currently enrolled in?
a. Academic b. TVL c. Arts and Design d. Sports
8. Which of the following options best describes your employment status?

o Employed (Full-time)
o Employed (Part-time)
o Homemaker
o Retired
o Not currently employed
9. Who did you purchase the product for?
1. Self
2. Family member
3. Friend
4. Colleague
5. Others, please specify ______________________
10. Does Research contribute to your stress/anxiety level?
1 2 3 4
Not at all Absolutely
12
VIII. Practice Task 3
Directions: Make up several (5 to 10) questionnaire items that measures the people’s
feelings regarding the action of the government towards COVID 19 pandemic.Write your
answers on a separate sheet of paper or in your notebook.
Note: Each question that you make will be scored from 1 to 5 based on the rubric given
below. This means you have a chance to get a maximum of 50 points if all the questions
you made get 5 points.
Rubrics for Rating the Questionnaire Items

*each developed question (questionnaire item) will be rated based on the criteria given.
The question is clear and precise, collectively allowing for detailed,
unambiguous and meaningful answers. The question is interpreted
5
in the same way by respondents.
The question sometimes is clear and precise, collectively allowing

for meaningful answers. Questions are interpreted in the same way
4 by respondents.
The question somewhat clear and precise but contains minor

grammatical error and some characteristics of question wording is
3 not present. The question is interpreted in the same way by
respondents.
The question is quite difficult to understand, biased and/or leading

words are present, contains minor grammatical error. Question is
2 interpreted in different way by respondents
The question is difficult to understand not precise and ambiguous.

It contains major grammatical error. Question is interpreted in
1
different way by respondents
13
IX. Post-Test
Directions: Read each question carefully and choose the correct answer.Write your
answers in a separate sheet of paper or in your notebook.
1. A questionnaire is defined by the following except:
a. to gather data from respondents
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. Study the questionnaire item below and choose the correct statement that
describes the question.
Do you go to the park when you are stressed from work?
a. The question assumes that the respondent gets stressed at work.

b. It is a double-barreled question since work and the park are two separate
places.
c. It is an open-ended question and will be hard to quantify.
d. There is nothing wrong with the question.
6. 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
7. “How much is your ‘baon’ every day?”

If you were to revise this question, how should it be?
a. Do your parents give you ‘baon’? Yes No
14
b. I will provide options so that the respondent will not feel embarrassed
Example: Our parents does not give us money as ‘baon’.
Php 1.00 – 49.99
Php 50.00 – 99.99
Php 100.00 - above
c. I will not include this question in my questionnaire because it is not necessary.
d. There is no need to revise this question because it will give the information I
need.
8. Participants in a pre-test should be:

a. Representative of the target population under study
b. Friends and relatives
c. Other survey researchers
d. Individuals from outside the population under study
9. In testing your questionnaire, why is it necessary to observe where the

respondents changed their mind in answering?
a. It will show what items needs revision.
b. It will reveal some items that might be confusing so they hesitated or change
their minds.
c. It will help the researcher understand why the items might be confusing.
d. All of the above
10. Now that you have all the questions ready, reviewed, and sequenced, which of
the following do you still need to consider?
a. the type of paper where it will be printed
b. writing an introduction and instructions
c. the format of the question items
d. all of the above
Assignment/Additional Activities
Find a questionnaire in a magazine or newspaper or from the internet. Critique at

least five of the questions for their strengths and weaknesses.
15
Pre-Test
1. F 6. F
2. T 7. F
3. T 8. F
4. F 9. T
5. T 10. F
Practice Task 1:
1. To determine the students’ satisfaction on students’ services in a private secondary
school
2. Likert-Scale, Rating Scale, Open-Ended question
3. There should be an option for ‘others, please specify’ so that the respondent can
provide an answer that is not included in the options to be ranked.
4. Yes, because the questionnaire items include the students’ services that
students/respondents need to give their opinion about.
Practice Task 2:
1. Leading question.
Revision: How would you rate this product?
2. There is an assumption the respondent enjoys drinking milk tea.
Revision: How would you rate the taste of the milk tea?
3. This is a double-barreled question. Preparedness and rescue mission should be
rated separately.
Revision: How would you rate the preparedness of the rescue team?
How would you rate the conduct of the rescue mission?
4. There is an overlap in the options given. An iPad is also a tablet.
Revision: *Remove iPad from the options
5. Unbalanced options
Revision: How satisfied are you with our service today?
a. Very Satisfied b. Satisfied c. Neutral d. Dissatisfied e. Very
Dissatisfied
6. Acceptable
7. Acceptable
8. Acceptable
9. Acceptable
10. Acceptable
Practice Task 3:
Rubrics for Rating the Questionnaire Items
*each developed question (questionnaire item) will be rated based on the criteria given.
16
5 The question is clear and precise, collectively allowing for detailed,
unambiguous and meaningful answers. The question is interpreted
in the same way by respondents.
4 The question sometimes is clear and precise, collectively allowing
for meaningful answers. Questions are interpreted in the same
way by respondents.
3 The question somewhat clear and precise but contains minor
grammatical error and some characteristics of question wording is
not present. The question is interpreted in the same way by
respondents.
2 The question is quite difficult to understand, biased and/or leading
words are present, contains minor grammatical error. Question is
interpreted in different way by respondents
1 The question is difficult to understand not precise and ambiguous.
It contains major grammatical error. Question is interpreted in
different way by respondents
Post-Test:
1. D
2. A
3. C
4. D
5. A
6. A
7. B
8. A
9. D
10. D
Assignment:
Rubrics for Rating the Critique
5 4 3 2 1
All the Most of the Some the A little of the Most of the
Content weaknesses and weaknesses and weaknesses weaknesses weakness and
strengths were strengths were and strengths and strengths strengths were
discussed discussed were discussed. were discussed. not discussed
comprehensively. comprehensively. properly.
Organization The thoughts The flow of The transition Not logical nor Not clear,
discussed are discussion is of the thoughts effective; major making paper
logical and slightly organized in the revisions need difficult to
appropriate. and appropriate. discussion was to be made follow
not smooth.
Grammar Does not contain Few, if any, minor Some minor Some major Major errors
and any grammatical errors that do not errors which errors which greatly impede
Wording error. impede occasionally often impede comprehension
comprehension. impede comprehension
comprehension
17
References:
Baxter, L and Babbie, E. (2003).The Basics of Communication Research. Boston, MA:
Wadsworth Cengage Learning
Bullen, P. (n.d.). How To Pretest And Pilot A Survey Questionnaire.
http://www.tools4dev.org/resources/how-to-pretest-and-pilot-a-survey-questionnaire/
Filiberto, D. (2013). Survey Question and Questionnaire Design Slideshare 022113 Dmf.
https://www.slideshare.net/DavidFiliberto/survey-question-and-questionnaire-design-
slideshare-022113-dmf
N.A., (n.d.). Questionnaire Design. http://www.quickmba.com/marketing/research/qdesign/
N.A., (n.d.). Types of Survey Questions. https://www.surveymonkey.com/mp/survey-
question-types/#open-ended
Ng, JK. (2006). Designing A Questionnaire.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4797036/
Price, P., et al. (2013). Research Methods in Psychology. Canada: Creative Commons.
https://opentextbc.ca/researchmethods/chapter/overview-of-survey-research/
Prieto, N., et al. (2017). Practical Research 2 for Senior High School. Quezon City:
LORIMAR Publishing, Inc.,
Smith, M.J. (1988). Contemporary Communication Research Methods. California:
Wadsworth Publishing Company
18
EAPP- SHS
Quarter 2 – Module 4: Determines the objectives and structures of various kinds of reports
Government of the Philippines. However, prior approval of the government agency or office wherein the
work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among
other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this book are owned by their respective copyright holders. Every effort has been exerted to
locate and seek permission to use these materials from their respective copyright owners. The publisher
and authors do not represent nor claim ownership over them.

Writer: DAVID B. SARMIENTO

SONIA V. PRENSADER
LORAINE T. CHIONG
JOSALIE T. TONIO

Illustrator/ Layout Artist: JOHN MICHAEL P. SARTE, ANTONIO L. MORADA

SHS

and Professional
Purposes
DETERMINES THE OBJECTIVES AND
STRUCTURES OF VARIOUS KINDS OF
REPORTS
Department of Education. This module was collaboratively reviewed by educators
and program specialists in the Regional Office V. We encourage teachers and
other educational stakeholders to email their feedback, comments, and
recommendations to the Department of Education at ____________________.

I. INTRODUCTION TO THE LESSON
1
Congratulations, learner! You are now nearing the last part of the quarter and I am
glad you are doing great!
Previously, 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 be walked 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.
ICONS USED IN THIS MODULE

Icons are those cute little drawings on the left side of the page that call out for your
attention. They signal a particularly valuable piece of information. Here’s a list of the icons
in this module:
Remember icons call your attention to important information

about a particular idea — something you shouldn’t neglect
or something that’s out of the ordinary. Don’t ignore these
paragraphs.
Tip icons present time-saving information that makes the

process of writing report effective. This provides steps on
how a particular process in writing report is being done to
make it effective.
Tip icons present short varied tasks designed to check your

extent of your understanding on the course of this module.
Remember to read and follow directions carefully.
2
II. OBJECTIVE
Determines the objectives and structures of various kinds of reports.
III. VOCABULARY LIST

▪ Scholar - a specialist in a particular branch of study, especially the humanities;
a distinguished academic.
▪ Essay - a short piece of writing on a particular subject.
▪ Hard sciences - any of the natural or physical sciences, as chemistry, biology,
physics, or astronomy, in which aspects of the universe are investigated by
means of hypotheses and experiments.
IV. PRE-TEST
Here’s a drafted Know-Want to Know-Learned Chart for you. K-W-L chart

is a graphic organizer that will help you organize information before, during
and after you have gone through the topic of this module. Hence, it has the
capacity to understand your prior knowledge about the topic. Now, here’s
what you need to do. Carefully read and follow the instructions presented
below:
Instructions: On the first column, list the things you already know about various
kinds of reports, their structures and specific application. Then, on the second
column, you need to list down the things you want to know about reports. Lastly,
on the third column, list the things that you have learned (after you have gone
through the different learning activities) about various kinds of reports, their
structures and specific application. (You may use extra sheet if necessary)
What I know about What I want to know What I learned about

various kinds of about various kinds of various kinds of
reports, their reports, their reports, their
structures and specific structures and specific structures and specific
application application application
3
V. LEARNING CONCEPTS
In this section, you will be understanding the basic principles of writing report in
detail, including what information it contains, how that information is formatted and
organized. You may begin by understanding the meaning of the word, report.
Many scholars have defined report as any informational

work made with an intention to relay information or recounting
certain events in a presentable manner. These are often
conveyed in writing, speech, television, or film. Moreover,
considering report as an administrative necessity, hence, most
official form of information or work are completed via report. Note
that report is always written in a sequential manner in order of
occurrence.
A key feature of report is that it is formally structured in sections. Hence, the
use of sections makes it easy for the reader to jump straight to the information they need.
Unlike an essay which is written in a single narrative style from start to finish, each section
of a report has its own purpose and will need to be written in an appropriate style to suit
– for example, the methods and results sections are mainly descriptive, whereas the
discussion section needs to be analytical.
Reports communicate information which has been compiled as a result of research
and analysis of data and of issues. Please note however that reports can cover a wide
range of topics, but usually focus on transmitting information with a clear purpose, to a
specific audience. It this sense, you can come up with your own definition of report as, “a
systematic, articulate, and orderly presentation of research work in a written form”.
Good reports are documents that are accurate, objective and complete. They
should also be well-written, clearly structured and expressed in a way that holds the
reader's attention and meets their expectations. Remember, that you may be required to
write several different types of reports so it would be better for you to understand them
well. So, here are the most common types of reports that you need to understand, it is
well that you get to familiarize the different types of reports so you know particularly when
and how to use them in the near future that your teacher or your college professor would
require you to write one.
4
Guide Questions
What are the different types of report writing? What are its
purposes? Who are its target audience? How is a particular type
of report being written?
[1]TECHNICAL AND BUSINESS disciplines with

an applied focus such as Engineering, Information
Technology, Commerce, Accounting and Finance, will
set report writing assignments that simulate the
process of report writing in industry. Assignments are
set in the form of a problem or a case study. The
students research the problem, and present the results
of the research in a report format.
Technical writing is form of writing technical communication or
documentation in science and technology or applied science that helps
people understand a product or service. The main purpose of technical
writing is to inform and to trigger the person into action such as purchasing a product or
service. Its purpose may also be instruct persuade, but never to entertain. The content is
factual and straightforward. It is expressed in formal, standard or academic language.
The write-up uses a specialized vocabulary and follows a set of rules and conventions. It
is also organized in a sequential or systematic pattern. Often, it is detail-oriented and
require advance knowledge in the specific field. The tone of technical writing output is
objective and its audience is specific uses language to evoke either an emotional or
intellectual response from the audience or reader. Examples of technical writing are end
user documentation like user manuals that accompany cellular phones, personal
computers.
[2]FIELD REPORTS are common in disciplines such as
Law, Industrial Relations, Psychology, Nursing, History and Education.
These types of reports require the student to analyse his or her
observations of phenomena or events in the real world in light of
theories studied in the course.
The purpose of a field report in the social sciences is to describe the observation
of people, places, and/or events and to analyze that observation data in order to identify
5
and categorize common themes in relation to the research problem underpinning the
study. The content represents the researcher's interpretation of meaning found in data
that has been gathered during one or more observational events.
Field reports are assigned with the intention of improving your
understanding of key theoretical concepts by applying methods of
careful and structured observation of, and reflection about, people,
places, or phenomena existing in their natural settings. Field reports
facilitate the development of data collection techniques and observation skills and they
help you to understand how theory applies to real world situations. Field reports are also
an opportunity to obtain evidence through methods of observing professional practice that
contribute to or challenge existing theories.
We are all observers of people, their interactions, places, and events; however,
your responsibility when writing a field report is to conduct research based on data
generated by the act of designing a specific study, deliberate observation, synthesis of
key findings, and interpretation of their meaning.
When writing a field report you need to:

● Systematically observe and accurately record the varying aspects of a situation.
Always approach your field study with a detailed protocol about what you will
observe, where you should conduct your observations, and the method by which
you will collect and record your data.
● Continuously analyze your observations. Always look for the meaning underlying the
actions you observe. Ask yourself: What's going on here? What does this observed
activity mean? What else does this relate to? Note that this is an on-going process
of reflection and analysis taking place for the duration of your field research.
● Keep the report’s aims in mind while you are observing. Recording what you observe
should not be done randomly or haphazardly; you must be focused and pay attention
to details. Enter the observation site [i.e., "field"] with a clear plan about what you
are intending to observe and record in relation to the research problem while, at the
same time, being prepared to adapt to changing circumstances as they may arise.
● Consciously observe, record, and analyze what you hear and see in the context of
a theoretical framework. This is what separates data gatherings from reporting. The
theoretical framework guiding your field research should determine what, when, and
6
how you observe and act as the foundation from which you interpret your findings in
relation to the underlying assumptions embedded in the theoretical framework.
Techniques to record your observations:
Although there is no limit to the type of data gathering techniques you can
use, these are the most frequently used methods:
Note taking
This is the most common and easiest method of recording your observations.
Tips for taking notes include: organizing some shorthand symbols beforehand so that
recording basic or repeated actions does not impede your ability to observe, using many
small paragraphs, which reflect changes in activities, who is talking, etc., and, leaving
space on the page so you can write down additional thoughts and ideas about what’s
being observed, any theoretical insights, and notes to yourself that are set aside for
further investigation.
Photography
With the advent of smart phones, an almost unlimited number of high quality
photographs can be taken of the objects, events, and people observed during a field
study. Photographs can help capture an important moment in time as well as document
details about the space where your observation takes place. Taking a photograph can
save you time in documenting the details of a space that would otherwise require
extensive note taking.
Video & Audio Recordings

Video or audio recording your observations has the positive effect of giving
you an unfiltered record of the observation event. It also facilitates repeated
analysis of your observations. This can be particularly helpful as you gather
additional information or insights during your research.
7
Illustrations
This does not refer to an artistic endeavor but, rather, refers to the possible need,
for example, to draw a map of the observation setting or illustrating objects in relation to
people's behavior.
Please note that techniques of deliberate observation and data

gathering are not innate skills; they are skills that must be learned and
practiced in order to achieve proficiency.
[3]SCIENTIFIC REPORTS are another kind of
report. They are common in all the Sciences and Social
Sciences. These reports use a standard scientific
report format describing methods, results and
conclusions to report upon an empirical investigation.
The purpose of a science report is to
clearly communicate your key message about why your scientific findings are meaningful.
In order to do this, you need to explain why you are testing a hypothesis, what
methodology you used, what you found, and why your findings are meaningful. This
requires a clear link between your introduction and your analysis/discussion.
The scope and style of reports varies widely. It depends on three key
factors: the report's intended audience, the report's purpose and the
type of information/subject to be communicated.
Congratulations learner, you are one step closer in finishing this module as you
have just completed the basic principles of writing report. Please note that you were
introduced to the most common types of report. The next pages of this module
focus on how a particular report is being written. You may now proceed.
There are a number of different assignments that may require you to write a report.
Selecting a format for the report may be somewhat difficult; however, using the correct
format will make the report structurally sound and help present information in a more
relevant way. The type of report format being used will depend on the content and context
of the report. Reports are a common academic genre in schools and universities.
8
Although the exact nature will vary according to the discipline you are studying, the
general structure is broadly similar for all disciplines.
Now, one good example of report that you should know which is commonly used
in the field of hard sciences is referred as Research Report. Here’s why.
Writing report is highly scary to neophytes in the field of research.
This feeling of intimidation in preparing a research report is widespread.
Overcoming this fear entails practice and application of
certain techniques. There are different parts of research reports and it takes time to
familiarize oneself with the requirement of each part. Hence it necessitates frequent
exposure to and practice on the techniques of research report writing. The different parts
of the research report include the following:
1. Introductory Phase
2. Review of Literature
3. Research Methodology
4. Body of the Report
5. Conclusion
6. Recommendation
Introductory Phase
Introduction is as important as the main parts of a research report. It contextualizes

and sets the tone and direction of research writing. It is like a road map that guides you
in your research journey. According to Reidman (2001), it answers the following
questions:
● What was I was studying?

● What did we know about this topic before we study?
● And, how this study advance new knowledge or new ways of understanding?
Hence, this section indicates not just the context but the significance of research.
Moreover, the introduction encapsulates background information about the topic as it
provides discussion on the purpose of the study, research problem with hypothesis and
research questions and briefly touches on the methods to be applied in investigating the
research problem, and outcomes of the study. It also covers discussion on how paper is
organized.
9
As suggested by Silverman (2006), research report starts with four elements including:
title; abstract; list of contents, and introduction. Below is a brief description of each
element.
Research Title
A research title has to get the attention of the readers. In other words, it must be
“catchy.” Being catchy does not mean sacrificing the main message or idea of your report.
Hence, according to Silverman (2006, 339) choose “a title that catches the reader’s
attention while properly informing them about the main focus on your research.” Siverman
(2006, 206) is suggesting a “two-part title” containing a stimulating title applying a present
participle signifying action and a subtitle which is more descriptive.
Example:
Stimulating title: Have you ever experience being bullied?
Descriptive title: A study on the perception of the victims of
bullying in the primary schools
Research Abstract
A research abstract is a vital component of a report as it provides the readers with
a snap view of what you will expect from it. The abstract gives a synopsis of the objectives
and results of the report to be described in detailed from in the body of the report.
Silverman (2006) identified what an abstract should contain:
1. research problem
2. significance and value of the problem
3. data and methods utilized
4. main findings
5. implication in the light of other research
A research abstract has a word limit. The most common word limit is 100. This is
a challenging part of writing a report because it is difficult to write the many things that
you want to impart in just a few words.
List of Contents
A list of contents is a useful component of a report as it guides the readers to find
their way through the different parts of the report. Hence, the consistency of the page
numbers with the parts of the report is vital. Inconsistent page numbering would result to
the reader’s confusion.
10
Introduction
The introduction acquaints the readers with the what, why and how of the report.
According to Murcott (1997, p. 1) as cited in Silverman (2006), answering the questions
below would lead you to the development of the introduction:
1. What is the research all about?
2. Why have you chosen this topic rather than the other topics?
3. Why are you interested in this topic?
4. How will you undertake the research?
5. What kind of research approach will you utilize?
6. What are your research questions or problems?
Review of Literature
The Review of Related Literature (RRL) provides study background and
environment. The intention of the RRL is to locate the study in its area of discipline and
reveal its relevance and significance in the environment. The RRL would indicate if your
topic is building on previous researchers or if it is a new area of inquiry. The RRL should
make one realize that a study is worth pursuing or not.
According to Silverman (2006), RRL is not a “litany” of all studies done
related to the topic. It is also not an inventory of the accomplishments of other authors on
the same topic nor it is a map of projects similar to the area of study. Rather, it is an
environmental or disciplinal context that leads one to locate one’s study. Hence,
Silverman (2008) recommends the following points:
● Focus only on studies that are vital and relevant in defining your research
problem.
● Organize what you say in the form of an argument rather than a simple
description of other studies.
Research Methodology
In research, the research process is as important as the research content.
Thus, a research report must also contain a description of the research strategy. The
readers will be interested in finding how you arrived at a particular study result. Siverman
(2008) pointed out that the readers would be interested to know the following:
1. Research topic
2. Case (s) you have studied
3. Research methods you have chosen to use
11
4. How you have analyzed the data
This part of the research report is sensitive hence must be dealt with caution. In
order for you to answer questions such as: Is your methodology appropriate for the
research problem? How did you reach that conclusion? Silverman suggested that to be
able to answer methodological questions, you have to be familiar with and knowledgeable
about the following:
● Data you have studied
● How you obtained those data
● What claims you are making about the data
● Methods you have used to gather the data
● Why you have chosen this methods
● How you have analyzed your data
Writing Your Data

The most essential part of the report is writing about the data collected through
your research. There are two important areas of consideration in the writing up of the
data, namely, data analysis, and data presentation.
In the data analysis, there is no right or wrong way. Creswell (1994, 153) only
requires the researcher to:
1. “be comfortable with developing categories and making comparisons and contrast”
2. “be open to possibilities and see contrary or alternative explanations for the
findings”
To assist the researcher in the data analysis, attention must be given

to (a) sorting information into categories, (b) formatting the information into a story or
picture, (c) actual data analysis and write up.
Writing the Conclusion
How do you characterize conclusions? Conclusion are inferences, deductions,
abstraction, implications, interpretations, general statements, and/or generalizations
based on findings. An example of which is: “All the teachers were qualified to teach in the
high school but the majority of them were not qualified to teach science. ” (Khemer,
2009).
12
A good conclusion answers the specific questions identified at the introductory
phase of the research. For example, if the question identified is, “How adequate are the
needs and the facilities for teaching science? And then the findings reveal that the
facilities are less than the needs of the students, the answer and the conclusion should
be: The facilities for the teaching of science are inadequate. (Khreme, 2009).
Writing The Recommendation
The research recommendation is a part of the paper where you make
suggestions about some resolutions as a response to the research problem. It must be
consistent part of the conclusion. It proposes specific solutions connected with the
findings and must be supported by relevant data and specific data from the findings.
Below are some tips from Teljlingen (2011) on how to write

recommendations:
● “You should not recommend anything that you have not previously
discussed in the discussion. The rule ‘no new material’ in your
conclusion is also applicable to your ‘Recommendations.’”
● “Recommendations are not the same as conclusions. Consider
recommendations go one step further than conclusions as (s)
‘something’; (b) ‘someone; and (c) ‘needs to do.’’”
● There may be different levels within your set recommendations: for
(a) academic (i.e., research is needed into…), (b) for policy-makers
(e,g., data protection act needs to change to accommodate…); for
(c) practitioners (i.e., managers in local government need to consider
the mental well-being of their staff); or recommendation for (d)
training/education.
Often reports are structured in a way that reflects the information finding
process and the writing up of the findings: that is, summary of the contents, introduction
or background, methods, results, discussion, conclusion and/or recommendations. The
inclusion of recommendations is one reason why reports are a common form of writing in
industry, as the informed recommendations are useful for decision making.
Remember that in writing Laboratory Reports, no student should copy

data from anyone who is not his or her lab partner. You may discuss
13
the experiment with your lab partner and other classmates, but the lab
report that you turn in must be your own work. Lab reports are subject to all the rules
governing academic honesty. Photocopies of any parts of the lab report are not
permissible.
Congratulations learner, you have just finished understanding the various

structures of writing report! The next portion of this module focus on varied activities
and assessment to strengthen the foundation of your understanding about writing
reports. Please remember to understand and follow instructions. Good luck!
VI. PRACTICE TASKS

If you are reading this now, it means that you have advanced yourself from the
basics of writing report. This part of the module focus on different activities that would
help strengthen your understanding about the topic. Your answers from the activities will
be rated based from the below listed rubrics.
Beginning Developing Accomplished Exemplary
CRITERIA Score
[1] [2] [3] [4]
The table was The table was The table was The table was
incompletely incompletely somewhat filled with completely filled
filled with data filled with data accurate data with accurate
Completeness reflecting reflecting toward reflecting the data reflecting
beginning level mastery level of mastery level of highest level of
of performance performance performance performance
The table was The table was The table was
The table was
incompletely incompletely completely filled
somewhat filled with
filled with filled with with accurate
Knowledge accurate information
information information information
reflecting the
reflecting reflecting toward reflecting
mastery level of
beginning level mastery level of highest level of
performance
of performance performance performance
completely completely filled completely filled with completely filled
filled with with accurate accurate information with accurate
accurate information following correct information
information following correct grammatical following
Grammar following grammatical structure reflecting correct
correct structure the mastery level of grammatical
grammatical reflecting toward performance structure
structure mastery level of reflecting
reflecting performance highest level of
beginning level performance
of performance
14
Instructions: The key factors of writing report are identified as to the

intended audience, report’s purpose and type of information/subject to
be communicated. Using the matrix drafted below, identify the concepts for
technical, field and scientific reports. (You may use extra sheet if necessary)
Practice Task 1
Congratulations, learner, for finishing your first task. I have prepared another
activity for you to accomplish and just the same, read carefully and follow the
instructions. Good luck!
Practice Task 2
Instructions: Compare and contrast the three (3) types of report using Venn
diagram drafted below. (You may use extra sheet if necessary)
Audience Purpose Subject
Technical Report
Field Report
Scientific Report
15
Practice Task 3
Instructions: How is research report different from laboratory report?

Discuss your answer using the space provided. (You may use extra
sheet if necessary)
You will be rated based from the given rubrics.
VII. POST-TEST
Congratulations on completing your recent activities. I am certain that
you have learned a lot about the topic being delivered through the
course of this module. In this stage, you will be assessed on how far
you understood the discussion, remember that this portion of the
assessment will be recorded and just the same, carefully read and understand the
instructions.
A. TRUE OR FALSE
Instructions: Carefully read through the following statement/s. Write the word TRUE if the
statement is correct, otherwise, FALSE. Write your answer on the space
provided. (You may use another sheet of paper if necessary)
__________ 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 a scientific report is to clearly communicate your key
message about why your scientific findings are meaningful.
__________ 3. Laboratory reports are assigned with the intention of improving your
understanding of key theoretical concepts by applying methods of careful
and structured observation of and reflection about, people, places, or
phenomena existing in their natural settings.
__________ 4. Technical writing is a form of writing technical communication or
documentation in science and technology or applied science that helps
people understand a product or service.
16
__________ 5. The main purpose of technical writing is to inform and to trigger the
person into action such as purchasing a product or service. Its purpose
may also be instruct persuade, but never to entertain.
__________ 6. The research abstract provides study background and environment.
The intention of the research abstract is to locate the study in its area of
discipline and reveal its relevance and significance in the environment.
__________ 7. A research abstract is a vital component of a report as it provides the
readers with a snap view of what you will expect from it.
__________ 8. Field reports facilitate the development of data collection techniques
and observation skills and they help you to understand how theory
applies to real world situations.
__________ 9. Field reports use a standard scientific report format describing
methods, results and conclusions to report upon an empirical
investigation.
__________ 10. Field reports require the student to analyze his or her observations
of phenomena or events in the real world in light of theories studied in
the course.
17
VIII. ASSIGNMENT
Below is an example of report lifted from
https://www.dlsweb.rmit.edu.au/lsu/content/2_AssessmentTasks/assess_tuts/reports_L
L/report.pdf. Go over the link and read through the said report and answer the given
questions.
● Based from the different types of report discussed in this module, identify
and briefly explain using your own words as to what particular type of
report is the given example?
● Identify the key factors on the given sample report in terms of
a. intended audience,
b. the report's purpose and;
c. the type of information/subject to be communicated.
Hey! You have just finished understanding the concepts in writing and various kinds of
reports. If you are reading this, it only means that you have successfully gone through the
course of this module.
Good job and good luck on your next.
18
Answer Keys
Practice Tasks 1-3
For practice tasks 1-3, the below listed rubrics will be used to assess the students’
responses.
Beginning Developing Accomplished Exemplary
CRITERIA Score
[1] [2] [3] [4]
incompletely incompletely somewhat filled with completely filled
filled with data filled with data accurate data with accurate
Completeness reflecting reflecting toward reflecting the data reflecting
beginning level mastery level of mastery level of highest level of
of performance performance performance performance
The table was The table was The table was
The table was
incompletely incompletely completely filled
somewhat filled with
filled with filled with with accurate
Knowledge accurate information
information information information
reflecting the
reflecting reflecting toward reflecting
mastery level of
beginning level mastery level of highest level of
performance
of performance performance performance
completely completely filled completely filled with completely filled
filled with with accurate accurate information with accurate
accurate information following correct information
information following correct grammatical following
Grammar following grammatical structure reflecting correct
correct structure the mastery level of grammatical
grammatical reflecting toward performance structure
structure mastery level of reflecting
reflecting performance highest level of
beginning level performance
of performance
Post-Test
Key to Correction
1. FALSE/ Essay
2. TRUE/ Scientific Report
3. FALSE/ Field Report
4. TRUE/ Technical Writing
5. TRUE/
6. FALSE/ Review of Related Literature [RRL]
7. TRUE/
8. TRUE/ Field Report
9. FALSE/ Scientific Report
10. TRUE/ Field Reports
19
References and Sources
Mendoza, D. et al (2016). Applied Research: An Introduction to Qualitative Research
Methods and Report Writing. PHOENIX PUBLISHING HOUSE.
Prieto, N. et al (2017). Practical Research 2 for Senior High School. Quezon City:
LORIMAR PUBLISHING, Inc.
https://www.facinghistory.org/resource-library/teaching-strategies/k-w-l-charts
https://opentextbc.ca/researchmethods/chapter/writing-a-research-report-in-
american-psychological-association-apa-
style/#:~:text=An%20APA%2Dstyle%20empirical%20research%20report%20con
sists%20of%20several%20standard,results%2C%20discussion%2C%20and%20
references.
https://www.eapfoundation.com/writing/reports/structure/
http://www.gronet.org/reports/Structure-of-Reports-Learnhigher.pdf
https://www.eapfoundation.com/writing/reports/structure/
https://libguides.usc.edu/writingguide/fieldreport
https://www.anu.edu.au/students/academic-skills/writing-assessment/report-
writing/science-reports
https://www.dlsweb.rmit.edu.au/lsu/content/2_AssessmentTasks/assess_tuts/rep
orts_LL/report.pdf
https://www.google.com/search?q=report&rlz=1C1CHBD_enPH875PH875&sour
ce=lnms&tbm=isch&sa=X&ved=2ahUKEwiwneKLwNLqAhWywosBHVuRA7YQ_
AUoAXoECBIQAw#imgrc=sgR6Nb_YenwMlM
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.innovatia.net%2Fb
log%2Fthe-future-of-technical-writing-from-books-to-topic-based-
authoring%2F&psig=AOvVaw2pVURiFrkSV1Cb-
msIhngG&ust=1595014985923000&source=images&cd=vfe&ved=0CAIQjRxqFw
oTCODe1Ja60uoCFQAAAAAdAAAAABAJ
https://www.google.com/url?sa=i&url=http%3A%2F%2Fwww.oneworldoneocean.
com%2Fvideo-
media&psig=AOvVaw3c_KCAeFWIUVMHIEvFovn4&ust=1595016440674000&s
ource=images&cd=vfe&ved=0CAIQjRxqFwoTCIC4m4PA0uoCFQAAAAAdAAAA
ABAD
20
EAPP
WEEK 7
LEARNING COMPETENCIES:
1. Determine the ways a writer can elucidate on a
concept by definition, explication and clarification.
2. Compare and contrast various kinds of concept
papers.
3. Present a novel concept or project with accompanying
visuals/graphic aids.
EAPP
SUMMATIVE TEST SCHEDULE (MIDTERM)
COVERAGE (40/40)
 Week 2 (Reading Academic Text-Language and Structure)
Week 3 (Thesis Statements)
Week 4 (Summarizing and Outlining an Academic Text)
Week 5&6(Literary Criticism in Writing A Critique)
Week 7 (Writing A Concept Paper)
OBJECTIVES:
After the discussion, the students are able:
1. define a concept paper;
2. determine the ways a writer can elucidate on a concept by definition,
explication and clarification; and
3. discuss the importance of graphic aids; and
4. elucidate a concept chosen from the specific field by writing its
concept elaboration through definition, explication, and clarification.
WRITING
A
CONCEPT PAPER
Why do
movies
have
trailer?
#1
Cruella is going
to be a prequel
film in the 101
Dalmatians
franchise.
#2
The story will focus on
Cruella's origin story.
If it's at all similar
to Maleficent,
viewers will get a true
understanding of what
transformed her into the
Disney villain we know today.
#3
It was
filmed on
location in
London.
A concept paper serves as a prelude to a
full paper.
What is the full paper all about?
The full paper may be a thesis, a program, or

a project, that will require a longer time to
prepare.
How is a concept elaborated?
How are you going to clarify
the “whatness” of an idea of
concept?
DEFINITION
EXPLICATION
CLARIFICATION
DEFINITION
 gives the meaning of the concept
makes concept’s meaning clearer
its main purpose is to clarify and explain
concepts, ideas, and issues
DEFINITION could be:
1.INFORMAL
2.FORMAL
3.EXTENDED
“Anything that simplifies work and SIMPLE
saves time is a machine. WORDS
In a warm day, press a button and
you get a blast of air—a fan, that’s a
machine.
Speak to a friend miles away – the
telephone, that’s a machine.
Compute millions in seconds – EXAMPLES
a calculator, a machine.
We are surrounded with machines,
from a pen’s nib to a pants zip, all
machines.
Up-down, up-down…”
TERM
“Sir, machines are any combination of
bodies so connected that their CLASS/GENUS
relative motions are constrained, and
by which means, force and motion
may be transmitted and modified as a
screw and its nut, or a lever arranged
to turn about a fulcrum or a pulley
about its pivot, etc. especially, a CHARACTERISTICS
construction more or less complex,
consisting of a combination of moving
parts or simple mechanical elements
as wheels, levers, cams etc.”
“Instruments that record, analyze, summarize,
FUNCTION
organize, debate and explain information that
are illustrated, non-illustrated, hard-bound,
paper-back, jacketed, non-jacketed, with DESCRIPTION
foreword, introduction, table-of-contents, index,
that are intended for the enlightenment,
understanding, enrichment, enhancement and
ANALYSIS
education of the human brain through sensory
vision, sometimes touch.”
ELUCIDATION
 a method of explanation in which sentences,
verses, quotes, or passages are taken for a
literary or academic work and then interpreted
and explained in a detailed manner
…But if past crises have taught us anything, it’s that most beauty
regimens will bounce right back. IDEA
Geoffrey Jones, author of Beauty Imagined: A History of the Global
Beauty Industry, explained that beauty was considered so vital
during WWII that the U.S. government deemed lipstick a wartime
QUOTED
necessity. “It was like armaments or something, a necessary good,”
he said, adding that vibrant lips kept morale high.
IDEA
Even during economic downturns, people don’t stop buying beauty
products, they just start buying more affordable ones instead.
During the financial crisis of 2008-9, it was sales of nail polish and
mascara that spiked. During the Great Depression, it was lipstick.
Beauty products “make people feel happy,” Jones said. “It makes
them feel much better about themselves at a very difficult economic
time.”
CLARIFICATION
a method in which the points are organized
from a general abstract idea to specify and
concrete examples are given
general specific examples

This practice of sad
communications has been
GENERAL
coined “sadvertising,” and
IDEA you’re probably going to see
a lot more of it. It is said
that sad emotional content
has the capacity to make
SPECIFIC people feel more emotionally
IDEA connected to one another,
especially powerful in our
detached digital world. This
sad connectedness makes
people more likely to take an
action such as sharing
EXAMPLES content, donating money, or
buying a product.
What are two things to
expect
when proposing?
YES NO
WHAT IS
A
CONCEPT
PAPER?
In essence,
a concept paper is an embodiment of
your ideas on a certain topic or item of
interest. The concept paper saves time
because it is possible that your thesis or
review panel may say that your idea is
not worth pursuing.
Remember:
One expects that the concept
paper should consist only of 1
or 2 pages. Alternatively, if you
want to resolve some matters,
it can go up to 5 pages.
Concept Paper
for a Project
Concept Paper
for a Research
Parts of a Concept Paper
for a Project:
Cover page
Introduction
Rationale or Background
Project Description
Project Needs or Cost
Contact Information
1. Cover page
-name of the proponents and their
affiliations
-personal data of the proponents
-date of submission and the head of that
project
2. Introduction
-what the topic contains and why
there is a need to support the
project
3. Rationale/Background
-states the importance of the
project and what are the
problems that need solution
4. Project Description
-provides the goals and objectives of the
project, timeline expressed in months and
years, as well as the benefits and the
possible outcome
-states the methodology (action, planning,
project activities, or approach)
5. Project Needs or Cost
-states the outline of the main budget, the
description, and the amount
-explains how the budget will be used
-lists the personnel or equipment needed
for the project
6. Contact Information
-indicates contact details of the
proponents/writers of the concept
paper.
Parts of a Concept Paper
for Academic Research:
Title page
Background of the Study
Preliminary Literature Review
Statement of the Problem/Objectives
Methodology
Timeline
References
Contact Information
1. Title page
-state the proponent’s name,
institution, the title of the project,
and date of submission
2. Background of the Study
-provides the current state of the field you are
researching on, knowledge and problems to be
addressed by the research
-supply the site of the previous study that can
prove your claims, and the reason why you want to
investigate the topic
3. Literature Review
-provides a theoretical framework,
related literature that supports
your topic.
4. Statement of the Problem
-states the general problem in
one sentence, including the
research questions and objectives
5. Methodology
-provides the data analysis
scheme to be used, data
collection procedure, instruments
to be used, and the participants
of the study
6. Timeline
-provide a timeline that is set in
months and years
7. References
-provides the list of all sources
like books, journals, and other
resources cited in your paper.
8. Contact Information
-indicates contact details of the
proponents/writers of the concept
paper.
WHAT IS A GRAPHIC AID?
What is a graphic aid?
Why use a graphic aid?
A graphic aid is any chart or table that is used to
present data or numerical information about a
subject. It is used to exhibit data trend or
movements, including distribution or shares. The
most common are: line graph, bar graph, circle
or pie chart, and table. They can be generated
using a Microsoft Excel office software.
Advantages of the Use of Graphic Aids:
1. provides a strong statistical support to its ideas or

claims;
2. enables readers to grasps relevant data easily and
clearly; and
3. leaves an impression of being scientific and objective
in its presentation.
ACTIVITY:
INSTRUCTIONS:
Choose a term/concept related to your specific strand. Then,
elaborate the chosen term/concept using the 3 techniques:
definition (informal, formal, or extended), explication and
clarification. Choose from the following fields of discipline wherein
the term/concept be taken.
CATEGORIES for
CONCEPT elaboration: (ABM)
1. Accounting
2. Business
3. Management
4. Banking and Finance
5. Hospitality Management
6. Marketing
CATEGORIES for
CONCEPT elaboration: (HUMSS)
1. Psychology
2. Politics
3. Social Science
4. Education
5. Journalism
6. Literary Arts
CATEGORIES for
CONCEPT elaboration: (STEM)
1. Medicine
2. Physics
3. Chemistry
4. Engineering
5. Biology
6. Math
SOURCES:
https://www.buzzfeed.com/michelelbird/everything-we-know-about-cruella
https://www.youtube.com/watch?v=L2an9KVZxVs (GRADE 12 - ENGLISH FOR ACADEMIC AND

PROFESSIONAL PURPOSES)
https://www.authorassists.com/blog/how-to-write-an-effective-concept-paper/
https://theresasychua.wordpress.com/2013/10/21/3-idiots-teachers-this-is-a-must-watch-
grades-and-success/comment-page-1/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2699193/
https://www.nytimes.com/2020/05/15/us/beauty-coronavirus-body-looks.html
EAPP
WEEK 5&6
LEARNING COMPETENCY:
Use appropriate critical writing a critique such as
formalism, feminism etc.
Write an objective/balanced review or critique of a
work of art, an event or a program
OBJECTIVES:
After the discussion, the students are able to:
1. define critique;
2. discuss literary criticism approaches to fully help understand how
to comment or judge;
3. explain the format in writing critique;
4. critique on the work of art using the literary criticism discussed;
and
4. write a balanced critique on the chosen work of art such as
sculpture, painting, photography, and architecture.
WRITING
A
CRITIQUE
to…
EGYPT
3. Egyptians of both sexes
1. Cleopatra is NOT Egyptian. wore makeup.
2. Egyptian women had a wide
range of rights and freedoms.
The mummies were transported in boat-like vehicles
that emulated the vessels used to convey ancient
Egyptian pharaohs to their tombs. (Photo by Jonathan
Rashad / Getty Images)
Guide Questions:
1. How important is the event in history?
2. What does the event say about human nature?
3. What is the significance of the and society?
4. Does the event challenge or affirm traditional
views of women?
USING LITERARY CRITICISM APPROACHES
What is literary criticism?
Literary criticism is the art or practice

of judging and commenting on the
qualities and character of literary
works or works of art.
The analysis of a literary text though various
lenses that highlight authorial stance,
purpose, and perspective.
-lumenlearning.com
Creative Works
(novels, exhibits, film, images, poetry)
Research
(monographs, journal articles, systematic reviews, theories)
Media
(news reports, feature articles)
Writing a critique on a work helps us to
develop:
a knowledge of the work’s subject area or related
works.
an understanding of the work’s purpose, intended
audience, development of argument, structure of
evidence or creative style.
a recognition of the strengths and weaknesses of the
work.
TRADITIONAL LITERARY APPROACHES
HISTORICAL-BIOGRAPHICAL
content author
author’s historical context

(values & events)
GUIDE QUESTIONS: (HISTORICAL)
1. When was the work written?
2. When was it published? How was it received by the critics and public and why?
3. What does the work’s reception reveal about the standards of taste and value during the time it was
published and reviewed?
4. What social attitudes and cultural practices related to the action of the work were prevalent during
the time the work was written and published?
5. What kinds of power relationships does the word describe, reflect, or embody?
6. How do the power relationships reflected in the literary work manifest themselves in the cultural
practices and social institutions prevalent during the time the work was written and published?
7. To what extent can we understand the past as it is reflected in the literary work? To what extent does
the work reflect differences from the ideas and values of its time?
GUIDE QUESTIONS: (BIOGRAPHICAL)
1. What influences—people, ideas, movements, events—evident in the writer’s life does the
work reflect?
2. To what extent are the events described in the work a direct transfer of what happened in the
writer’s actual life?
3. What modifications of the actual events has the writer made in the literary work? For what
possible purposes?
4. What are the effects of the differences between actual events and their literary
transformation in the poem, story, play, or essay?
5. What has the author revealed in the work about his/her characteristic modes of thought,
perception, or emotion?
6. What place does this work have in the artist’s literary development and career?
GREECE
Did the Trojan War really happen?
MORAL-PHILOSOPHICAL
teach morality
probe philosophical issues such as
ethics, religion, or the nature of humanity.
GUIDE QUESTIONS:
1. What view of life does the story present? Which character best articulates
this viewpoint?
2. According to this work’s view of life, what is mankind’s relationship to God?
To the universe?
3. What moral statement, if any, does this story make? Is it explicit or implicit?
4. What is the author’s attitude toward his world? Toward fate? Toward God?
5. What is the author’s conception of good and evil?
6. What does the work say about the nature of good or evil?
7. What does the work say about human nature?
FORMALISM
the meaning of the work
structures patterns
figurative language imagery and motifs
juxtaposition of scenes,
tone, and other literary
techniques
GUIDE QUESTIONS:
1. How is the work’s structure unified?
2. How do various elements of the work reinforce its meaning?
3. How does repetition reinforce the theme(s)?
4. How does the writer’s diction reveal or reflect the work’s meaning?
5. What is the effect of the plot, and what parts specifically produce that effect?
6. What figures of speech are used? (metaphors, similes, etc.)
7. Is there a relationship between the beginning and the end of the story?
8. How does the author create tone and mood? What relationship is there between tone and mood and
the effect of the story?
9. How do the various elements interact to create a unified whole?
'Di na bala para iangat ang
bandera
Bara na sa puso niyo na ang
tatama (bang)
Ama, salamat at Ikaw ang
agimat
Bawat banat, iwagayway mo'ng
watawat
Wa-wa-wa-wa-wa, watawat
Wa-wa-wa-wa-wa, watawat
'Di na magpapa-(what?)-paawat
Iwawagayway ang watawat
NEW LITERARY APPROACHES
PSYCHOLOGICAL CRITICISM
author’s personality
mindset feelings desire
behavior
investigate the psychology of the

characters and their motives in order to
figure out the work’s meanings
It understands characters,
not diagnose them!
WHY DID YOU DO THAT?

USA
Girl in the Mirror
GUIDE QUESTIONS:
1. What forces are motivating the characters?
2. Which behaviors of the characters are conscious ones? Which are
unconscious?
3. What conscious or unconscious conflicts exist between the characters?
4. Given their backgrounds, how plausible is the characters’ behavior?
5. Are the theories of Freud or other psychologists applicable to this work? To
what degree?
6. What roles do psychological disorders and dreams play in this story?
FEMINIST CRITICISM
examines images of women and concepts of the

feminine in myth and literature
CHINA
GUIDE QUESTIONS:
1. How are women’s lives portrayed in the work?
2. Is the form and content of the work influenced by the writer’s gender?
3. How do male and female characters relate to one another? Are these relationships
sources of conflict? Are these conflicts resolved?
4. Does the work challenge or affirm traditional views of women?
5. How do the images of women in the story reflect patriarchal social forces that have
impeded women’s efforts to achieve full equality with men?
6. What marital expectations are imposed on the characters? What effect do these
expectations have?
7. What behavioral expectations are imposed on the characters? What effect do these
expectations have?
SOCIOLOGICAL or
MARXIST CRITICISM
man’s relationship to others in society,

politics, religion, and business
Totoy, bilisan mo, bilisan mo ang takbo
Ilagan mga bombang nakatutok sa ulo mo
Totoy, tumalon ka, dumapa kung kailangan
At baka tamaan pa ng mga balang ligaw
Totoy, makinig ka, 'wag kang magpa-gabi
Baka pagkamalan ka't humandusay d'yan sa tabi
Totoy, alam mo ba kung ano ang puno't dulo
Ng di matapos-tapos na kaguluhang ito?
Hindi pula't dilaw tunay na magkalaban
Ang kulay at tatak ay 'di s'yang dahilan
Hangga't marami ang lugmok sa kahirapan
At ang hustisya ay para lang sa mayaman
Habang may tatsulok at sila ang nasa tuktok
Hindi matatapos itong gulo
Ililigtas ang hininga ng kay raming mga tao
At ang dating munting bukid, ngayo'y sementeryo
Totoy, kumilos ka, baliktarin ang tatsulok
Tulad ng dukha, nailagay mo sa tuktok
Ang kulay at tatak ay di syang dahilan
Hindi matatapos itong gulo
Ang kulay at tatak ay 'di s'yang dahilan
READER-RESPONSE
reviewer’s reaction
readers and text= meaning

There is impact on the reader’s delivery
of sounds and visuals
on enhancing and changing meaning.
GUIDE QUESTIONS:
1. How would the story be different if told through another character's eyes?
2. Why do you think the author wrote this story?
3. If you were the author, would you have ended the story in a different way? Why? How so?
4. How does the character's actions affect other people in the story?
5. How does the author provide information or details to make the story seem realistic?
6. How does the author help you feel that you are really there (in both realistic stories and
fantasy)?
7. Do you have any unanswered questions about the story? Explain.
8. From what you've read so far, make predictions about what will happen next and explain
what in the text makes you think it will happen.
Critique Paper
1. Source/Reference textbooks, journals, literary piece,

article, essay, performance or
production, artwork, designs
2. Objective analyzes and evaluates content of the

literary work/article/artwork
(strengths and weaknesses, structure,
design,)
Critique, a form of analysis that uses critical thinking,
to determine whether a design is expected to
achieve its desired objectives.
Critique does not react instantly. Also, it doesn’t

involve feelings when seeing something (emotional
feedback).
Last Destination
OUTPUT:
INSTRUCTIONS:
Look for any local outputs such as:
1. SCULPTURE
2. ARCHITECTURAL DESIGN
3. PAINTING
4. SINURIGAO POETRY/ STORY/SONG
5. LOCAL COSTUMES
6. FEATURE ARTICLES WRITTEN BY LOCAL WRITERS
OUTPUT:
INSTRUCTIONS:
Copy and paste the chosen work of art on the
task sheet. Then, write a critique following the
format indicated on the following slides. Make
it sure to inject on your critique the
application of the literary criticism discussion.
GUIDELINES IN WRITING A CRITIQUE
I. Introduction
◦define the subject of your critique
◦background of the subject
◦designer/director/author information
◦design/output’s purpose
II. Main body
◦Begin with a brief description of the design/output. (price
possibly, concept, aesthetics used, usability)
◦Discuss the strengths.
◦Discuss the weaknesses.
Things to look at to help you decide these include:
(STRENGTHS)
- How appropriate was the design or output for general
audience?
- Is it supported by a literary criticism approach? What
approach? Why?
- If it advances, what new knowledge does it bring?
Things to look at to help you decide these include:
(WEAKNESSES)
- Does it have negative impact to the general audience?
What are these? Indicate.
- What discourteous element/s that the design indicate?
III. Conclusion
◦Make final positive and negative criticisms
on the design or output.
◦Indicate your suggestions for the
improvement of the work.
EXAMPLE
CRITIQUE PAPER
SOURCES:
https://www.thoughtco.com/review-composition-1692052
https://courses.lumenlearning.com/suny-britlit1/chapter/literary-criticism/
http://www.hunter.cuny.edu/rwc/handouts/the-writing-process-1/invention/Writing-a-Critique
https://www.history.com/news/11-things-you-may-not-know-about-ancient-egypt
https://www.republicworld.com/entertainment-news/hollywood-news/is-split-based-on-a-true-story-
find-out-the-truth-about-kevin-crumbs-character.html
https://studylib.net/doc/7081925/historical-biographical-theory

Eapp Reviewer

Uploaded by

Copyright:

Available Formats

You might also like

Eapp Reviewer

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Eapp Reviewer

Uploaded by

Copyright:

Available Formats

LEARNING ACTIVITY SHEETS

English for Academic and Professional Purposes

Language Used in Academic Texts from

After going through this LAS, you are expected to:

1. identify the language used in academic writing;

Understanding Language used in Academic Texts and using

Language in Academic Texts

Academic Text Structure

The Three- Part Essay Structure

Introduction • Introduces the topic.

Introduction • Introduces the topic.

Activity 1. Formal or Informal

Activity 2. See the Difference

S1: I’m sorry.

S1: The project was funded by the local government unit.

S1: I believe that the story is interesting.

S1: I stand for the group,

Activity 3. Three-Part Structure

Education and Information Technology

Activity 4. Replace me!

increasing number of significantly highly receiving

To demonstrate the government’s commitment to the education of future generations, free

Published by the Department of Education, Caraga Region

Schools Division Superintendent: Karen L. Galanida

Management Team : Karen L. Galanida

Printed in the Philippines by the Schools Division Office of Surigao City

English for Academic

Developing a Position Paper

The SLM contains:

It is divided into three sub-lessons, namely:

1. identify the parts of a position paper;

1. Which of these is NOT a part of a position paper?

2. Which part introduces the topic?

4. The evidence supporting your position is an important part of the_______

5. Which part summarizes then concludes your argument?

6. What is the main goal of a position paper?

7. Which is NOT a reason why we need to write a position paper?

8. Which should NOT be considered in writing the body of a position paper?

9. Which is true about the introduction of a position paper?

10. How should the conclusion of a position paper be written?

12. Which should not be done in writing a position paper?

A. body B. title C. conclusion D. introduction

14. To what part does the paragraph below fall?

A. body B. title C. conclusion D. introduction

Lesson 1.1. Why Write a Position Paper

Lesson 1.2. Parts of a Position Paper

The classic position paper contains three main parts:

Parts of a Position Paper

*Focus on three main points:

-general statement of position

*Summarize, then conclude, your

Lesson 1.3. Writing a Position Paper

A. Tips for writing a good position paper:

• Use simple language.

LOGICAL TRANSITIONAL EXPRESSION

Sequence/Order first, second, third, ... next, then, finally

Time after, afterward, at last, before, currently, during, earlier,

Example for example, for instance, namely, specifically, to illustrate

Emphasis even, indeed, in fact, of course, truly