Determining the Structures

of Various Kinds of
Reports
Module in English for Academic and
Professional Purposes (EAPP) 11/12
Second Quarter- Week 4

SHERRIE LYN M. MENDOZA

Developer

Department of Education • Cordillera Administrative Region

 Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
Wangal, La Trinidad, Benguet

Published by
Learning Resource Management and Development System

COPYRIGHT NOTICE
2021

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is
created shall be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of K to 12

Curriculum through the DepEd CAR– Curriculum Implementation Division (CID). It
can be reproduced for educational purposes and the source must be acknowledged.
Derivatives of the work including creating an edited version, an enhancement or a
supplementary work are permitted provided all original work is acknowledged and
the copyright is attributed. No work may be derived from this material for commercial
purposes and profit.

ii
 PREFACE

This module is a project of the Curriculum Implementation Division (CID)

particularly the Learning Resource Management and Development Unit, Department
of Education, CAR, which is in response to the implementation of the K to 12
Curriculum.

This learning material is a property of the Department of Education-CAR. It

aims to improve students’ academic performance specifically in English for
Academic and Professional Purposes (EAPP).

Date of Development : January 2020

Resource Location : CAR-LRMS
Learning Area : English
Grade Level :11/12
Learning Resource Type : Module
Language : English
Quarter/Week : Q2/W4
Learning Competency/Code : Determine the objectives and structures of
various kinds of reports
(CS_EN11/12A-EAPP-IIe-j-6)

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 ACKNOWLEDGEMENT
The developer is immensely grateful to her family for supporting her to
continue and finish this arduous yet fulfilling task .She also acknowledges the effort
of the SHS-English Modules Technical Working Group in providing assistance to
module developers of the school division. Likewise, she owes gratitude to CAR-
LRMS for reviewing this module for quality assurance purposes.

Development Team
Author/s: Sherrie Lyn M. Mendoza

School Learning Resources Management Committee

Virginia C. Alindayo School Principal
Felto P. Agpawa Assistant School Head
Odessa R. Duping School LR Coordinator

Quality Assurance Team

Lillian S. Pagulongan EPS – English
Santiago Bugtong PSDS- District X

Learning Resource Management Section Staff

Loida C. Mangangey EPS – LRMDS
Christopher David G. Oliva Project Development Officer II – LRMDS
Priscilla A. Dis-iw Librarian II
Lily B. Mabalot Librarian I

CONSULTANTS

JULIET C. SANNAD, EdD

Chief Education Supervisor – CID

CHRISTOPHER C. BENIGNO, PhD

OIC-Asst. Schools Division Superintendent

MARIE CAROLYN B. VERANO, CESO V

Schools Division Superintendent

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 TABLE OF CONTENTS

COPYRIGHT NOTICE ............................................................................................... ii

PREFACE ................................................................................................................. iii
ACKNOWLEDGEMENT............................................................................................ iv
TABLE OF CONTENTS .............................................................................................v
What I Need to Know ................................................................................................ 1
What I Know ............................................................................................................. 2
What’s In ................................................................................................................... 4
What’s New............................................................................................................... 4
Activity: What am I? ............................................................................................ 5
What Is It .................................................................................................................. 5
What’s More............................................................................................................ 15
Activity: Sequencing the Reports ...................................................................... 15
What I Have Learned .............................................................................................. 18
Activity: Complete me! ...................................................................................... 18
What I Can Do ........................................................................................................ 18
Activity: Repairing the Reports ......................................................................... 18
Post-Assessment .................................................................................................... 20
Additional Activity .................................................................................................... 22
Activity: Revise it! ............................................................................................. 22
ANSWER KEY ........................................................................................................ 23
REFERENCES ....................................................................................................... 24

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 What I Need to Know

Welcome to this module on STRUCTURES OF VARIOUS KINDS OF

REPORTS!

This module is intended to help you develop your skill in determining the
objectives and structures of various kinds of reports.

HOW TO USE THIS MODULE

This module contains several activities. To make the most out of them, you
need to do the following:

1. Scan the list of learning objectives to get an idea of the knowledge and skills you
are expected to gain and develop as you study the module. These outcomes are
based on the content standards, performance standards, and learning
competencies of the K to 12 Curriculum English for Academic and Professional
Purposes (EAPP).
2. Answer the What I Know. Your score will determine your knowledge of the
lessons in the module.
3. Each activity aims to develop the learning objectives set for the module. It starts
with an activity that will help you understand the lesson and meet the required
competencies.
4. Take your time in reading this module. Write down points for clarification. You
may discuss these points with your teacher.
5. Perform all activities. The activities and assessments are designed to enhance
your understanding of the process of using intertextuality as a technique in writing
plays. The activities will also give you an idea how well you understand the
lesson. Review the lesson if necessary until you have achieved a satisfactory
level of understanding.
6. At the end of the module, take the Post-Assessment to evaluate your overall
understanding about the lessons.
7. Make sure to use separate sheets of paper for your answers.

LEARNING OBJECTIVES
By the end of the module, you should be able to:

a) demonstrate an understanding of the proper writing style for academic reports

by accomplishing related activities;
b) distinguish between the type of information needed in each section of a
specific type of report, and
c) revise texts applying the principles in writing a specific part of a report.

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 What I Know
MULTIPLE CHOICE. Write the letter of your answer on a separate sheet of paper.
Use capital letters.

1. What formal document elaborates on a topic using facts, charts, and graphs to
support its arguments and findings?
A. essay
B. paper
C. report
D. all of the above
2. What characteristic of a report leads people to find information quickly?
A. arguments and reasoning
B. sections and numbering
C. number of pages
D. all of the above

3. What type of report presents a summary of all responses that were collected in an
objective manner?
A. Field Report
B. Survey Report
C. Lab Report
D. Feasibility Report
4. What type of report should you write if you aim to understand important concepts
better by observing, analyzing, and reflecting on how these concepts are applied in
an immersion activity/outreach project?
A. Field Report
B. Survey Report
C. Lab Report
D. Feasibility Report
5. What part of a report defines its specific objectives and purpose?
A. Introduction
B. Results
C. Methods
D. Conclusion
6. Which of the following is TRUE about writing a conclusion in a report?
A. The conclusion should comprehensively recap the entire study.
B. Reiterate the importance or significance of your observations.
C. You may include any new information.
D. Tables and/or graphs may be used to summarize the details.

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7. Which of the following can be used to record observations when writing a field
report?
A. notes
B. audio recording
C. drawings and illustrations
D. all of the above
8. Which of the following things is observed when you note down the participants who
perform a particular task and how they behave?
A. language
B. physical setting
C. behavior
D. physical characteristics of respondents

9. Which of the following questions should you ask yourself when analyzing your
observations in a field report?
A. Why were you doing this?
B. What were the strengths and weaknesses of the observations you recorded?
C. Who are the participants in the situation?
D. What are you observing?

10. Which of the following examples do you think best illustrates the concise language
you should use in a lab report?
A. The plants exposed to full sunlight showed amazing amounts of growth after
a couple weeks.
B. The entire lab group laughed when the water spilled out of the test tube.
C. The plants exposed to full sunlight grew an average of 3 cm in 14 days, while
the plants left indoors grew only 0.5 cm on average.
D. The plants grew.

11. Imagine you did an experiment in which you grew five different groups of rose
bushes, and each group received a different amount of fertilizer. Which of the
following would be the best title for this lab report?
A. The effects of fertilizer on the growth of rose bushes
B. Rose bushes with large amount of fertilizer grow better than rose bushes
with small amount of fertilizer
C. Plants and fertilizer
D. Different groups of rose bushes and different amount of fertilizer used

12. Imagine that you're writing a paper for a lab in which you isolated the caffeine from a
cup of coffee. Select the sentence that you would write in the Materials and
Methods section of a lab report.
A. Coffee is a beverage enjoyed by millions of people around the world every
day.
B. The second attempt resulted in the extraction of 73 mg of caffeine.
C. 200 mL coffee heated to 90°C.
D. 200 mL of coffee was placed in a flask and heated to 90°C.

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13. Which of the following is a good example of a sentence you would find in the
Discussion section of a lab report?
A. Ten dogs with no previous training were selected for the study.
B. Unlike in previous studies on dog training, most of the dogs in this study
retained the ability to perform tricks for up to six weeks after the initial
training sessions.
C. Seven of the ten dogs learned how to "sit" after three training sessions.
D. It was hypothesized that the dogs would be able to retain all of the training
commands for six weeks after the initial training sessions.

14. Which of the following is TRUE?

A. The abstract previews the important details you’ll be taking about in the later
sections of your lab report.
B. Your presentation of the results may not follow the same order as in a survey
questionnaire.
C. Like field reports, lab reports follow a specific format.
D. In writing a field report, observational data can be manipulated.

15. What is the importance of citing references in report writing?

A. To show your reader you've done proper research.
B. To be a responsible scholar by giving credit to other researchers and
acknowledging their ideas.
C. To allow your reader to track down the sources you used.
D. All of the above.

What’s In
Reports are expected, and these are common requirements in school. But do you
know that when you become a professional, you will also be writing reports?
Written reports have different purposes in the academe and professional worlds. In
school, your teachers may use your reports as a gauge of your learning. They may use it, for
instance, to evaluate your ability to see connections between a concept discussed in class
and real-life situations. In the professional world, reports serve as very important records of
decisions or as based for decisions to be made.

What’s New
Before we get into report writing, how about we first draw a clear distinction between
essays and reports? These words are sometimes used interchangeably, but there is
definitely a difference of purpose for both. Let’s see some differences between essays and
reports:

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Activity: What am I?
Classify each description according to how it should be called as a kind of
writing. Write RW if it pertains to Report writing and EW if it refers to Essay writing.
1. It usually has room for expression of one’s opinions, need not be supported with
graphical proofs.
2. The structure is very crisp and clean, using pointers and numbered headings and
sub-headings.
3. It uses tables, graphs, charts to prove a point is very common.
4. It presents facts and information specifically, no opinions.
5. It often has appendices.
6. It is written for a specific audience, a report concerns itself to only a certain set of
people related.
7. The structure is casually flowing in paragraphs.
8. It has a logical flow of thoughts but no need of a summary.

What Is It
STRUCTURES OF VARIOUS KINDS OF REPORTS

FIELD REPORT
Field reports are most often assigned in disciplines of the applied social sciences
[e.g., social work, anthropology, gerontology, criminal justice, education, law, the health care
professions] where it is important to build a bridge of relevancy between the theoretical
concepts learned in the classroom and the practice of actually doing the work you are being
taught to do. Field reports are also common in certain science disciplines [e.g., geology] but
these reports are organized differently and serve a different purpose than what is described
below.

Purpose
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
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 (Flick, 2008).

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.

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Structure
How you choose to format your field report is determined by the research problem,
the theoretical perspective that is driving your analysis, the observations that you make,
and/or specific guidelines established by your professor. Since field reports do not have a
standard format, it is worthwhile to determine from your professor what the preferred
organization should be before you begin to write. Note that field reports should be written in
the past tense. With this in mind, most field reports in the social sciences include the
following elements:

I. Introduction
The introduction should describe the specific objective and important theories
or concepts underpinning your field study. The introduction should also describe the
nature of the organization or setting where you are conducting the observation, what
type of observations you have conducted, what your focus was, when you observed,
and the methods you used for collecting the data. You should also include a review
of pertinent literature.

II. Description of Activities

Your readers’ only knowledge and understanding of what happened will come
from the description section of your report because they have not been witness to
the situation, people, or events that you are writing about. Given this, it is crucial that
you provide sufficient details to place the analysis that will follow into proper context;
don't make the mistake of providing a description without context. The description
section of a field report is similar to a well written piece of journalism. Therefore, a
helpful approach to systematically describing the varying aspects of an observed
situation is to answer the "Five W’s of Investigative Reporting." These are:

 What -- describe what you observed. Note the temporal, physical, and social
boundaries you imposed to limit the observations you made. What were your
general impressions of the situation you were observing? For example, as a
student, what is your impression of the application of online interactive games
as a teaching strategy in a history class?
 Where -- provide background information about While standard
academic writing tends
the setting of your observation and, if necessary,
to be objective and
note important material objects that are present
impersonal, the
that help contextualize the observation [e.g.,
language used in field
arrangement of computers in relation to student
reports can be simpler,
engagement with the teacher].
more direct and
 When -- record factual data about the day and
personal. Personal
the beginning and ending time of each
pronouns such as I and
observation. Note that it may also be necessary
we can be used. It may
to include background information or key events
also be appropriate,
which impact upon the situation you were
depending on your task,
observing [e.g., observing the ability of teachers
to record your subjective
to re-engage students after coming back from an
impressions and feelings
unannounced fire drill].
(McNabb).

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  Who -- note the participants in the situation in terms of age, gender, ethnicity,
and/or any other variables relevant to your study. Record who is doing what
and saying what, as well as, who is not doing or saying what. If relevant, be
sure to record who was missing from the observation.
 Why -- why were you doing this? Describe the reasons for selecting
particular situations to observe. Note why something happened. Also note
why you may have included or excluded certain information.

III. Interpretation and Analysis

Always place the analysis and interpretations of your field
observations within the larger context of the theories and issues you
described in the introduction. Part of your responsibility in analyzing the data
is to determine which observations are worthy of comment and interpretation,
and which observations are more general in nature. It is your theoretical
framework that allows you to make these decisions. You need to demonstrate
to the reader that you are looking at the situation through the eyes of an
informed viewer, not as a lay person.

Here are some questions to ask yourself when analyzing your

observations:

 What is the meaning of what you have observed?

 Why do you think what you observed happened? What evidence do you
have for your reasoning?
 What events or behaviors were typical or widespread? If appropriate, what
was unusual or out of ordinary? How were they distributed among
categories of people?
 Do you see any connections or patterns in what you observed?
 Why did the people you observed proceed with an action in the way that
they did? What are the implications of this?
 Did the stated or implicit objectives of what you were observing match
what was achieved?
 What were the relative merits of the behaviors you observed?
 What were the strengths and weaknesses of the observations you
recorded?
 Do you see connections between what you observed and the findings of
similar studies identified from your review of the literature?
 How do your observations fit into the larger context of professional
practice? In what ways have your observations possibly changed your
perceptions of professional practice?
 Have you learned anything from what you observed?

NOTE: Only base your interpretations on what you have actually observed.
Do not speculate or manipulate your observational data to fit into your
study's theoretical framework.Since field reports are used to combine theory
and practice, they involve both description and analysis. It is important to be
aware of and avoid the most common student error when writing field
reports of presenting description without any analysis of what has been
described or observed.

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 IV. Conclusion and Recommendations
The conclusion should briefly recap of the entire study, reiterating the importance or
significance of your observations. Avoid including any new information. You should also
state any recommendations you may have. Be sure to describe any unanticipated problems
you encountered and note the limitations of your study. The conclusion should not be more
than two or three paragraphs.
V. References
List the references you have used all throughout your paper.

LAB REPORTS
Purpose

The main reason for writing a lab report or scientific paper is to communicate the
results of a scientific study to the public (or to your teacher). Keeping this purpose in mind,
there are some important things you want to remember when writing your lab report.

Use concise language that clearly communicates what you are trying to say.
Scientists like to get straight to the facts without any distractions, so there is no need for the
kind of "flowery" language you might use in a short story, poem, or personal essay. The
sentences should provide enough detail so the reader knows what happened, but not so
much detail that it gets overwhelming.

Structure
One really nice thing about writing lab reports is that they almost always follow a very
specific format, so there's no question about what information goes first, second, third, etc.
Lab reports generally have six main parts.
Title
The title is a brief summary of the main ideas in the paper. It should be between 5
and 12 words long. The title should have enough details that any person could read it
and know just what the study was about. But you don't need too many details, since
you'll be talking about them in the paper itself.
This is how you can come up with lab report titles:

 Brainstorm a few keywords that are relevant to my experiment.

 Pick 3 from the above list to form a phrase / sentence that answers at least 3 of
the who, what, when, where, why or how questions about my lab.

A good example would be: The Examination of Protozoan Cultures to Determine

the Cellular Structure and Motion Pattern.

Here:

 Who? Protozoan
 What? Cellular Structure and Motion Pattern
 Where? Lab (species cultures)

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 Abstract
The abstract is a short summary of the main ideas found in the lab report. It
should include 1) the purpose of the study or the question being addressed by the
study, 2) the procedures used in the study, 3) the major results of the study, and
4) any conclusions drawn by the author(s). The abstract should generally be
between 100 and 200 words in length.

Purpose of Study
Sample Abstract
Procedures
used in the Over the past few decades, land-use and climate change have led to
study substantial range contractions and species extinctions. Even more dramatic
changes to global land cover are projected for this century. This study used the
Millennium Ecosystem Assessment scenarios to evaluate the exposure of all 8,750 land bird
species to projected land-cover changes due to climate and land-use change. For this first
baseline assessment, the authors assumed stationary geographic ranges that may
overestimate actual losses in geographic range. Even under environmentally benign
scenarios, at least 400 species are projected to suffer >50% range reductions by the year
2050 (over 900 by the year 2100). Although expected climate change effects at high
ranged and endemic to the tropics, where projected range contractions are driven by
anthropogenic land conversions.
Results of the Study

Most of these species are currently not recognized as imperilled. The causes,
magnitudes, and geographic patterns of potential range loss vary across socioeconomic
scenarios, but all scenarios (even the most environmentally benign ones) result in large
declines of many species. Whereas climate change will severely affect biodiversity, in
near future, land-use change in tropical countries may lead to yet greater species loss. A
vastly expanded reserve network in the tropics, coupled with more ambitious goals to reduce
climate change, will be needed to minimize global extinctions.

Conclusion
I. Introduction
The introduction of your lab report is a chance for you to "hook" the reader and
preview the important details you'll be talking about in the later sections of the paper. It's
kind of like the first paragraph in a short story or the first act of a play.

While the abstract was a very short summary of the entire paper, the introduction will
be a longer section with more detail. It could be anywhere from three or four paragraphs
to a couple pages long, depending on the complexity of the topic and, of course, the
requirements of your instructor.

Here are some tips for organizing your introduction:

1. Start off with a very broad introduction to the topic. For instance, let's say you
are writing a lab report about an experiment where you tested the effect of
temperature on the enzyme catalase. You should start the introduction by talking
about what enzymes are and how they work.

2. Narrow down the introduction to talk more specifically about the topic you are
investigating, and why the study you did was so important. In the catalase example,

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 you should now talk specifically about what the catalase enzyme does, where it is
found, how it works, and why it is important enzyme to study how temperature
affects this enzyme.

3. The introduction should also include a literature review that discusses what is
already known about the topic. This is where you will summarize the research you
have done about your topic. Make sure you properly cite all of the sources you used
in your research.

4. Finally, state the purpose of the study, the hypothesis you tested in your
study, and/or the question(s) you were trying to answer.

The introduction should not include details about the procedures you used in
your study. Save these for the Materials and Methods section. You should also leave out
the results, which will go in the Results section.

Sample Introduction

Osteoporotic fractures, particularly hip fractures, constitute a large and

growing problem worldwide, in both women and men, with a profound impact on quality
of life and mortality. The fracture risk is influenced both by the genetic constitution and
by environmental factors, with lifestyle becoming more important with increasing age.

Physical activity, one conceivable and modifiable risk factor, can prevent
fractures by improving muscle mass and balance, and by increasing skeletal strength,
and thus reducing the risk of injurious falls. However, the clinical relevance regarding
exercise for maintaining or improving bone mineral density in adult men cannot be
determined from existing studies.

The investigation of the effects of physical activity on the most important

outcome—fracture risk—should ideally be evaluated in a randomized study, but this
design is unlikely to ever be well performed owing to methodological issues, e.g., study
size, compliance, drop-outs, blinding and long-term follow-up. Therefore, it is not
surprising that there are no randomized trials in this area.
Although moderate levels of leisure physical activity, such as walking, are
associated with a substantially lower risk of hip fracture in postmenopausal women [8],
data from prospective observational fracture studies in men are inconsistent. Whereas
some studies in men report significant reductions in risk with a high physical activity,
others do not. Lack of validation and the absence of regular assessment of physical
activity during follow-up may be factors that explain these contradictory results. The
analyses in the positive reports have involved few osteoporotic fractures, and no
consistent dose-response pattern has been detected. In addition, only a few studies
have taken possible confounding by poor health into account, and in none of the studies
has it been considered that changes in physical activity and other lifestyle habits might
have occurred during follow-up. Thus, it is uncertain whether, to what extent, and at
what level physical activity influences the risk of osteoporotic fractures in men. This
study therefore investigated the impact of physical activity on the risk of fracture in
a population-based cohort of men followed over a 35-year period.

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 Explanation of Example
In the first paragraph of this introduction we learned some general information about
bone fractures. The second paragraph narrowed the discussion down to talk specifically
about how exercise is related to bone fractures. The third paragraph tells us why the
current study is so important. The final paragraph starts off with a literature review telling
us what sorts of previous studies have been performed on this topic. The last sentence
then gives us the purpose of the current study.

II. Materials and Methods Section

Now that you've hooked your reader with a good introduction, you'll start getting into
the details about how you performed your study or experiment. This section should be
written with enough detail that anyone would be able to follow your procedures and
repeat your experiment, but make sure you don't include so much detail that it becomes
overwhelming!

The Materials and Methods section is often the easiest part of a lab report to write
because the procedure is either written in your lab manual, or you took notes on your
procedure as you performed the study. Just make sure you write it in paragraph form
with complete sentences, rather than just a list of your methods. As with the other parts
of the paper, this section should usually be written in past tense with no personal
pronouns (I or we).

It's very important that in the Materials and Methods section, you will not write what
results you got. Save those for the next section.

Here's a short section of the Materials and Methods section from an article about
bone fracture. Look at the highlighted portions to identify the use of third-person past-
tense language.
Sample Materials and Methods section

From 1970 to 1973, all 2,841 men born between 1920 and 1924 and living in the
municipality of Uppsala, Sweden, were invited to participate in a health survey, the
Uppsala Longitudinal Study of Adult Men (ULSAM). A total of 2,322 men (82% of
those invited), aged between 49 and 51 years, agreed to participate. Information
regarding recreational physical activity was obtained by a reliability-tested
questionnaire, but only 2,205 men (95%) responded to these questions, and it is these
men who form the study base for the present investigation. At 60 years of age, 1,860
men took part in a second evaluation, at 70 years 1,221 men took part in a third
evaluation, at 77 years 839 men participated and, at the final evaluation, at age 82
years, there were 530 participants.

III. Results Section

You've given an introduction to the topic you studied and you've told the
reader how you did your study, so you can finally start talking about the results of all
your hard work!

Use the Results section to summarize the findings of your study. The text of
this section should focus on the major trends in the data you collected. The details

11
can be summarized in tables and/or graphs that will accompany the text.
In this section, just tell the reader the facts. Don't try to interpret the data or
talk about why they are important. Save your interpretations for the
Discussion/Conclusion section.

Figures and Tables

One of the best ways to represent the results of your study is by using graphs
and tables (in lab reports, graphs and other images are usually known as
"figures"). This is because they are easy to read and convey a lot of information
to the reader in an efficient way. Here are some of the things to keep in mind
when including tables and figures in your lab report:

 Tables and figures should be self-explanatory and should include enough

information to be able to "stand alone" without reading the entire paper
 All columns in the tables and all axes on graphs should be clearly labeled,
including units of measurement (cm, °C, etc.)
 All tables and figures should be given a number and should include a
caption that explains what they are trying to convey. For example, in a
paper on the effects of increased phosphorus on oxygen content of pond
water, you might include a graph with this caption: "Figure 1. Oxygen
concentration of pond water is determined by phosphorus content."

Any time you include a figure or table, you must mention it in the text, usually
in the Results section. There are two ways to cite your figure or table in the text:
1. Mention the figure directly in the text, like this: "Figure 1 shows the
impact of phosphorus enrichment on pond water oxygen concentration."
2. Add a citation in parentheses at the end of a sentence, like this:
"Oxygen concentration of the pond water decreased with an increase in phosphorus
(Fig. 1)." In this case, Figure is abbreviated to Fig., but you would not need to
abbreviate the word Table.

Example
The following figure is from the bone fracture paper, showing how many men
sustained bone fractures during the course of the study. Note how both axes are
labeled, and there is a proper title underneath.

Fig 1. Cumulative Number of Hip Fractures and Fractures of any Type after
Study Entry at Age 50 y and during Follow-up

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 Now compare the graph above to the table below. Notice how the table is arranged
into rows and columns and is only composed of text.
Any Type
Hip
of
Fracture
Fracture

Activity Follow-Up Patients Follow-Up

Patients (n) HR HR
Level (Person-Years) (n) (Person-Years)

High 47 28.542 1.0 200 26.877 1.0

Medium 63 25.141 1.65 200 23.544 1.18
Low 24 7.217 2.65 73 6.729 1.57
Table 2. Hazard Ratios (HRs) of Hip Fractures and any Type of Fracture Associated
with Time-Dependent Physical Activity Level in Leisure Time

IV. Discussion or Conclusion

Once you've discussed the most important findings of your study in the Results
section, you will use the Discussion section to interpret those findings and talk about why
they are important (some instructors call this the Conclusion section). You might want to talk
about how your results agree, or disagree, with the results from similar studies. Here you
can also mention areas ways you could have improved your study or further research to be
done on the topic.

Do not just restate your results - talk about why they are significant and important.
Here’s a paragraph taken from the Discussion from the bone fracture paper. Notice how the
authors relate their results to what is already known about the topic. The numbers in
brackets refer to references listed at the end of their paper (not shown here).
The data indicate that avoiding a low level of physical activity substantially
reduces the risk of all fractures, particularly hip fractures—the most devastating of
osteoporotic fractures—in men. Even changes in physical activity during the follow-
up affected hip fracture risk. As expected, those who maintained a high physical
activity level had the lowest risk of hip fracture, but there was also a tendency
towards a lower risk of fracture for those who increased their level of activity
compared with those who reduced their level of activity, or compared with those who
reported constant low activity. This observation has previously been made in
women [8, 16]. There are several possible mechanisms, related to muscle
performance and balance as well as to bone architecture and strength, whereby
physical activity can reduce the risk of fractures [28, 29].
V. References or Literature Cited
The References section, sometimes called Literature Cited, is where you will
list all of the sources you used in researching your topic. Properly documenting sources
used for research is important because it ensures that:

 Credit for information originally provided elsewhere is given,

 Others can find the same information again, and
 Plagiarism (passing off the ideas or words of another as one's own)
does not take place.

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SURVEY REPORT
A survey is a data collection method that involves asking a selected group of people
questions. Thus, a survey report is an objective and systematic written presentation of the
goals and findings of a survey.
Structure
I. Introduction
Introduce your survey report by presenting the reason for conducting your
survey and your objectives.
II. Procedures
This section reports the procedures involved in the survey. Include details
such as:
Description of the respondents:
 Demographic information
 Number (totals and subtotals as applicable)
 Criteria for selection
Description of the survey instrument:
 Development of the questionnaire (Was it adopted from a previous study?
Was it developed by the researchers? Was it modified from a previous
version?)
 Details of pilot tests done to refine the questionnaire
 Number of questions and sections if any
 Types of questions (example: multiple choice questions, open-ended
questions)
 The amount of time it took to answer the questionnaire
The implementation of the survey
 Date and place of survey
 Distribution method (Example: sent through e-mail)
 Treatment of Data (computations, etc.)

III. Results
The results section should present the answers to the survey questions in
paragraph form, through highlights of the results, and in graphical form, through
tables or other graphics. Present the results per question.
Your presentation of the results may not follow the same order as in a survey
questionnaire. You can follow the order of objectives as presented in the
Background and Objectives section.
IV. Conclusions and Recommendations
Depending on the teacher’s requirement, the conclusion can contain any of the
following:
 Recap the key findings of the survey
 Present generalizations regarding the responses

The recommendations, on the other hand, presents suggested research topics or

actions.
V. Appendix
VI. References

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 What’s More
Activity: Sequencing the Reports
Below are excerpts of reports that are not structurally organized. Read the following
excerpts and arrange the paragraphs according to the parts of a specific report. Use
LETTERS in sequencing the parts.

1. Report Title: Child Protection Sub-Sector, north-east Nigeria Report on the Perception
Survey on the Impact of COVID-19 Pandemic on the Well-being of Children and Child
Protection Service Delivery

A. The survey was conducted via Google Forms and was completed by 24 organizations
providing child protection services in north-east Nigeria and mainly in Borno state. The
responses were received and analyzed by the CPSS coordination team. The survey covered the
period of March to May 2020 and is limited to the perceptions of child protection actors. Given the
COVID-19 context, it was not feasible to conduct collect information directly from the children and
community members.
The survey provides recommendations to be implemented by the state governments in
north-east Nigeria, child protection actors and actors in other sectors, amongst others, to improve
the well-being of children and access to and quality of child protection services within the context of
the pandemic.

B. The survey sought to understand the extent to which children and community members
believed that COVID-19 exists. Based on the observations of the participating agencies,
majority of children did not believe that COVID-19 exists as shown in Figure 3. Respondents
organizations observed that community members tended to believe that the virus exists in
comparison to children as shown in Figure 4.

C. The following recommendations are proposed on additional actions that need to be

undertaken to improve access to child protection services within the context of the pandemic

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 Recommendations Responsible
Understanding of COVID-19 by children and communities, messaging, measures
and practices to curb the spread of the virus at community level
1. Targeted education for children with combined Child Protection Actors,
with increased Health
education for caregivers as children rely on them as Sector, WASH, Ministry of
a primary source of information on COVID-19 and Health, MWASD, Ministry
related infection prevention and control practices. of
2. Targeted COVID-19 message through the formal Information
and informal education systems with feedback Education, Ministry of
mechanisms on children’s understanding and Education, Child Protection
concerns about the pandemic. Actors
3. Continued education on COVID-19 and good Health Sector, WASH,
hygiene practices at community level with increased Ministry
involvement of community of Health
and religious leaders

D. In the context of the COVID-19 global pandemic, as in other emergencies, existing child
protection concerns are likely to worsen, and new ones emerge as a result of the related
prevention and control measures. In north-east Nigeria, the threats and risks for children and
their families caused by the ongoing conflict are likely to be further exacerbated by the
COVID-19 pandemic. This global public health pandemic has also affected the capacities of
families to provide and care for their children. A total of 639 positive cases had been
reported, of which 29 positive cases were children in north-east Nigeria between March and
June 2020.

E.
The direct and indirect consequences of COVID-19 will be felt in the medium and
long-term, not only on children’s physical well-being but on their mental and social well-
being. Accordingly, actions to address the impact of the pandemic from a child protection
perspective will require changes in strategy, approaches and processes by child protection
actors and donors. Investment in systems strengthening particularly community-based
structures will be key to enabling children and communities cope with the changes brought
about by the pandemic. This will require increased multi-year predictable funding for child
protection and other support services to mitigate the negative coping mechanisms resulting
from the pandemic. Accelerating localization through strengthening government and
national/local NGO capacities will be instrumental. Overall, there is a clear need for
specific inter- sectoral actions included continued coordination with the Child Protection
Sub-Sector to address the impact of COVID-19 and related control measures on the well-
being of children and their caregivers.

16
2. Practicum Report
A. The school is made up of six primary classes (primary one – six), and two nursery
classes (ECCDE I and ECCDE II). The school has a total of 19 streams, a total of 36
academics and 5 non-academic staff. The academic staff include 19 permanent teachers (1
male and 18 females), and 17 N-power teachers (11 males and 6 females). The non-
academic staff includes 1 male and 4 females. In total, the school have 16 male staff and 25
female staff across all the categories. The pupils’ population include 253 boys and 251 girls
distributed across ECCDE to primary 6, resulting in a total of 504 pupils.

B. Practicum is a practical experience offered to individuals as a means to enable them put

into practice, theoretical knowledge learned during the process of education. The objectives
for doing this is to expose students to a minimum of six weeks’ field experience including
observation, adaptation to office conditions, planning and preparation for school
administration. Those to engage in this exercise are expected to serve in any formal
organization. It is as a consequence of this, and the completion of my six weeks, that this
report emerged.

C. The following suggestions below have been put forth with the hope that if properly
adhered to or followed, will lead to an improvement in the organization.

i. The Government, other NGOs and the school Alumni should make provisions of buildings
and other necessary infrastructure. This will eliminate the problem of shortages in buildings
and ensure that the organization have enough physical structures to run smoothly.

ii. The school administrators, teachers, pupils, as well as the public must maintain a good
attitude towards all the facilities in the school. It was revealed that some facilities went bad
due to poor usage from individuals within and outside the organization.

D. Formal relationship exists in every formal organization where rules and regulations must
be maintained. It is also in formal organization that the established hierarchy of authority or
bureaucracy must be given their due respect, honour and loyalty. Given this brief
background, I can say that the staff of this organization had and displayed formal
relationship with the head teacher, assistant head teacher and other fellow teachers in the
school. Most of them came to school very early and performed all the duties assigned to
them by the head teacher. They worked cooperatively with each other in achieving set goals,
and delivered messages across to each other as sent by either the head teacher or other
external supervisors. The head teacher also organized meetings where important matters
which affected the school are discussed.
As a person, I maintained formal relationship with the staff, student teachers and the
pupils of this organization during my brief time with them. I related formally with the head
teacher and the assistant head teacher by ensuring that I acted and performed duties
according to their instructions. I made sure that all assigned tasks were performed and on
time. I brought to their notice, any information or suggestions that I considered necessary
and likely to promote the attainment of set goals. As the managers of this organization, the
head teacher and her assistant also helped me a lot because through their counsel, the task
they assigned to me, their suggestions, guidance, comments, encouragement and the

17
overall exposure, I was able to perform duties which led to a significant increase and
improvement in my abilities and overall performance.

E. I resumed my practicum and teaching practice duties formally on Monday 29th January,
2018 though I reported to the school earlier on Friday 26 th January 2018. The head teacher
of the institution assigned me to handle teaching duties with primary 6A while I worked
directly under her for some administrative tasks. I was introduced to my class teacher who
gave me the opportunity to indicate the subjects I will like to be handling throughout my time
there, while she will handle the remainder. The following subjects were chosen by me and I
taught all of them throughout. They include: Mathematics, Computer studies, Basic Science,
Physical & Health Education and Agricultural Science.

F. Summarily, I will conclude by saying that this exercise is very interesting and educative. It
is something every student should take seriously rather than contemptuously. The
experience derived during this short period of time has expanded further, my administrative
knowledge and competence. It offered me the opportunity to apply the theoretical knowledge
acquired while in school. I was able to see for myself easily, those things lecturers were
struggling to explain for my understanding. I have made new connections and some life time
relationship while here.

What I Have Learned

Activity: Value Me!
Answer the question in two to three sentences only.

What is the importance of reports?

What I Can Do
Activity: Repairing the Reports
The following reports contain errors. On your answer sheet, revise any of the
following reports to make them suitable for an academic report. Assessment of your
output will be based on the rubric below.

Unsatisfactory (4) Developing (6) Proficient (8) Excellent (10)

 No sign of  Revisions are  Revisions  Revisions
meaningful focused on demonstrate demonstrate
revisions – sentence-level changes that changes that
Few/superficial clarification or improve overall SIGNIFICANTLY
changes exist. corrections. structure, clarity, improve structure,
 Repetitive  Revises based and clarity, and
errors, obvious on direct development. development.
lack of feedback, but  Few, if any  Students is willing
proofreading. does not errors exist, and to make major

18
 change essay those errors do structural
much beyond not impede changes.
that. understanding.  No errors

1. Kind of Report: Laboratory Report (Procedures)

Objective: This experiment aims to determine if ginger and garlic extracts can
inhibit the growth of Streptococcus aureus.

Revise this:
Procedures:
Garlic and ginger extracts were prepared by crushing pieces of ginger
and garlic. Streptococcus aureus was grown in three agar plates for a couple of
days. Then each kind of extract was dropped onto a small paper disc. Each disc
was placed on a bacterial culture. Leave one disc with no extract; this will serve
as the control. Wait for one day. Then check the cultures. You need to check the
size of the clear zone, or the area where bacteria is not found, on the petri dishes
where the discs were applied.

2. Kind of Report: Survey Report

Objective: This study aims to determine the top three areas of life where third year
students of Highest Achievers Academy receive the most stress.

Revise this:

Results:
One hundred third-year students of Highest Achievers Academy (50 boys and 50
girls) were surveyed as to their sources of stress using an existing survey instrument from
the internet. This survey instrument lists several causes of stress categorized under four life
areas: school, relationships, money, and body, mind and feelings. Respondents can choose
any number of causes applicable to them.
The responses were counted and classified according to the life areas identified in
the survey questionnaire.
As shown in the table, many of the respondents found relationships the most
stressful. Next in rank are the areas of school; boy, mind and feelings; and money. 107
students identified relationships from the survey questionnaire.

Table 1: Number of responses

Respondents Area of Life where Stress was Felt*
by Sex School Relationships Money Body, Mind, and
Feelings
Female 48 39 15 67
Male 41 68 12 15

19
 Post-Assessment
MULTIPLE CHOICE. Answer each of the following questions, and write the letter of
the BEST answer on your answer sheet.

1. What formal document elaborates on a topic using facts, charts, and graphs to
support its arguments and findings?
A. essay
B. paper
C. report
D. all of the above
2. What characteristic of a report leads people to find information quickly?
A. Arguments and reasoning
B. Sections and numbering
C. Number of pages
D. All of the above

3. What type of report presents a summary of all responses that were collected in an
objective manner?
A. Field Report
B. Survey Report
C. Lab Report
D. Feasibility Report
4. What type of report should you write if you aim to understand important concepts
better by observing, analyzing, and reflecting on how these concepts are applied in
an immersion activity/outreach project?
A. Field Report
B. Survey Report
C. Lab Report
D. Feasibility Report
5. What part of a report defines its specific objectives and purpose?
A. Introduction
B. Results
C. Methods
D. Conclusion
6. Which of the following is TRUE about writing a conclusion in a report?
A. The conclusion should comprehensively recap the entire study.
B. Reiterate the importance or significance of your observations.
C. You may include any new information.
D. Tables and/or graphs may be used to summarize the details.

20
7. Which of the following can be used to record observations when writing a field
report?
A. notes
B. audio recording
C. drawings and illustrations
D. all of the above
8. Which of the following things is observed when you note down the participants who
perform a particular task and how they behave?
A. Language
B. physical setting
C. behavior
D. physical characteristics of respondents

9. Which of the following questions should you ask yourself when analyzing your
observations in a field report?
A. Why were you doing this?
B. What were the strengths and weaknesses of the observations you recorded?
C. Who are the participants in the situation?
D. What are you observing?

10. Which of the following examples do you think best illustrates the concise language
you should use in a lab report?
A. The plants exposed to full sunlight showed amazing amounts of growth after
a couple weeks.
B. The entire lab group laughed when the water spilled out of the test tube.
C. The plants exposed to full sunlight grew an average of 3 cm in 14 days, while
the plants left indoors grew only 0.5 cm on average.
D. The plants grew.

11. Imagine you did an experiment in which you grew five different groups of rose
bushes, and each group received a different amount of fertilizer. Which of the
following would be the best title for this lab report?
A. The effects of fertilizer on the growth of rose bushes
B. Rose bushes with large amount of fertilizer grow better than rose bushes
with small amount of fertilizer
C. Plants and fertilizer
D. Different groups of rose bushes and different amount of fertilizer used
12. Imagine that you're writing a paper for a lab in which you isolated the caffeine from a
cup of coffee. Select the sentence that you would write in the Materials and Methods
section of a lab report.
A. Coffee is a beverage enjoyed by millions of people around the world every
day.
B. The second attempt resulted in the extraction of 73 mg of caffeine.
C. 200 mL coffee heated to 90°C.
D. 200 mL of coffee was placed in a flask and heated to 90°C.

21
13. Which of the following is a good example of a sentence you would find in the
Discussion section of a lab report?
A. Ten dogs with no previous training were selected for the study.
B. Unlike in previous studies on dog training, most of the dogs in this study
retained the ability to perform tricks for up to six weeks after the initial
training sessions.
C. Seven of the ten dogs learned how to "sit" after three training sessions.
D. It was hypothesized that the dogs would be able to retain all of the training
commands for six weeks after the initial training sessions.

14. Which of the following is TRUE?

A. The abstract previews the important details you’ll be taking about in the later
sections of your lab report.
B. Your presentation of the results may not follow the same order as in a survey
questionnaire.
C. Like field reports, lab reports follow a specific format.
D. In writing a field report, observational data can be manipulated.

15. What is the importance of citing references in report writing?

A. To show your reader you've done proper research.
B. To be a responsible scholar by giving credit to other researchers and
acknowledging their ideas.
C. To allow your reader to track down the sources you used.
D. All of the above.

Additional Activity
Activity: Revise it!
The following extracts from various reports contain errors. On your
answer sheet, choose one text to revise making it suitable for an academic
report. Please refer to What I Can Do for the rubric.

1. After adding the solution, the mixture in the test tube went a bright scarlet red, which we
did not expect, as this was not the same as the washed out pink colour it was supposed to
go according to the book. We shook the test tube up and left it for a while in the test tube
stand. When we came back, the mixture had settled to the bottom and dried out, which it
was not supposed to have happened; this was a bit of a problem.

2. The questionnaire will be carried out in the public space next to the town hall, were local
residents can be found and stopped. If we can't find enough local people to answer our
survey, we'll do down the street and see if we can find some more in the shopping center as
there tends to be local youths hanging around their who we could ask.

22
ANSWER KEY

23
 REFERENCES

Fund, United Nations Children's. 2020. Humanitarian Response. July 29. Accessed
December 5, 2020.
https://www.humanitarianresponse.info/en/op%C3%A9rations/nigeria/docume
nt/perception-survey-impact-covid-19-pandemic-well-being-children-and-child.
n.d. "LearnHigher." Accessed December 14, 2020.
http://www.learnhigher.ac.uk/writing-for-university/academic-writing/academic-
writing-for-reports/.
Miciano, Mishima Z., and Remedios Z. Miciano. 2016. Enhanced English
Engagement: English for Academic and Professional Purposes. Makati City:
Don Bosco Press, Inc.
Owan, Valentine Joseph. 2018 . Research Gate. January. Accessed December 10,
2020.
https://www.researchgate.net/publication/331492640_Practicum_Report_Carri
ed_Out_in_Government_Primary_School_Obufa-
Esuk_205_Goldie_Street_Calabar_Cross_River_State.
2020. Phoenix College Lib Guides. April 28. Accessed December 06, 2020.
https://phoenixcollege.libguides.com/c.php?g=225738&p=1496028.
2020. Sacred Heart University Library. Accessed December 5, 2020.
https://library.sacredheart.edu/c.php?g=29803&p=185952.
n.d. toppr. Accessed December 8, 2020.
https://www.toppr.com/?utm_source=guides.
2000. UniLearning. Accessed December 10, 2020.
https://unilearning.uow.edu.au/report/5b.html.

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For inquiries or feedback, please write or call:
Department of Education – Cordillera Administrative Region
Wangal, La Trinidad, Benguet
Telefax: 422-1318/422-4074
E-mail: car@deped.gov.ph
Social Media: facebook.com/DepEdTayoCordillera

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