WEEK

Republic of the Philippines

1
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
CUENCA SENIOR HIGH SCHOOL

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

QUARTER II – WEEK 1
Analyzing Arguments in Manifestoes

After going through the lesson, learners are expected to:

1) define argument and manifestoes;
2) classify manifestoes in the article.
3) analyze arguments in various manifestoes.

Every now and then, we come to a point wherein we need to take a stand or determine a position
in a particular issue. Pronouncing our side on a matter is not that easy, considering that we need to
scrutinize every aspect of that concern for us to be able come up with a decision.

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

Manifesto is defined as a written statement declaring publicly the intentions, motives, or views of
its issuer. A manifesto advances a set of ideas, opinions, or views, but it can also lay out a plan of
action. While it can address any topic, it most often concerns art, literature, or politics. Manifestos are
generally written in the name of a group sharing a common perspective, ideology, or purpose rather
than in the name of a single individual.

It combines a sometimes violent societal critique with an inaugural and inspirational

declaration of change. Although manifestos can claim to speak for the majority, they are often
authored by social activists and usually linked to new ideas.

A writer’s argument is a group of statements or reasons used to persuade the readers that what
he/she believes is true. It may cause the audience to act differently or change mind completely.
As for the audience, it is essential that you could develop the skill to evaluate whether an argument
used by the author is good or bad; whether it supports the assertion sensibly or it is presented in a
confusing and illogical way.

An argument consists of these parts:

1. Claim/Conclusion. What do you want readers to believe? It summarizes the main idea. It is not
just your opinion. It is what you think is true about a topic.
2. Reasons/Premises. Why should the reader accept your claim? It is the importance of your claim.
It includes the evidences that comes in various forms, including specific examples quotes and ideas
from other scholars, statistics, data, testimonies, narratives and facts.

CUENCA SENIOR HIGH SCHOOL

Address: Poblacion 2, Cuenca, Batangas
 cuencaseniorhigh@gmail.com
 Facebook Page: DepEd Tayo Cuenca Senior High School - Batangas
There are three major ways that authors present an argument:
• Reasoning – giving logical explanation of the argument.
• Evidence – presenting statistics, facts, and studies
• Appeal – stimulate the reader's emotions

Types of Arguments

✓ Deductive Arguments- proceeds from general ideas/facts to specific inferences

Example:
Premise 1: All men are mortal (major premise/very general statement)
Premise 2: Railey is a man. (minor premise/more specific)
Conclusion: Railey is a mortal. (very specific statement)

✓ Inductive Arguments - derive from specific observations lead to a general conclusion

Example:
Premise: The past Marvel movies have been incredibly successful at the box office.
Conclusion: Therefore, the next Marvel movie will probably be successful.

Guide Questions:
1. What is the difference between argument and manifesto?
______________________________________________________________________________
______________________________________________________________________________
2. What is the importance of knowing one’s argument?
______________________________________________________________________________
______________________________________________________________________________

ACTIVITY 1: Read and analyze!

In your answer sheet, write A if the following is an example of an argument and N if it is not.

________1. Justine is angry with me, so she probably won’t accompany me to the party.
________2. Are you serious? Stop doing that!
________3. Animal abuse laws in most countries are so lenient that offenders face almost no
punishment, so stronger, stricter law must be imposed to protect animals.
________4. As generation of students enter college, it is time for higher education to use gaming to
appeal to students and make learning more engaging.
________5. First, I watched Netflix, and then I ate lunch. At noon, I decided to go out with my friends.
I missed them.
________6. Divorce should be legalized in our country. There are many women suffering from
abusive relationship.
________7. Elena showed me her artwork, and I was very surprised to see how talented she is.
________8. Obesity has become a problem of many women because obesity rates have risen over
the past years.
________9. If the floor wasn’t slippery, she wouldn’t have fallen into an accident.
________10. Here you go again. Please, stop complaining.

ACTIVITY 2: Read and Classify

Read the given manifesto entitled “Is Bad Language Unacceptable on TV?’’.
Do the task that follows.

Is Bad Language Unacceptable on TV?

BBC Online

(1) The use of racially abusive language on television and radio is an area of increasing concern
among viewers and listeners, a new study has revealed. The report also suggests most adult with
children want their homes to be expletive free. Stephen Whittle, Director of the Broadcasting

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Standards Commission in England, says there is an acceptance that swearing and offensive
language is used in daily life, and may be appropriate if a program is aimed at adults.

(2) But he says people “would prefer their homes to remain an expletive deleted zone for children.”
Is swearing still a matter of major concern to you? Or have swear words and offensive language
become an accepted part of TV output? Here are some responses to this question featured on the
BBC Online’s “Talking Point”:

(3) There’s a simple answer to all those complaining. If you don’t like it then don’t watch it. There is
nothing more annoying than listening to outraged people complaining about what they had to watch
the night before. No one makes you watch them so if you hear bad language/ see sex scene/ view
violence then change the channels instead of watching all three hours and then complaining about
afterwards. YOU DON’T HAVE TO WATCH IT. It’s true that at times in films/programs it seems the
language is used purely to shock rather than as part of the script/plot/characters but if you sit and
watch it all instead of turning over/ switching off then you can’t then blame your shock and outrage
on the program makers. James, UK

(4) There is no justification to the use of bad language on TV. It is unacceptable. How can a parent
positively correct a child who uses bad language if all they hear on TV is filthy language every
minute? Ruskin Kwofic, USA

(5) Not only is swearing wrong and extremely offensive, even worse than that is the constant
blasphemy on TV. This is especially hurtful to a Christian like myself when it is done to make people
laugh. We should not be blaspheming or condoning this when we laugh or otherwise accept it
passively or actively. It is too easy to say,” ...use the off switch...,” this is not the answer. Does any
parent want to encourage their 15 child to swear and adopt negativity? Rather it would be more
constructive to teach them the values of right and wrong. To sum up, all who own a television license
are entitled to be informed and entertained by its purchase and that means all. K.D., Wales

(6) Protecting children is a big chunk of what responsible parenting is about, and protecting their
minds and emotions is just as important as physical protection, if not more so. Of course they’ll come
across it elsewhere, but it’s clear that the extent will be increased or decreased by the levels of
exposure of their peers. As a parent I find the so-called watershed is no guarantee at all that my kids
won’t hear swearing on the television. Please can we have a consistently regulated watershed? Tom
Richards, UK

(7) I consider the television to be a guest. I would not allow a visitor to my house to use swearing
and foul language in front of me or my children. I consider the television to be a guest, and when it
offends, off it goes! J.Herbert, UK

(8) It really is stupid to campaign for protecting young people against swearing on TV. By the time
you reach 12 years old you’ve heard every word under the sun a million times in the playground.
Anyone who fails to realize this is just completely ignorant. Darren Meale, UK

(9) Bad language is nothing compared to all the violent shows on so many series. I prefer to hear
someone pronounce a four-letter word than to see them beaten to death or killed in a TV series. Bad
language is part of the everyday life of most people. Violence is not. Luc Masuy, Belgium

(10) The use of bad language in TV or cinema is not a reflection of society, but rather an excuse by
writers and actors to hide the facts that they can no longer produce real drama or real emotion. The
use of swearing is to emphasize a point is only there to mask the lack of understanding and talent.
Media twenty years ago didn’t need to use bad language—the skill in presenting drama and emotions
was there anyway. Sorry, no swearing on TV or cinema at all for me. Steve Gittins, UK

(11) In writing drama one of the first rules is to make your characters believable. Censorship of bad
language could lead to some of the most unbelievable characters ever portrayed on television.
People swear. For instance, a prison drama in which no one ever swore would be ridiculous. What

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sort of programs you allow your children to watch is up to you? But they will hear swearing in the
real world—you can’t censor that. Colin Wright, UK 16

(12) Why is it necessary? Surely we can use descriptive adjectives without resorting to bad language.
It is not enough to say it is a part of life. We have the power to adopt better social attitudes; instead
many people seem content with debasing everything. Jill Doe, Wales

(13) All drama revolves around conflict and jeopardy so bad language in itself is not wrong, it all
depends on the context it is used in. Imagine if Shakespeare or Chaucer had been prevented from
writing and performing their works without the “bawdy” language, the swearing of their day. As long
as it doesn’t become meaninglessly used and the watershed is observed to my eyes at least, it is
acceptable. James Newman, UK

(14) Please keep it off our screens. You only have to listen to children going to school to see how
commonplace it has become. Gerry, Scotland

(15) It may be the duty of our media/entertainment outlets to reflect the standards and behavior of
our society and culture, but they surely also have some responsibility to set the standard. By merely
reflecting, because they permeate every level of society, they take the lead in the general
debasement of “generally accepted standards of behavior.” I am not prudish or offended by bad
language/behavior on TV and radio, per se, but if often makes me wince! Mark M. Newdick, USA

1. Classify the different positions in the article regarding the acceptability of bad language on T.V.
Copy the table in your answer sheet and write only the number of the statement.

POSITIVE NEGATIVE NEUTRAL

2. To sum up, what is the message implied in the example manifesto regarding swearing on T.V.?

ACTIVITY 3: More Manifestoes!

Read carefully the given manifesto, then try to analyze it using the guide questions that follow. Write
the questions and answers in your answer sheet.

The Other Side of E-Mail

Robert Kuttner

(1) 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 -
whole generation raised on the tube and the phone, rediscovering the lost art of writing letters. How
utterly charming.

(2) Now I’m not so sure. Like all new media, e-mail has a dark side. To be sure, it saves a great deal
of time and paperwork and has facilitated new, unimagined forms of affinity. However, e-mail is also
a thief. It steals our time and our privacy. It deceives us into thinking we have endless additional
hours in the day to engage in far-flung communications that we may or may not need or want.

(3) All of a sudden, on top of everything else we have to do, e-mail is one more garden demanding
tending.

(4) E-mail brings a kind of pseudo-urgency that demands an instant response. It creates false
intimacies. Recently, I got an e-mail message from a perfect stranger, a student who had read one
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of my articles and wanted help on a term paper. I was touched, but alas, there aren’t enough hours
in the day. Yet something about the message made me feel I needed to apologize for not being able
to do her homework. With e-mail, it’s too easy to hit the reply key, with results you may regret. One
acquaintance, thinking she was just responding to a note from a close friend, accidentally sent a
highly personal message to the friend’s entire mailing list.

(5) I recently had a painful quarrel triggered by e-mail messages. A dear friend and I were both
having a busy week and imposing on each other’s time. Without quite intending to, we ended up
firing salvos of e-mail back and forth of escalating testiness until we had quite insulted each other.
We apologized, in person.

(6) This mishap could not have occurred either by phone or by ordinary mail. When talking to
someone, you pay attention to tonality. And when you write a letter, you read it over a few times
before sending it. But e-mail is tone-deaf and all too instant. It is ephemeral, yet irrevocable. Once
you’ve banged out your message and sent it into the ether, you can’t take it back.

(7) E-mail is a great convenience-for the sender. The recipient is presumed to have infinite time and
interest. It is the equivalent of endless Christmas letters from boring 19 distant relatives all year long.

(8) Bosses get in the habit of sending down incessant e-mail messages from on high, as if anyone
cared. (Now hear this…) A large corporation with which I am vaguely affiliated sends me more
messages than I could possibly want to have, let alone answer.

(9) 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 a wrong number. And mis-addressed letters either get returned or end up in the dead letter
office.

(10) At one company, two people carrying on an affair were incautiously sending each other intimate
e-mail, which a supervisor discovered. To make matters worse, they were making snide comments
about the supervisor. Security escorted from the premises.

(11) E-mail is also easily forwarded and deliberately or mistakenly put into mass circulation. Don’t e-
mail anything private unless you are prepared to see it crop up all over the World Wide Web. E-mail,
like talk radio, reduces inhibitions; it is democratic to the point of moronic. And I’ve not even gotten
to mass junk e-mail, known in the trade as spam.

(12) I know, I know, the Internet is a marvel. And it is. And sure, e-mail is great for scheduling
meetings, for sending and receiving research materials, for allowing people in remote locations to
collaborate on projects. But novelty and low cost tend to breed excess.

(13) Like every new tool, from the wheel to nuclear energy, electronic communication will take a
while to find its proper etiquette and niche. In the meantime, it is an awkward adolescent that has
borrowed the family car, hormones raging and radio blaring, with little regard for the rules of the road.

(14) “Of course, some fans of e-mail may find these words controversial or offensive. So if you have
any comments on this column, my e-mail address is … no, actually, send me a letter talk,”
Wardhaugh explains that trust, shared experience, and expectations of universal truths play a vital
role in the success of social conversation. Margaret Wheatly discusses how conversation has the
power to effect social change in “Some Friends and I Started Talking.” David Grambs explains why
he feels defeated by “uptalk” and misuse of the word like, which seems to have permeated the
speech of the younger generation. After years of trying to fight this insidious invader, Grambs reveals
his fear that “like” is here to stay in “The Like Virus.” And Robert Kuttnerr discusses what he feels
are the detrimental effects of the instant nature of e-mail in “The Other Side of EMail.” The section
closes with a review of some common IM and text messaging terms and slang in “r u online?” by
Kris Axtman. 20

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Questions to Answer:

1. Look at Paragraph 2, sentence 2 which says: “Like all new media, email has a dark side” What
purpose does this sentence serve?
2. List down both the advantages and disadvantages of the e-mail based on the arguments
presented in the selection.
3. Does the author of this article totally reject the e-mail?
4. Are the arguments strong or weak? Explain.

REFLECTION

I learned that ….
This is useful …

References:

Valencia, R., et al. (2020), English for Academic and Professional Purposes, Department of Education, Cagayan De Oro.
Duerme K.C., et al. (2020), English for Academic and Professional Purposes, Department of Education, Division of Bataan.
Michiano, M. Z.(2016), Enhanced English Engagements English for Academic and Professional Purposes, Don
Bosco Inc

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 B. Supporting Argument

A number of researchers have noted that assignment tasks help students to learn the language
of their subject (your statement). For instance, Smith and Jones (2014, p. 27) find that students who
do assignments demonstrate a better use of the terminology of their subject when they write in their
exams than students who do only exam assessment (evidence to support your statement).

C. Opposing Argument

Some educators argue that assignments are time consuming to mark (your opposing
statement). However, evidence from student feedback surveys finds that students value this
feedback more than any other learning experience in their courses (Jackson & Peters, 2015) (counter
evidence to support your opposing position).

Guide Questions:
1. What is a claim?
______________________________________________________________________________
______________________________________________________________________________

2. Based from your understanding, what are the differences between supporting argument from
opposing argument?
______________________________________________________________________________
______________________________________________________________________________

ACTIVITY 1: Does it support or not?

These are some arguments/premises that students have given to support the idea that there is
nothing wrong with eating meat.

In your answer sheet, write 1 if you agree that it supports the conclusion, that it is acceptable to eat
meat and write 2 if it does not. Write also a justification of your answer.

1. Meat contains protein and we need protein to survive.

2. We are created higher than animals.
3. It is ok to eat meat because lots of people eat meat; because everyone around me eat meat
4. Eating meat can help avoid certain diseases.
5. We are animals, and it is ok for animals to eat animals.
Source: https://philosophy.hku.hk/think/arg/goodarg.php

ACTIVITY 2: About Global Warming

This article illustrates an example on how to argue or support a stand or position by

shooting down the arguments of the opposite side and presenting alternatives such as causes and
effects other than those claimed by the other.

Read the given manifesto and answer the questions that follow.

The Great Global Warming Swindle

S. Fred Singer

(1) Al Gore’s An Inconvenient Truth has met its match: a devastating documentary recently shown
on British television, which has now been viewed by millions of people on the Internet. Despite its
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flamboyant title, The Great Global Warming Swindle is based on sound science and interviews with
real climate scientists, including me. An Inconvenient Truth, on the other hand, is mostly an emotion
presentation from a single politician.

(2) The scientific arguments presented in The Great Global Warming Swindle can be stated quite
briefly:

(3) 1. There is no proof that the current warming is caused by the rise of greenhouse gases from
human activity. Ice core records from the past 650,000 years show that temperature increases have
preceded-not resulted from-increases in CO2 by hundreds of years, suggesting that the warming of
the oceans is an important source of the rise in atmospheric CO2. As the dominant greenhouse gas,
water vapour is far, far more important than CO2. Dire predictions of future warming are based
almost entirely on computer climate models, yet these models do not accurately understand the role
of water vapour – and, in any case, water vapour is not within our control. Plus, computer models
cannot account for the observed cooling of much of the past century (1940-75), nor for the observed
patterns of warming – what we call the “fingerprints.” For example, the Antarctic is cooling while
models predict warming. And where the models call for the middle atmosphere to warm faster than
the surface, the observations show the exact opposite.

(4) The best evidence supporting natural causes of temperature fluctuations are the changes in
cloudiness, which correspond strongly with regular variations in solar activity. The current warming
is likely part of a natural cycle of climate warming and cooling that’s been traced back almost a million
years. It accounts for the Medieval Warm Period around 1100 A.D., when the Vikings settled
Greenland and grew crops, 21 and the Little Ice Age, from about 1400 to 1840 A.D., which brought
severe winters and cold summers to Europe, with failed harvests, starvation, disease, and general
misery. Attempts have been made to claim the current warming is “unusual” using spurious analysis
of tree rings and other proxy data. Advocates have tried to deny the existence of these historic
climate swings and claim that the current warming is “unusual” using spurious analysis of tree rings
and other proxy data, resulting in the famous “hockey-stick” temperature graph. The hockey-stick
graph has now been thoroughly discredited.

(5) 2. If the cause of warming is mostly natural, then there is little we can do about it. We cannot
control the inconstant sun, the likely origin of most climate variability. None of the schemes for
greenhouse gas reduction currently bandied about will do any good; they are all irrelevant, useless,
and wildly expensive: • Control of CO₂ emissions, whether by rationing or elaborate capand-trade
schemes • Uneconomic “alternative” energy, such as ethanol and the impractical “hydrogen
economy” • Massive installations of wind turbines and solar collectors • Proposed projects for the
sequestration of CO₂ from smokestacks or even from the atmosphere

(6) Ironically, even if CO2 were responsible for the observed warming trend, all these schemes would
be ineffective-unless we could persuade every nation, including China, to cut fuel use by 80 percent!

(7) 3. Finally, no one can show that a warmer climate would produce negative impacts overall. The
much-feared rise in sea levels does not seem to depend on short-term temperature changes, as the
rate of sea-level increases has been steady since the last ice age, 10,000 years ago. In fact, many
economists argue that the opposite is more likely-that warming produces a net benefit, that it
increases incomes and standards of living. Why do we assume that the present climate is the
optimum? Surely, the chance of this must be vanishingly small, and the economic history of past
climate warnings bear this out.

(8) But the main message of The Great Global Warming Swindle is much broader. Why should we
devote our scarce resources to what is essentially a non-problem, and ignore the real problems the
world faces: hunger, disease, denial of human rights-not to mention the threats of terrorism and
nuclear wars? And are we really prepared to deal with natural disasters; pandemics that can wipe
out most of the human race, or even the impact of an asteroid, such as the one that wiped out the
dinosaurs? Yet politicians and the elites throughout much of the world prefer to squander our limited
resources to fashionable issues, rather than concentrate on real problems. Just consider the scary
predictions emanating from supposedly responsible world figures: the chief scientist of Great Britain
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tells us that unless we insulate our houses and use more efficient light bulbs, the Antarctic will be
the only habitable continent by 2100, with a few surviving breeding couples propagating the human
race. Seriously!

(9) I imagine that in the not-too-distant future all the hype will have died down, particularly if the
climate should decide to cool-as it did during much of the past century; we should take note here
that it has not warmed since 1998. Future generations will look back on the current madness and
wonder what it was all about. They will have movies like An Inconvenient Truth and documentaries
like The Great Global Warming Swindle to remind them.

Questions:

1. Is S. Fred Singer’s position on the great global warming swindle positive (yes it-is-swindle) or
negative (no-it-is-not-a-swindle)?

2. How do you ascertain (make known, learn, find out with certainty) his stand? Consider the
following:

a. Title
b. The introductory first paragraph, which mentions Singer’s inclusion, as a climate scientist, in
interviews for documentary film The Great Global Warming Swindle vs. “an emotion presentation”
from a single politician of an earlier documentary film, An Inconvenient Truth
c. The concluding last paragraph with his prediction about the attitude of future generations?

3. According to the writer, is global warming beneficial or harmful? Has sea level risen due to human-
caused global warming or to natural cause?

ACTIVITY 3: Make a stand!

Write your stand on this issue: Philippines’ claim on the South China Sea
Defend it by writing a short paragraph containing Introduction, Body and Conclusion.

Example:

Introduction (Claim)

Body
Reason 1:
Evidences:________________________________________________

Reason 2:
Evidences:________________________________________________

Conclusion (Restatement of Claim)

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Criteria
Position Statement
Premises Organization
Properly Cited Evidences
Total Score
Rubrics for Position Paper
Description Points Points Obtained
The author’s position/stand was 5
strongly and clearly stated
The outline was thoroughly 10
developed and in logical order
that makes it easy to follow the
writer’s train of thought.
Two or more properly cited 5
evidences were given based on
facts, statistics, real-life
experience and examples.
20

REFLECTION

I learned that ….
This is useful …

References:

Valencia, R., et al. (2020), English for Academic and Professional Purposes, Department of Education, Cagayan
De Oro.
Duerme K.C., et al. (2020), English for Academic and Professional Purposes, Department of Education, Division
of Bataan.
Michiano, M. Z.(2016), Enhanced English Engagements English for Academic and Professional Purposes, Don
Bosco Inc

11
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• read. Be clear by using simple, understandable language, avoid too much use of vocabulary
in your work.
• Be organized in the presentation of your points- you should be able to know which point comes
first and ensure each idea is placed in its paragraph. This will also help your paper have an
official look.
• Put references for your points- citing your sources is very key as it gives your points a higher
hand over the rest given that it can be refereed hence valid.
• Go through your paper after completing- it is good to proofread your work as it will enable you
to see some common mistakes made and you can also change the flow of points to be
persuasive to your audience.
•
Position Paper Outline

1. Introduction. Present your topic. Say why it is worth discussing, its history. Dwell on its
controversies. Make a thesis statement that would express your opinion in one sentence.

2. Body. Present a prevailing opinion on the issue, main arguments, what they are based on.
Counter the arguments with your own opinion, backed up by reliable data you have found
during the preliminary research. Keep in mind that you should present as many counter-
arguments as there are pro-arguments. So, if you have 3 statements that support an idea you
disagree with, you should provide three opposing statements and prove why they are worth
considering.

3. Conclusion. Restate both opinions. Give a summary of what you argue for. Provide a
strategy that would help resolve the issue.

Guide Question:
1.Why do you think it is important to familiarize the basic parts of an essay?
2.Now that you have learned how to put basic items into its part, what do you think should you
develop more to be able to write a position paper well in the future?

ACTIVITY 1 Word Hunt!

Copy the puzzle below in your answer sheet and encircle the 5 terms that pertains to writing
a Position Paper. You can go horizontal or diagonal.

A A R G U M E N T L
S M R F G U I L T Y
F T I M M I N L E D
P L A I N N E D E I
H I N N D R N C K S
A L L I D C K W Z S
L C R U E L T Y P U
E V I D E N C E S E
D I S C U S S E S S
L O P I N I O N B R
D D W O R M E D E D
E G R E T T I E N L

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 ACTIVITY 2: Society In Focus
Copy the table below in your notebook and list at least 5 issues that you can identify that
the society, your community is facing right now. Identify 2 particular information that you
would like to deal with in your paper.

ISSUES WHAT I WANT TO FOCUS ON

Example: Cyberbullying Effects among young people

What should the government do to address

cybercrimes?

ACTIVITY 3: Stand Your Point

Write a three-paragraph essay stating your position on The rehabilitation of Manila Bay.
Will you consider it as a boon or bane? Do this in your answer sheet.

________________________________
(Write your own title)

Introduction: (In the introduction part you should capture the reader’s attention, define
the issue given and state your claim.)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Body: (State three arguments then cite the evidence supporting your arguments)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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 Conclusion: (This part includes restating your claim, summarizing reasons and
explaining why your stand/ claim is worthy to read)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

REFLECTION

I learned that ….
This is useful …

References:
Duerme K.C., et al. (2020), English for Academic and Professional Purposes, Department of Education, Division
of Bataan.

Michiano, M. Z.(2016), Enhanced English Engagements English for Academic and Professional Purposes, Don
Bosco Inc.

15
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 Types Of Report
A. Informal Report The informal report functions to inform, analyze, and recommend.
It usually takes the form of a memo, letter or a very short international document like a
monthly financial report, monthly activities report, research and development report,
This report differs from the formal report in length and formality. It is written according
to organization style and rules, but usually does not include the preliminary (front) and
supplemental (back) material. The informal report is usually more controversial in tone and
typically deals with everyday problems and issues addressed to a narrow readership inside
the organization.

Types of Informal Report. There are many embodiments of the informal report: Progress
report , Sales activity report ,Personnel evaluation, Financial report, Feasibility report ,
Literature review , Credit report

B. Formal Report. The formal report is the collection and interpretation of data and
information. The formal report is complex and used at an official level. It is often a written
account of a major project. Examples of subject matter include new technologies, the
advisability of launching a new project line, results of a study or experiment, an annual report,
or a year-old review of developments in the field.

Types of Formal Report. They can be categorized as: Informational reports, Analytical
reports, Recommendation reports.

Informational Reports. Informational reports present results so readers can understand a

particular problem or situation. Example: Manager of a city’s website might prepare an
informational report for the city council, the report would provide statistics on the number of
people who pay their city water and sewage bills online etc. Informational reports might: (1).
Present information on the status of current research or of a project, (2) Present an update of
the operation in your division (3) Explain how your organization or division does something.
(4) Present the results of a questionnaire or research.

Analytical Reports. This type goes a step beyond presenting results. Analytical reports
present results analyze those results, and draw conclusions based on those results. These
reports attempt to describe why or how something happened and then to explain what it
means. Like informational reports, analytical reports can be formal or informal. It explains what
cause a problem or situation, present the results of a traffic study showing accidents at an
intersection – the report explains what it means, explain the potential results of a particular
course of action, and suggest which option, action, or procedure is best.

Recommendation Reports. This type advocates a particular course of action. This usually
present the results and conclusions that support the recommendations. This type is identical
to analytical report. For example, your analytical report suggests using treatment X is more
efficient than treatments Y and Z. However, that does not mean that you will use treatment X
as cost and other considerations might recommend treatment Y.
• What should we do about a problem?
• Should we or can we do something?
• Should we change the method or technology we use to do something?

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Guide Question:
1 What makes report writing different from writing a position paper?
_________________________________________________________________________
_________________________________________________________________________
2.What are the objectives of writing a report?
_________________________________________________________________________
_________________________________________________________________________

ACTIVITY 1: Identify its Identity

Identify whether the presented report is formal or informal. Copy the word/s and your answer
in your answer sheet.
_________ 1. Monthly financial report _________ 6. attendance reports
_________ 2. Sales report _________ 7. annual budget reports
_________ 3. feasibility reports _________ 8. recommendation report
_________ 4. employee appraisals _________ 9. scientific research
_________ 5. Literature review _________ 10. progress report

ACTIVITY 2. Report Writing Table

Fill the table with details about various reports. An extensive research will be applicable. Do
this in your answer sheet.
Before writing the report, what Writing the report requires To end the report, what
should the writer do? Please the following: shall be done to achieve
enumerate the activities. the desired purpose?

Example: Consider the Example: Make a catchy Example: Make

audience of the report Introduction recommendations
1. 4. 8.
2. 5. 9.
3. 6. 10.
7.

ACTIVITY 3: Reporter’s List

Identify the following reports and describe them according to purpose, and structure. Copy
the organizers and answers in your answer sheet.

Purpose:

REPORT CARD

Structure:

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 Purpose:

BOOK REPORT

Structure:

Assessment Rubric

REFLECTION

I learned that ….

This is useful …

References:
Duerme K.C., et al. (2020), English for Academic and Professional Purposes, Department of Education, Division
of Bataan.

Michiano, M. Z.(2016), Enhanced English Engagements English for Academic and Professional Purposes, Don
Bosco Inc.

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