‭○‬ T ‭ his‬ ‭are‬ ‭evidences‬ ‭or‬ ‭ideas‬ ‭to‬ ‭ merica.

‬ ‭Interestingly,‬ ‭the‬
A ‭○‬ w ‭ e‬‭use‬‭one‬‭member‬‭of‬‭a‬‭population‬
‭IDENTIFYING‬‭THE‬‭PARTS‬ ‭substantiate‬‭the‬‭reasons‬ ‭dodo‬ ‭wasn’t‬ ‭startled‬ ‭by‬ ‭a‬ ‭to‬‭make‬‭conclusions‬‭about‬‭the‬‭entire‬
‭OF‬‭A‬‭POSITION‬‭PAPER‬ ‭○‬ ‭Support‬ ‭may‬ ‭be‬ ‭classified‬ ‭into‬ ‭the‬ ‭gunshot.‬ ‭Because‬ ‭of‬ ‭this,‬ ‭population‬
‭APP‬‭002‬‭(SAS‬‭15)‬ ‭following‬‭types:‬
‭frontiersmen‬ ‭would‬ ‭kill‬ ‭entire‬ ‭○‬ ‭example:‬
‭KAAGAPAY‬‭SWUDENTS‬‭CIRCLE‬ ‭■‬ ‭Facts‬ ‭-‬ ‭figures‬ ‭and‬ ‭the‬
‭writer’s‬ ‭own‬ ‭observations‬ ‭or‬ ‭flocks‬ ‭in‬ ‭one‬ ‭sitting.‬ ‭Unable‬ ‭■‬ ‭Patrick‬ ‭is‬ ‭an‬ ‭unfaithful‬
‭reports‬‭from‬‭scholarly‬‭studies‬ ‭to‬ ‭sustain‬ ‭these‬ ‭attacks,‬ ‭the‬ ‭boyfriend.‬‭Therefore,‬‭all‬‭boys‬
‭POSITION‬‭PAPER‬ ‭■‬ ‭Comparisons‬ ‭-‬ ‭similarities‬ ‭or‬ ‭dodo‬ ‭was‬ ‭hunted‬ ‭to‬ ‭are‬‭unfaithful.‬
‭differentiation‬ ‭between‬ ‭two‬ ‭extinction.‬ ‭●‬ ‭Argument‬‭from‬‭Example‬
‭●‬ I‭t‬ ‭is‬‭a‬‭paper‬‭that‬‭shows‬‭people’s‬‭views‬‭and‬ ‭ideas,‬‭concepts,‬‭or‬‭situations‬ ‭●‬ ‭Argument‬‭from‬‭incompatibility‬ ‭○‬ ‭this‬ ‭is‬ ‭similar‬ ‭to‬ ‭the‬ ‭argument‬ ‭from‬
‭sentiments.‬ ‭It‬ ‭is‬ ‭also‬ ‭called‬ ‭an‬ ‭■‬ ‭Examples‬ ‭-‬ ‭real-life‬ ‭○‬ ‭presents‬ ‭two‬ ‭contradictory‬ ‭choices,‬ ‭generalization‬ ‭in‬ ‭that‬ ‭conclusions‬
‭argumentative‬‭paper‬‭or‬‭a‬‭manifesto.‬‭It‬‭is‬‭an‬ ‭demonstrations‬‭of‬‭an‬‭idea.‬
‭such‬ ‭that‬ ‭the‬ ‭choice‬ ‭of‬ ‭one‬ ‭means‬ ‭are‬‭made‬‭about‬‭an‬‭entire‬‭population‬
‭essay‬ ‭that‬ ‭presents‬ ‭a‬ ‭person’s‬ ‭or‬ ‭group’s‬ ‭ ‬ ‭Opposing‬‭viewpoints‬‭or‬‭counter‬
●
‭○‬ ‭This‬ ‭are‬ ‭arguments‬ ‭that‬‭oppose‬‭the‬ ‭the‬‭exclusion‬‭of‬‭the‬‭other‬ ‭○‬ ‭the‬ ‭difference‬ ‭is‬ ‭that,‬ ‭instead‬ ‭of‬
‭position‬‭or‬‭stand‬‭on‬‭a‬‭particular‬‭issue.‬ ‭○‬ ‭thus,‬ ‭if‬ ‭A‬ ‭is‬ ‭something,‬ ‭it‬‭cannot‬‭be‬ ‭using‬ ‭only‬ ‭one‬ ‭member‬ ‭as‬‭basis,‬‭in‬
‭Your‬ ‭goal‬ ‭in‬ ‭presenting‬ ‭these‬ ‭is‬ ‭to‬
‭●‬ ‭The‬ ‭goal‬ ‭of‬ ‭writing‬ ‭a‬ ‭position‬ ‭paper‬ ‭is‬ ‭to‬ ‭refute‬ ‭or‬ ‭discredit‬ ‭them,‬ ‭so‬‭that‬‭any‬ ‭B;‬‭if‬‭it‬‭is‬‭B,‬‭it‬‭cannot‬‭be‬‭A;‬‭for‬‭A‬‭and‬ ‭this‬ ‭argument‬ ‭you‬ ‭use‬ ‭a‬ ‭group‬ ‭of‬
‭convince‬ ‭the‬ ‭reader‬ ‭of‬ ‭the‬ ‭acceptability‬ ‭of‬ ‭opposition‬ ‭in‬ ‭the‬ ‭reader’s‬ ‭mind‬ ‭is‬ ‭B‬ ‭cannot‬ ‭be‬ ‭combined‬ ‭-‬ ‭they‬ ‭are‬ ‭examples-a‬ ‭sample-from‬ ‭that‬
‭the‬ ‭writer’s‬ ‭position‬ ‭and‬ ‭it‬ ‭does‬ ‭so‬ ‭by‬ ‭dealt‬ ‭with.‬ ‭You‬ ‭refute‬ ‭by‬ ‭showing‬ ‭incompatible‬ ‭population‬‭to‬‭serve‬‭as‬‭your‬‭basis‬
‭presenting‬ ‭rational‬ ‭support‬ ‭to‬ ‭a‬ ‭writer’s‬ ‭weaknesses‬‭in‬‭the‬‭counterargument.‬ ‭○‬ ‭example:‬ ‭○‬ ‭example‬‭:‬
‭position‬ ‭through‬ ‭the‬ ‭use‬ ‭of‬ ‭evidence‬ ‭and‬
‭presenting‬ ‭counter-evidence‬ ‭to‬ ‭or‬ ‭flaws‬ ‭in‬ ‭USING‬‭EVIDENCE‬‭AND‬ ‭■‬ ‭President‬ ‭X‬ ‭cannot‬ ‭be‬ ‭■‬ ‭Four‬ ‭out‬ ‭of‬ ‭five‬ ‭dentists‬

‭the‬‭arguments‬‭of‬‭the‬‭opposing‬‭position;‬‭and‬ ‭LOGICAL‬‭REASONING‬‭IN‬‭A‬ ‭pro-education‬‭as‬‭he‬‭claims‬‭to‬ ‭recommend‬ ‭Happy‬ ‭Glossy‬

‭using‬‭emotional‬‭appeals.‬ ‭POSITION‬‭PAPER‬ ‭be.‬ ‭He‬ ‭reduced‬

‭Parts‬‭of‬‭a‬‭Position‬‭Paper‬
‭●‬ ‭Issue‬
‭○‬ A ‭ n‬ ‭idea‬ ‭or‬ ‭question‬ ‭over‬ ‭which‬
‭people‬‭are‬‭divided.‬‭It‬‭is‬‭also‬‭called‬‭a‬
‭controversy.‬ ‭A‬ ‭topic‬ ‭is‬ ‭an‬ ‭issue‬ ‭if‬
‭people‬ ‭have‬ ‭different‬ ‭points‬ ‭of‬ ‭view‬
‭on‬‭the‬‭matter.‬
‭○‬ ‭example:‬
‭■‬ ‭Exercise‬ ‭is‬ ‭good‬ ‭for‬ ‭the‬
‭health‬‭and‬‭smoking‬‭is‬‭bad.‬
‭●‬ ‭Thesis‬
‭○‬ ‭Also‬ ‭called‬ ‭the‬ ‭claim.‬ ‭A‬ ‭statement‬
‭that‬‭expresses‬‭your‬‭stand‬‭or‬‭position‬
‭on‬ ‭an‬ ‭issue.‬ ‭This‬ ‭expresses‬ ‭how‬
‭you‬ ‭feel‬ ‭about‬ ‭the‬ ‭issue:‬‭Are‬‭you‬‭in‬
‭favor‬‭of‬‭or‬‭against‬‭it?‬‭Is‬‭your‬‭position‬
‭somewhere‬‭in‬‭between?‬
‭●‬ ‭Reasons‬
‭○‬ ‭A‬ ‭position‬ ‭paper‬ ‭seeks‬ ‭to‬ ‭persuade‬
‭readers‬ ‭to‬ ‭have‬ ‭the‬ ‭same‬ ‭position‬
‭on‬‭an‬‭issue‬‭as‬‭the‬‭writer‬‭does.‬‭Thus,‬
‭it’s‬ ‭important‬ ‭for‬ ‭the‬ ‭writer‬ ‭to‬ ‭state‬
‭the‬‭reasons‬‭in‬‭order‬‭to‬‭explain‬‭to‬‭the‬
‭reader‬ ‭why‬ ‭his‬ ‭or‬ ‭her‬ ‭position‬ ‭is‬
‭logical,‬ ‭acceptable,‬ ‭and‬ ‭believable.‬
‭Another‬ ‭term‬ ‭for‬ ‭reasons‬ ‭is‬
‭arguments.‬
‭●‬ ‭Support‬
‭education‬‭budget‬‭by‬‭half.‬
‭the‬ ‭Smiley‬ ‭toothpaste‬ ‭brand.‬
‭Therefore,‬‭it‬‭must‬‭be‬‭great.‬
‭APP‬‭002‬‭(SAS‬‭16)‬
‭KAAGAPAY‬‭SWUDENTS‬‭CIRCLE‬ ‭●‬ ‭Argument‬‭from‬‭reciprocity‬ ‭■‬ ‭Five‬ ‭of‬ ‭your‬ ‭teachers‬ ‭from‬
‭○‬ ‭this‬ ‭argument‬ ‭says‬ ‭that‬ ‭individuals‬ ‭SHS‬ ‭read‬ ‭for‬ ‭fun.‬‭Therefore,‬
‭ARGUMENT‬ ‭and‬ ‭situations‬ ‭that‬ ‭can‬ ‭be‬ ‭put‬ ‭all‬ ‭the‬ ‭teachers‬ ‭in‬ ‭SHS‬‭read‬
‭together‬ ‭under‬ ‭the‬ ‭same‬ ‭category‬ ‭for‬‭fun.‬
‭●‬ e ‭ xplains‬ ‭why‬ ‭a‬ ‭claim‬ ‭is‬ ‭correct‬ ‭and‬ ‭should‬‭be‬‭treated‬‭in‬‭the‬‭same‬‭way‬ ‭ ‬ ‭Argument‬‭from‬‭cause‬
●
‭believable‬ ‭○‬ ‭example:‬ ‭○‬ ‭posits‬ ‭that‬ ‭A‬ ‭is‬ ‭cause‬ ‭by‬ ‭B,‬ ‭which‬
‭●‬ ‭usually‬‭a‬‭generalization‬‭that‬‭is‬‭made‬‭on‬‭the‬ ‭■‬ ‭All‬ ‭citizens‬ ‭of‬ ‭the‬‭Philippines‬ ‭means‬ ‭that‬ ‭the‬ ‭presence‬ ‭of‬ ‭A‬
‭basis‬‭of‬‭supporting‬‭evidence,‬‭such‬‭as‬‭facts,‬ ‭have‬‭the‬‭right‬‭to‬‭due‬‭process‬ ‭(cause)‬ ‭will‬‭mean‬‭the‬‭presence‬‭of‬‭B‬
‭comparisons,‬ ‭examples,‬ ‭and‬ ‭the‬ ‭writer’s‬ ‭even‬ ‭alleged‬ ‭Filipino‬ ‭(effect)‬
‭experiences‬ ‭criminals.‬ ‭○‬ ‭example:‬
‭●‬ ‭Argument‬‭from‬‭Comparison‬ ‭■‬ ‭A‬ ‭large‬‭number‬‭of‬‭animals‬‭is‬
‭DIFFERENT‬‭TYPES‬‭OF‬‭ARGUMENTS‬ ‭○‬ ‭this‬ ‭argues‬ ‭that‬ ‭two‬ ‭situations‬ ‭will‬ ‭going‬‭extinct‬‭and‬‭biodiversity‬
‭ACCORDING‬‭TO‬‭REASONING‬‭BASED‬‭ON‬
‭have‬ ‭the‬ ‭same‬‭outcome‬‭because‬‭of‬ ‭is‬ ‭at‬ ‭threat,‬ ‭so‬ ‭DENR‬ ‭is‬
‭EVIDENCE:‬
‭the‬ ‭similarities‬ ‭between‬ ‭these‬ ‭encouraging‬ ‭the‬ ‭government‬
‭●‬ ‭Argument‬‭from‬‭transitivity‬ ‭situations‬ ‭to‬ ‭make‬ ‭a‬ ‭move‬ ‭in‬
‭○‬ ‭example:‬ ‭preserving‬ ‭endangered‬
‭○‬ ‭involves‬ ‭three‬ ‭terms‬ ‭associated‬
‭■‬ ‭Student‬ ‭A‬ ‭passed‬ ‭the‬ ‭exam‬ ‭species.‬
‭through‬‭the‬‭process‬‭of‬‭classification‬
‭○‬ ‭in‬ ‭this‬ ‭type‬ ‭of‬ ‭argument,‬ ‭two‬ ‭for‬ ‭he‬ ‭studied‬ ‭the‬ ‭entire‬ ‭●‬ ‭Argument‬‭from‬‭Sign‬
‭classification‬ ‭statements‬ ‭serve‬ ‭as‬ ‭night.‬ ‭Student‬ ‭B‬ ‭also‬ ‭had‬ ‭○‬ ‭uses‬ ‭a‬ ‭sign‬ ‭or‬ ‭indicator‬ ‭X‬ ‭to‬ ‭argue‬
‭premises‬ ‭which‬ ‭then‬ ‭serve‬ ‭as‬ ‭the‬ ‭studied‬ ‭for‬ ‭the‬ ‭exam‬ ‭the‬ ‭for‬‭the‬‭existence‬‭of‬‭condition‬‭Y‬
‭basis‬‭for‬‭the‬‭argument,‬‭presented‬‭in‬ ‭entire‬ ‭night,‬ ‭so‬ ‭most‬ ‭○‬ ‭example‬‭:‬
‭the‬‭form‬‭of‬‭a‬‭conclusion‬‭as‬‭in‬‭A‬‭is‬‭B;‬ ‭probably‬ ‭he‬ ‭also‬ ‭passed‬ ‭the‬ ‭■‬ ‭We‬ ‭may‬ ‭say‬ ‭that‬ ‭we‬ ‭have‬ ‭a‬
‭exam.‬ ‭fever‬‭(condition)‬‭because‬‭our‬
‭B‬‭is‬‭C;‬‭thus,‬‭A‬‭is‬‭C‬
‭●‬ ‭Argument‬‭from‬‭Generalization‬ ‭body‬ ‭temperature‬ ‭reads‬
‭○‬ ‭example:‬
‭■‬ ‭The‬ ‭dodo‬ ‭bird‬ ‭used‬ ‭to‬ ‭roam‬ ‭40°C‬‭(sign)‬
‭in‬ ‭large‬ ‭flocks‬ ‭across‬

‭■‬ T
‭ he‬‭president‬‭may‬‭argue‬‭that‬ ‭ omething‬ ‭on‬ ‭which‬ ‭he/she‬ ‭has‬ ‭no‬
s ‭INTRODUCTION‬ ‭■‬ N ‭ umber‬ ‭of‬ ‭questions‬ ‭(‬ ‭ex.‬
‭the‬ ‭Philippine‬ ‭economy‬ ‭is‬ ‭expertise‬ ‭multiple‬ ‭choice‬ ‭questions,‬
‭thriving‬ ‭(condition)‬ ‭because‬ ‭○‬ ‭example:‬ ‭●‬ P
‭ resent‬‭the‬‭reason‬‭for‬‭conducting‬‭a‬‭survey‬ ‭open-ended‬‭questions)‬
‭and‬‭your‬‭objectives.‬‭Cite‬‭information‬‭taken‬ ‭■‬ ‭The‬‭amount‬‭of‬‭time‬‭it‬‭took‬‭to‬
‭of‬ ‭increased‬ ‭GDP‬ ‭and‬ ‭■‬ ‭Tom‬ ‭Cruise‬ ‭says‬ ‭on‬ ‭TV‬ ‭that‬
‭from‬‭the‬‭source.‬ ‭answer‬‭the‬‭questionnaire‬
‭foreign‬‭investments‬‭(sign)‬ ‭Billy‬ ‭Boy‬ ‭Butter‬ ‭is‬ ‭the‬ ‭best‬
‭tasting‬ ‭butter‬ ‭there‬ ‭is.‬ ‭Tom‬
‭USING‬‭EVIDENCE‬‭AND‬ ‭Cruise‬ ‭is‬ ‭awesome‬ ‭--‬ ‭GUIDELINES‬‭WHEN‬‭WRITING‬‭AN‬ ‭GUIDELINES‬‭FOR‬‭THE‬‭PROCEDURE:‬
‭LOGICAL‬‭REASONING‬‭IN‬‭A‬ ‭especially‬ ‭in‬ ‭MI4‬ ‭when‬ ‭he‬ ‭INTRODUCTION‬
‭POSITION‬‭PAPER‬ ‭scaled‬ ‭that‬‭building‬‭with‬‭only‬ ‭ .‬ D
1 ‭ etermine‬‭the‬‭purpose.‬
‭APP‬‭002‬‭(SAS‬‭17)‬ ‭one‬ ‭suction‬ ‭glove;‬ ‭therefore,‬ ‭2.‬ ‭Decide‬‭what‬‭you‬‭are‬‭measuring.‬
‭KAAGAPAY‬‭SWUDENTS‬‭CIRCLE‬ ‭1.‬ T ‭ ry‬ ‭to‬ ‭capture‬ ‭the‬ ‭readers'‬ ‭interest‬ ‭right‬
‭Billy‬ ‭Boy‬ ‭Butter‬ ‭is‬ ‭the‬ ‭best‬ ‭away.‬ ‭3.‬ ‭Decide‬ t‭he‬ ‭appropriate‬ ‭population‬ ‭to‬ ‭be‬
‭tasting‬‭butter‬‭there‬‭is.‬ ‭○‬ ‭Introduce‬ ‭the‬ ‭topic‬ ‭by‬ ‭posting‬ ‭an‬ ‭studied/questioned.‬
‭EMOTIONAL‬‭APPEALS‬ ‭●‬ ‭Name‬‭calling‬‭or‬‭“ad‬‭hominem”‬ ‭4.‬ ‭Choose‬‭a‬‭measurement‬‭scale.‬
‭interesting‬ ‭question.‬ ‭Do‬ ‭NOT‬ ‭use‬
‭○‬ ‭uses‬ ‭labels‬ ‭with‬ ‭negative‬ ‭meanings‬ ‭jargon.‬ ‭5.‬ ‭Title‬‭the‬‭questionnaire.‬
‭●‬ a ‭ ‬ ‭method‬ ‭of‬ ‭persuasion‬ ‭that‬‭is‬‭designed‬‭to‬ ‭to‬‭cast‬‭one’s‬‭opponent‬‭in‬‭a‬‭bad‬‭light‬ ‭2.‬ ‭Introduce‬‭the‬‭relevant‬‭literature.‬
‭create‬‭an‬‭emotional‬‭response‬ ‭○‬ ‭example:‬ ‭○‬ ‭Discuss‬ ‭previous‬ ‭literature‬ ‭that‬ ‭can‬ ‭CONDUCTING‬‭SURVEY‬
‭●‬ ‭emotion‬ ‭(also‬ ‭known‬‭as‬‭pathos‬‭or‬‭suffering‬ ‭■‬ ‭A‬ ‭senator‬ ‭of‬ ‭the‬ ‭student‬ ‭APP‬‭002‬‭(SAS‬‭21)‬
‭speak‬ ‭to‬ ‭your‬ ‭question.‬ ‭Define‬ ‭all‬ ‭KAAGAPAY‬‭SWUDENTS‬‭CIRCLE‬
‭in‬ ‭Greek)‬ ‭is‬ ‭one‬ ‭of‬ ‭the‬ ‭three‬ ‭modes‬ ‭of‬ ‭council‬ ‭proposed‬ ‭that‬ ‭the‬ ‭the‬ ‭terms‬ ‭and‬ ‭discuss‬ ‭findings‬ ‭or‬
‭persuasion‬‭identified‬‭by‬‭Aristotle‬ ‭students‬ ‭should‬ ‭support‬ ‭the‬ ‭theorizing‬ ‭that‬ ‭is‬ ‭relevant‬ ‭to‬ ‭your‬
‭●‬ ‭the‬‭other‬‭two‬‭are‬‭logos,‬‭or‬‭logic,‬‭and‬‭ethos,‬ ‭impeachment‬ ‭of‬ ‭the‬ ‭current‬ ‭DESCRIPTION‬‭OF‬‭THE‬‭IMPLEMENTATION‬‭OF‬
‭question.‬
‭or‬‭authority‬ ‭THE‬‭SURVEY:‬
‭SC‬ ‭president‬ ‭for‬ ‭the‬ ‭reason‬ ‭3.‬ ‭Introduce‬‭the‬‭present‬‭study.‬
‭●‬ ‭emotional‬ ‭appeals‬ ‭are‬‭considered‬‭fallacies,‬ ‭that‬‭he‬‭is‬‭a‬‭playboy.‬ ‭○‬ ‭Reader‬ ‭should‬ ‭have‬ ‭been‬ ‭able‬ ‭to‬
‭or‬ ‭errors‬ ‭in‬ ‭reasoning,‬ ‭because‬ ‭they‬ ‭ ‬ ‭Association‬
● ‭‬ D
● ‭ ate‬‭and‬‭place‬‭of‬‭survey‬
‭predict‬ ‭you‬ ‭were‬ ‭going‬ ‭to‬ ‭examine‬
‭manipulate‬ ‭emotions‬ ‭in‬ ‭an‬ ‭audience‬ ‭but‬ ‭○‬ ‭done‬‭by‬‭creating‬‭a‬‭link‬‭between‬‭one‬ ‭●‬ ‭Distribution‬ ‭method‬ ‭(e.g.‬ ‭sent‬ ‭through‬
‭the‬ ‭variables‬ ‭you‬ ‭discuss‬ ‭here‬ ‭for‬
‭might‬ ‭become‬ ‭effective‬ ‭if‬ ‭done‬ ‭right‬ ‭thing‬ ‭or‬ ‭idea‬ ‭and‬ ‭another‬ ‭one‬ ‭that‬ ‭gmail)‬
‭the‬‭reasoning.‬
‭especially‬‭in‬‭writing‬‭a‬‭position‬‭paper‬ ‭people‬ ‭have‬ ‭a‬ ‭positive‬ ‭or‬ ‭negative‬ ‭●‬ ‭Treatment‬‭of‬‭data‬‭(e.g.‬‭computation)‬
‭feelings‬‭for‬ ‭DESCRIBING‬‭THE‬
‭TYPES‬‭OF‬‭EMOTIONAL‬‭APPEALS‬ ‭○‬ ‭example:‬ ‭RESPONDENTS‬‭AND‬ ‭RESPONSE‬‭RATE‬
‭(MCWHORTER,‬‭2001)‬ ‭■‬ ‭Mercurious‬ ‭Shoes‬ ‭is‬ ‭all‬ ‭SURVEY‬‭INSTRUMENTS‬
‭about‬ ‭success‬ ‭and‬ ‭sharing‬ ‭ PP‬‭002‬‭(SAS‬‭20)‬
A ‭ he‬ ‭proportion‬ ‭of‬ ‭completed‬ ‭interviews‬ ‭to‬ ‭the‬
T
‭●‬ ‭Appeal‬‭to‬‭common‬‭folk‬ ‭KAAGAPAY‬‭SWUDENTS‬‭CIRCLE‬
‭your‬ ‭success‬ ‭with‬ ‭other‬ ‭total‬ ‭number‬ ‭of‬ ‭eligible‬ ‭respondents,‬ ‭and‬ ‭it‬
‭○‬ ‭the‬ ‭persuasion‬ ‭is‬ ‭done‬ ‭by‬ ‭pointing‬
‭people.‬ ‭indicates‬ ‭how‬ ‭successful‬ ‭the‬ ‭researcher‬ ‭was‬ ‭in‬
‭out‬‭that‬‭a‬‭person‬‭is‬‭no‬‭different‬‭from‬
‭PROCEDURES‬ ‭gaining‬ ‭cooperation‬ ‭of‬ ‭potential‬ ‭respondents‬ ‭in‬ ‭a‬
‭ordinary‬‭people,‬‭or,‬‭that‬‭a‬‭product‬‭or‬
‭ RITING‬‭AN‬
W ‭sample.‬
‭idea‬ ‭is‬ ‭something‬ ‭that‬ ‭ordinary‬
‭INTRODUCTION‬‭OF‬‭A‬ ‭●‬ T
‭ his‬‭section‬‭reports‬‭the‬‭procedures‬‭involved‬
‭people‬‭would‬‭purchase‬‭or‬‭support‬
‭○‬ ‭example:‬
‭SURVEY‬‭REPORT‬ ‭in‬‭the‬‭survey.‬‭Include‬‭details‬‭such‬‭as:‬ ‭KINDS‬‭OF‬‭IMPLEMENTATION‬‭OF‬‭SURVEYS‬
‭ PP‬‭002‬‭(SAS‬‭19)‬
A ‭○‬ ‭Description‬‭of‬‭the‬‭respondents:‬
‭■‬ ‭If‬ ‭we‬ ‭vote‬ ‭Student‬ ‭A‬ ‭as‬ ‭the‬ ‭KAAGAPAY‬‭SWUDENTS‬‭CIRCLE‬ ‭■‬ ‭Demographic‬‭information‬
‭president‬ ‭of‬ ‭our‬ ‭classroom,‬ ‭■‬ ‭Number‬ ‭(totals‬‭and‬‭subtotals‬ ‭IMPLEMENTING‬‭MAIL‬‭SURVEY‬
‭everything‬ ‭will‬ ‭be‬ ‭okay.‬ ‭SURVEY‬‭REPORT‬ ‭as‬‭applicable)‬
‭Student‬ ‭A‬ ‭came‬ ‭from‬ ‭a‬ ‭very‬ ‭■‬ ‭Criteria‬‭for‬‭selection‬ ‭●‬ T ‭ his‬ ‭requires‬ ‭respondents‬ ‭to‬ ‭answer‬
‭poor‬ ‭family‬ ‭just‬ ‭like‬ ‭most‬ ‭of‬ ‭○‬ ‭Description‬ ‭of‬ ‭e‬ ‭survey‬ ‭questions,‬ ‭then‬‭mail‬‭the‬‭questionnaire‬‭back‬
‭us,‬ ‭so‬ ‭he‬ ‭can‬ ‭surely‬ ‭●‬ a ‭ ‬ ‭data‬ ‭collection‬ ‭method‬ ‭that‬ ‭involves‬ ‭instruments:‬ ‭to‬‭the‬‭researcher‬‭or‬‭agency.‬
‭■‬ ‭Development‬ ‭of‬ ‭the‬ ‭●‬ ‭Given‬ ‭that‬ ‭there‬ ‭is‬ ‭no‬ ‭direct‬ ‭interaction‬
‭empathize‬‭with‬‭us.‬ ‭asking‬‭a‬‭selected‬‭group‬‭of‬‭people‬‭questions‬
‭questionnaire‬ ‭between‬‭the‬‭researcher‬‭and‬‭respondent‬‭like‬
‭●‬ ‭False‬‭Authority‬ ‭●‬ ‭an‬ ‭objective‬ ‭and‬ ‭systematic‬ ‭written‬ ‭■‬ ‭Details‬ ‭of‬ ‭pilot‬ ‭tests‬ ‭done‬ ‭to‬ ‭there‬ ‭is‬ ‭in‬ ‭telephone‬ ‭and‬ ‭on-site‬ ‭survey,‬
‭○‬ ‭type‬ ‭of‬ ‭false‬ ‭reasoning‬ ‭in‬ ‭which‬ ‭a‬ ‭presentation‬ ‭of‬ ‭the‬ ‭goals‬ ‭and‬ ‭finding‬ ‭of‬ ‭a‬ ‭refine‬‭the‬‭questionnaire‬ ‭there‬ ‭may‬ ‭be‬ ‭little‬ ‭incentive‬ ‭for‬ ‭people‬ ‭to‬
‭person‬ ‭speaks‬ ‭as‬ ‭expert‬ ‭on‬ ‭survey‬ ‭cooperate.‬
 ‭IMPLEMENTING‬‭TELEPHONE‬‭SURVEY‬
‭●‬ T
‭ his‬‭is‬‭advantageous‬‭because‬‭it‬‭can‬‭rapidly‬
‭generate‬ ‭data,‬ ‭allow‬ ‭researchers‬ ‭a‬ ‭high‬
‭degree‬ ‭of‬ ‭control‬ ‭over‬ ‭sequence‬ ‭in‬ ‭which‬
‭questions‬ ‭are‬ ‭asked,‬ ‭and‬ ‭ensure‬ ‭that‬ ‭all‬
‭questions‬ ‭are‬ ‭answered.‬ ‭There‬ ‭are,‬
‭however,‬ ‭weaknesses‬‭of‬‭telephone‬‭surveys‬
‭such‬ ‭as‬‭low‬‭response‬‭rates‬‭and‬‭difficulty‬‭of‬
‭asking‬‭complex‬‭questions.‬
‭IMPLEMENTING‬‭ON-SITE‬‭SURVEY‬
‭●‬ T
‭ his‬‭survey‬‭is‬‭often‬‭the‬‭only‬‭solution‬‭when‬‭a‬
‭population‬ ‭list‬ ‭is‬ ‭unavailable‬ ‭or‬ ‭people‬ ‭will‬
‭not‬ ‭or‬ ‭are‬ ‭unable‬ ‭to‬ ‭respond‬ ‭accurately‬ ‭to‬
‭another‬‭type‬‭of‬‭survey.‬
‭IMPLEMENTING‬‭ELECTRONIC/INTERNET‬
‭SURVEY‬
‭●‬ M
‭ ultiple‬ ‭contacts‬ ‭are‬ ‭essential‬ ‭to‬ ‭the‬
‭success‬‭of‬‭electronic‬‭surveys.‬‭A‬‭notification‬
‭email/message‬ ‭is‬ ‭of‬ ‭utmost‬ ‭importance‬ ‭for‬
‭electronic‬ ‭surveys‬ ‭because‬ ‭questionnaires‬
‭are‬‭easy‬‭to‬‭discard‬‭simply‬‭by‬‭deleting‬‭them.‬
‭ANALYZING‬‭THE‬‭RESULTS‬
‭OF‬‭A‬‭SURVEY‬‭REPORT‬
‭APP‬‭002‬‭(SAS‬‭22)‬
‭KAAGAPAY‬‭SWUDENTS‬‭CIRCLE‬
‭RESULT‬
‭●‬ T
‭ his‬ ‭is‬ ‭the‬ ‭main‬ ‭body‬ ‭of‬ ‭the‬ ‭report,‬
‭containing‬ ‭details‬ ‭of‬ ‭the‬ ‭survey‬ ‭results.‬
‭Consider‬ ‭structuring‬ ‭this‬ ‭section‬ ‭according‬
‭to‬ ‭the‬ ‭objectives‬ ‭of‬ ‭the‬ ‭project‬ ‭or‬ ‭themes,‬
‭rather‬‭than‬‭by‬‭question‬‭order.‬‭Refer‬‭back‬‭to‬
‭the‬‭research‬‭objectives‬‭and‬‭ensure‬‭they‬‭are‬
‭all‬‭covered.‬
‭TIPS‬‭IN‬‭WRITING‬‭THE‬‭RESULTS‬‭OF‬‭A‬
‭SURVEY‬‭REPORT‬
‭●‬ S ‭ tructure‬ ‭the‬ ‭results‬ ‭according‬ ‭to‬ ‭the‬
‭objectives‬ ‭of‬ ‭the‬ ‭report,‬ ‭rather‬ ‭than‬ ‭by‬
‭question‬‭order.‬
‭●‬ ‭Highlight‬ ‭results‬ ‭that‬ ‭are‬ ‭of‬ ‭both‬ ‭statistical‬
‭and‬‭practical‬‭significance.‬
‭●‬ W ‭ rite‬‭all‬‭sources‬‭of‬‭data‬‭in‬‭the‬‭findings‬‭so‬‭it‬
‭is‬‭clear‬‭where‬‭they‬‭have‬‭come‬‭from‬
‭●‬ ‭Put‬ ‭any‬ ‭supporting‬ ‭content‬ ‭into‬ ‭an‬
‭appendix,‬ ‭rather‬ ‭than‬ ‭included‬ ‭in‬ ‭this‬
‭section.‬
‭●‬ ‭Present‬ ‭the‬ ‭data‬ ‭in‬ ‭words‬ ‭with‬ ‭the‬ ‭help‬ ‭of‬
‭tables,‬‭charts‬‭and‬‭graphs‬‭to‬‭make‬‭your‬‭data‬
‭clear‬‭and‬‭easy‬‭to‬‭understand.‬
‭●‬ ‭Interpret‬ ‭or‬ ‭analyse‬ ‭the‬ ‭data,‬ ‭that‬ ‭is,‬ ‭say‬
‭what‬ ‭it‬‭means,‬‭especially‬‭in‬‭relation‬‭to‬‭your‬
‭research‬‭question.‬
‭●‬ ‭Use‬ ‭subheadings‬ ‭to‬ ‭indicate‬ ‭clearly‬ ‭what‬
‭the‬‭fi‬‭ndings‬‭are.‬
‭●‬ ‭Keep‬‭your‬‭headings‬‭parallel.‬
‭●‬ ‭Refer‬‭to‬‭figures‬‭correctly‬
‭WRITING‬‭THE‬‭SURVEY‬
‭APP‬‭002‬‭(SAS‬‭23)‬
‭KAAGAPAY‬‭SWUDENTS‬‭CIRCLE‬
‭ riting‬ ‭the‬ ‭Conclusion‬ ‭and‬‭Recommendation‬‭of‬
W
‭the‬‭Survey‬‭Report‬‭is‬‭similar‬‭to‬‭writing‬‭the‬‭summary‬
‭of‬‭the‬‭entire‬‭Survey.‬
‭ o,‬
S ‭in‬ ‭making‬ ‭the‬ ‭Conclusion‬ ‭and‬
‭Recommendation‬‭part,‬‭write‬‭according‬‭to‬‭the‬‭guide‬
‭that‬‭follows:‬
‭●‬ ‭What‬‭was‬‭your‬‭survey‬‭methodology?‬
‭●‬ ‭What‬‭did‬‭you‬‭find‬‭out‬‭in‬‭your‬‭survey?‬
‭●‬ ‭What‬‭should‬‭we‬‭do‬‭now?‬
‭10‬‭DO'S‬‭AND‬‭DONT'S‬‭OF‬‭CONDUCTING‬
‭SURVEY‬‭RESEARCH‬
‭ .‬
1 ‭ on’t‬‭Spend‬‭a‬‭Ton.‬
D
‭2.‬ ‭Don’t‬‭Reinvent‬‭the‬‭Wheel.‬
‭3.‬ ‭Do‬‭Actually‬‭Use‬‭the‬‭Results.‬
‭4.‬ ‭Do‬‭Keep‬‭it‬‭Simple.‬
‭5.‬ ‭Don’t‬‭Make‬‭Your‬‭Survey‬‭Too‬‭Long.‬
‭6.‬ ‭Do‬‭Test‬‭Your‬‭Survey.‬
‭7.‬ ‭Do‬‭Be‬‭Selective‬‭with‬‭Open-Ended‬
‭8.‬ ‭Don’t‬‭Rank‬‭a‬‭Comprehensive‬‭List‬‭of‬‭Items.‬
‭9.‬ ‭This‬ ‭approach‬ ‭will‬ ‭tell‬ ‭you‬ ‭if‬ ‭resources‬ ‭are‬
‭being‬ ‭wasted,‬ ‭Lannan‬‭said.‬‭For‬‭example,‬‭if‬
‭something‬‭is‬‭low‬‭on‬‭the‬
‭10.‬‭Do‬‭Find‬‭an‬‭Analyst‬‭to‬‭Interpret‬‭the‬‭Data.‬
‭Best‬‭of‬‭luck,‬‭swudents!‬
･ ･
‭✧‬‭ ‬‭ﾟ:‬‭*✧‭‬ ‭ﾟ
‬ :‬‭*‬
‭"All‬‭I‬‭did‬‭was‬‭try‬‭my‬‭best."‬
‭—Brutal,‬‭Olivia‬‭Rodrigo‬