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EAPP
Applied
Development Team of the Learning Activity Sheet

Writers: Ma. Corazon M. Basco, Teacher I – CIHS SHS
Eloisa Rosel-Espeña, Teacher III – CIHS SHS
Reviewer: Francis Kenneth D. Hernandez, Principal III - DNNHS
SHS Management Team:
Gemma G. Cortez, Ed.D., CID - Chief

Leylanie V. Adao, EPS - LR
Noel Anciado, Learning Area EPS-ENGLISH
SDO Dasmariñas City
Schools Division Superintendent: Raymundo M. Cantonjos
Asst. Schools Division Superintendent: Bernadette T. Luna
SDO Dasmariñas City

Guide in Using Learning Activity Sheet
For the Parents/Guardian

This learning activity sheet is designed to assist you as the learning facilitator
at home. It provides you with activities and lessons’ information that the
learners need to accomplish in a distance learning modality.
For the Learner

This learning activity sheet is designed to guide you in your
independent learning activities at your own pace and time. This also aims
to help you acquire the competencies required by the Department of
Education (DepEd) at the comfort of your home.
You are expected to answer all activities on separate sheets of paper and
submit the outputs to your respective teachers on the time and date agreed
upon.
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About the Learning Activity Sheet
This is the second of two learning activity sheets that make up the English for
Academic and Professional Purposes (EAPP) Module. It contains step-by-step
procedures and helpful techniques and guidelines on how to present ideas
academically through writing, specifically survey, experiment, and observation.
This learning activity sheet was designed to provide you with meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.
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TABLE OF CONTENT
LESSON 1: POSITION PAPER 5

Introduction 5
Development 9
Engagement 13
Assimilation 23
LESSON 2: KINDS OF REPORT 24

Introduction 24
Development 25
Engagement 26
Assimilation 29
LESSON 3: DESIGNING THE SURVEY QUESTIONNAIRE 30

Introduction 30
Development 31
Engagement 36
Assimilation 38
LESSON 4: CONDUCTING SURVEYS AND GATHERING INFORMATION 41

Introduction 41
Development 42
Engagement 46
Assimilation 47
LESSON 5: SUMMARIZES FINDINGS AND WRITING A REPORT 48

Introduction 48
Development 48
Engagement 56
Assimilation 59
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Lesson 1: Position Paper
Most Essential Learning Competencies:

MELC 1 – Analyzes the arguments used by the writer/s in manifestoes
CS_EN11/12A-EAPP-IIa-d-3
MELC 2 – Defends a stand on an issue by presenting reasonable arguments

supported by properly cited factual evidences
MELC 3 – Writes various kinds of position papers

Introduction
After knowing how to criticize a paper and prepare a concept paper in your
previous lessons. It is also important to know on how to write a position paper using
formal statement of your point in a certain topic, issue or even research works. Thus,
this module is especially prepared for you to be able to do it right.
At the end of the lesson, you are expected to:

a. Analyzes the arguments used by the writer/s in manifestos;
b. Defends a stand on an issue by presenting reasonable arguments; supported
by properly cited factual evidences;
c. Writes various kinds of position papers.
Duration: 1 Week
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Pre-test/ Pre-Reading:
Direction: Read the article entitled “Learning” by former Senate President Manny
Villar and answer the given questions below. Write your answers on a separate
sheet of paper.
Learning
Published September 22, 2020, 11:33 PM

by Former Senate President Manny Villar
Another casualty in the ongoing coronavirus pandemic is our formal

education system. The month of June every year is usually the time when millions
of Filipino students troop back to their schools and learn. But because COVID-19
prevents any possibility of face-to-face learning, the Department of Education
(DepEd) postponed the opening of classes to August 24, 2020. In addition, it has
mandated online schooling in lieu of the traditional classroom setting.
The opening of classes was further deferred to October 5, 2020, by
President Rodrigo Duterte in order to give more time to the DepEd to prepare
online modules and other requirements for the online system of learning.
Let us be clear. This is not a problem unique to the Philippines. This is
global issue. The United Nations has recently pointed out that the “COVID-19
pandemic has created the largest disruption of education systems in history,
affecting nearly 1.6 billion learners in more than 190 countries and all continents.”
The UN report added that the “closures of schools and other learning spaces
have impacted 94 per cent of the world’s student population, up to 99 percent in
low and lower-middle-income countries.”
Many people have already referred to this batch of learners as the “lost
generation.” Studies have suggested that missing even just one year of school
translates to lost years, worth of academic gains. This would obviously also
impact the skills and knowledge of this generation of learners which are crucial to
gainful employment and future income. A World Bank study has estimated that
every additional year of schooling has a corresponding return of 8-10 percent of a
student’s future income.
I completely agree. But I also think that while formal schooling is very
important, we should not underestimate the value of non-formal learning. In other
words, despite the problems posed by the COVID-19 pandemic, learning should
not stop and this generation should not be lost. I will repeat, formal schooling is
very crucial, but learning should not be limited to face-to-face school environment.
Our home, with our parents, is our first school. It is the setting where we
learn not only our first words but the language of life and our very first value
system. Our schools, of course, reinforce these learnings but it is in the safety of
home where we first learn.
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In my case, learning took place in our Tondo home and the stalls of the
market in Divisoria where my mother, Nanay Curing, would take me early morning
to help her sell shrimps and fish at a very young age. That was my classroom.
That was where I learned the value of hard work and persistence. That was
where my mother would tell me that doing the right thing, not shortchanging your
customers, are surefire ingredients to success.
And from there, from that foundational learning, I began to apply that value
system when my world expanded beyond the home and the market. I am not
suggesting that this informal learning is better than formal schooling. I am saying
that both can complement each other.
Maybe we can use the disruption to strengthen the value system of our
kids. Let us talk to them about the value of hard work, diligence, and persistence.
In fact, I think this is the perfect time to instill the entrepreneurial spirit in our kids.
When children see their fathers and mothers, recently unemployed, rise to the
challenge and set up a small business in order to make a living, does it not imbue
them with self-reliance and thought that they can conquer all hardships?
And the schools can help the community by helping parents with some
structure in this informal learning setting. I have always believed that formal
schooling and the the informal one—some call it the School of Hard Knocks—
should work in harmony. This pandemic will give us, in fact force us, to confront
the importance of parents, of our homes in making sure that this will not be a “lost
generation” but a generation of entrepreneurs, hardworking, and passionate to
provide solutions to the problems of their community.
Pre-Test:
1. How has the author defined the issue?

2. Does the author provide sufficient background information for you to understand
the issue?
3. Is the issue clearly arguable? If not, why not?
4. How does the author establish that this issue is important and, thus, worthy of
discussion?
5. What is the writer’s position on the issue? Is the author’s position presented in a
clear, assertive thesis statement?
6. What are the main arguments that the author uses to support his position? Are
these arguments reinforced with evidence (facts, statistics, expert opinion, etc.)?
7. Is there any opposing position? If yes, are opposing positions fairly presented?
8. Does the author present sufficient reason to reject these opposing positions?
9. Overall, does this paper convince you/change your mind about this issue? If not,
why not?
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What is in?
Priming Activity
Learning Task 1: Directions: Analyze the outlined format of the position paper below.
Re-write your answers in the pre-test by each part of the position paper and use the
space provided below.
Position Paper Outline
I. Introduction
___A. Introduce the topic.
___B. Provide background on the topic to explain why it is important.
___C. Assert the thesis (your view of the issue). More on thesis statements can be
found below.
II. Counter Argument

___A. Summarize the counterclaims.
___B. Provide supporting information for counterclaims.
___C. Refute the counterclaims.
___D. Give evidence for argument.
III. Your Argument

___A. Assert point #1 of your claims.
_____1. Give your educated and informed opinion.
_____2. Provide support/proof using more than one source (preferably three).
___B. Assert point #2 of your claims.
___C. Assert point #3 of your claims.
IV. Conclusion
___A. Restate your argument.
___B. Provide a plan of action but do not introduce new information.
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Introduction
Counter Argument
Your Argument
Conclusion
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Learning Content:
Writers of position papers usually feel strongly about the issues they address,
and they strive to convince readers to accept their opinions as valid and reasonable.
To achieve this end, position papers typically include the following features: a well-
defined, controversial issue; a clear position on the issue; a convincing argument;
and a reasonable tone. Furthermore, position papers will often attempt to make use
of emotional appeals as well as intellectual appeals to sway an audience.
Like a debate, a position paper presents one side of an arguable opinion
about an issue. The goal of a position paper is to convince the audience that your
opinion is valid and defensible. Ideas that you are considering need to be carefully
examined in choosing a topic, developing your argument, and organizing your paper.
It is very important to ensure that you are addressing all sides of the issue and
presenting it in a manner that is easy for your audience to understand. Your job is to
take one side of the argument and persuade your audience that you have well-
founded knowledge of the topic being presented. It is important to support your
argument with evidence to ensure the validity of your claims, as well as to refute the
counterclaims to show that you are well informed about both sides.
Issue Criteria
To take a side on a subject, you should first establish the arguability of

a topic that interests you. Ask yourself the following questions to ensure that
you will be able to present a strong argument:
• Is it a real issue, with genuine controversy and uncertainty?
• Can you identify at least two distinctive positions?
• Are you personally interested in advocating one of these positions?
• Is the scope of the issue narrow enough to be manageable?
Analyzing an Issue and Developing an Argument
Once your topic is selected, you should do some research on the

subject matter. While you may already have an opinion on your topic and an
idea about which side of the argument you want to take, you need to ensure
that your position is well supported. Listing the pro and con sides of the
topic will help you examine your ability to support your counterclaims, along
with a list of supporting evidence for both sides. Supporting evidence includes
the following:
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** You do not have to use all of the above supporting evidence in your papers. This
is simply a list of the various options available to you. Consult your separate
Type of Type of Source How to find these sources
Information
directories,
introductory information
encyclopedias, Use the Library catalogue
and overviews
handbooks
Library catalogue, Canadian

books, government
in-depth studies Research Index, Government
reports
web sites
scholarly articles academic journals Article indexes
newspapers,
current issues Article indexes
magazines
government agencies Statistics Canada, Canadian

statistics
and associations Research Index, journal articles
position papers and association and

Library catalogue, web sites
analyses institute reports
assignment sheet to clarify the number and type of sources expected.
Considering your audience and determining your viewpoint

Once you have made your pro and con lists, compare the information
side by side. Considering your audience, as well as your own viewpoint,
choose the position you will take.
Considering your audience does not mean playing up to the professor or the
TA. To convince a particular person that your own views are sound, you have to
consider his or her way of thinking. If you are writing a paper for a sociology
professor/TA obviously your analysis would be different from what it would be if you
were writing for an economics, history, or communications professor/TA. You will
have to make specific decisions about the terms you should explain, the background
information you should supply, and the details you need to convince that particular
reader.
In determining your viewpoint, ask yourself the following:
l Is your topic interesting? Remember that originality counts. Be aware
that your professor/TA will probably read a number of essays on the
same topic(s), so any paper that is inventive and original will not only
stand out but will also be appreciated.
l Can you manage the material within the specifications set by the
instructor?
l Does your topic assert something specific, prove it, and where
applicable, propose a plan of action?
l Do you have enough material or proof to support your opinion?
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What other enrichment activities can I engage in? (Additional Activities)
Learning Task 2: Directions: Read and analyze the text below. Briefly state your own
opinion on “how the article was written”. Write your answer in essay form with at least four
(4) paragraphs and at least three (3) sentences for each paragraph on a separate sheet of
paper.
Advance payment for vaccine

By: Antonio T. Carpio
On Sept. 14, 2020, President Duterte criticized pharmaceutical companies in

Western countries for asking advance payment for their COVID-19 vaccines. The
President complained, “Kung sabihin mo na, sige wala pa ‘yung vaccine, there is
nothing with finality and you want us to make the reservation by depositing money,
you must be crazy.” Besides, the President stated, “The procurement law of the
Philippines does not allow you to buy something which is non-existent or to-be-
produced as yet.” The President was referring to Republic Act No. 9184 or the
Government Procurement Reform Act.
The President vowed to prioritize buying COVID-19 vaccines from China and
Russia because of their “generosity” in not demanding advance payment. “If the
vaccine of Russia and China are equally good and effective just like any other vaccine
invented by any country, I will buy first,” the President declared.
The President is sadly mistaken in his pronouncements. First, Philippine law
expressly authorizes the President to approve advance payment in any amount for the
purchase of goods, particularly in case of calamities like a pandemic. Second, China
and Russia will prioritize their own citizens since their state-owned companies are
developing their vaccines.
Under Presidential Decree No. 1445 or the Government Auditing Code, the
President is empowered to approve advance payment for the purchase of goods.
Section 88 of PD 1445 provides, “Except with the prior approval of the President
(Prime Minister) the government shall not be obliged to make an advance payment for
services not yet rendered or for supplies and materials not yet delivered under any
contract therefor.” In Resolution No. 06-2020 dated April 6, 2020, the Government
Procurement Policy Board requested the President to exercise his power under
Section 88 of PD 1445 to “increase the allowable amount of advance payment from
fifteen percent (15%) to thirty percent (30%) of the contract amount” of certain goods,
including common medicine, in view of the existing pandemic. In Memorandum Order
No. 48 dated April 20, 2020, the Office of the President approved this request for
increase in advance payment. Under Section 4(u) of RA No. 11494 or the Bayanihan
to Recover as One Act, the procurement of supplies, goods, and equipment
determined by the Department of Health as needed to address the COVID-19
pandemic constitutes “exemptions from the provisions of the bidding process required
under Republic Act No. 9184 or the Government Procurement Reform Act.” Under
Section 12 of the Bayanihan to Recover as One Act, “the requirement of Phase IV
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trials for COVID-19 medication and vaccine stipulated in the Universal Health Care
Law is hereby waived to expedite the procurement of said medication and vaccine.”
Under Operation Warp Speed, the US government allocated almost $10 billion
to fund the research, development, and manufacture of COVID-19 vaccines by
pharmaceutical companies. While this funding is a donation, the pharmaceutical
companies in turn agreed to donate to the US government a certain quantity of any
successful vaccine produced. The European Union has also financed part of the
research, development, and manufacture of vaccines by pharmaceutical companies,
with the financing considered as down payment on the vaccines that will actually be
purchased by EU member states.
The US and EU member states will have priority in the distribution of any
successful vaccine since they have invested in the research, development, and
manufacture of the vaccine. The US and the EU have calculated that gaining six to 12
months’ head start in deploying any successful vaccine will be worth the risk
considering the damage the lockdowns and work suspensions have inflicted on their
economies.
The President now realizes that the West, China, and Russia will prioritize their
own citizens in the distribution of vaccines and that Filipinos may be among the last in
the long queue. On Nov. 11, 2020, the President explained: “So you can expect that in
the few months until next year, all of those vaccines produced will be used by the
Americans. Same story with the European countries who have successfully developed
a vaccine. And it’s the same situation with China. Again, we have to keep in mind that
they have a population to worry.” China will take care of its own citizens first before
they give vaccines to others, the President admitted.
So how will President Duterte provide a vaccine to the Filipino people?
My Analysis in the on “how the article was written:”
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*please use other sheet of paper if needed.
Performance Task:
Directions: Read the question below. Write your own position paper by using the
outlined format discussed above. Make sure that you will defend your stand on the
issue by presenting reasonable arguments and supported by properly cited
factual evidences. By this time write your position paper in an essay form with at
least four (4) paragraphs and five (5) to six (6) sentences for each paragraph. Write
your position paper in the space provided below or in 1 whole yellow paper with 1
inch margin on the left and 1/2 inch margin on the right. Use proper in-text citations
and do not forget to write your sources in the last page of you paper following the
APA format.
Sample APA Format for In-text Citations and References are also given below, for
your guidance.
WHAT IS YOUR POSITION ON THIS?
Some people think that some types of criminals

should not go to prison. Instead they should do
unpaid work in the community. To what extent do you
agree?
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Introduction (1st paragraph)
A. Introduce the topic.
B. Provide background on the topic to explain why it is important.
C. Assert the thesis (your view of the issue). More on thesis statements can be
found below.
Counter Argument (2nd paragraph)
A. Summarize the counterclaims.
B. Provide supporting information for counterclaims.
C. Refute the counterclaims.
D. Give evidence for argument.
Your Argument (3rd paragraph)

A. Assert point #1 of your claims.
1. Give your educated and informed opinion.
2. Provide support/proof using more than one source (preferably three)
B. Assert point #2 of your claims.
2. Provide support/proof using more than one source (preferably three).
C. Assert point #3 of your claims.

2. Provide support/proof using more than one source (preferably three).
Conclusion (4th paragraph)

A. Restate your argument.
B. Provide a plan of action but do not introduce new information.
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*please use other sheet of paper if needed
*you may also refer to R.A. 11362 for this topic
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Sample In-Text Citations (APA)
For Short quotations:
If you are directly quoting from a work, you will need to include the author,
year of publication, and page number for the reference (preceded by "p." for a single
page and “pp.” for a span of multiple pages, with the page numbers separated by an
en dash).
You can introduce the quotation with a signal phrase that includes the author's
last name followed by the date of publication in parentheses.
According to Jones (1998), "students often had difficulty using APA

style, especially when it was their first time" (p. 199).
Jones (1998) found "students often had difficulty using APA style" (p.
199); what implications does this have for teachers?
If you do not include the author’s name in the text of the sentence, place the
author's last name, the year of publication, and the page number in parentheses
after the quotation.
She stated, "Students often had difficulty using APA style" (Jones,
1998, p. 199), but she did not offer an explanation as to why.
For Long quotations:
Place direct quotations that are 40 words or longer in a free-standing block of

typewritten lines and omit quotation marks. Start the quotation on a new line,
indented 1/2 inch from the left margin, i.e., in the same place you would begin a new
paragraph. Type the entire quotation on the new margin, and indent the first line of
any subsequent paragraph within the quotation 1/2 inch from the new margin.
Maintain double-spacing throughout, but do not add an extra blank line before or
after it. The parenthetical citation should come after the closing punctuation mark.
Because block quotation formatting is difficult for us to replicate in the OWL's
content management system, we have simply provided a screenshot of a generic
example below.
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For Quotations from sources without pages
Direct quotations from sources that do not contain pages should not reference
a page number. Instead, you may reference another logical identifying element: a
paragraph, a chapter number, a section number, a table number, or something else.
Older works (like religious texts) can also incorporate special location identifiers like
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verse numbers. In short: pick a substitute for page numbers that makes sense for
your source.
Jones (1998) found a variety of causes for student dissatisfaction with
prevailing citation practices (paras. 4–5).
A meta-analysis of available literature (Jones, 1998) revealed

inconsistency across large-scale studies of student learning (Table 3).
For Summary or paraphrase

If you are paraphrasing an idea from another work, you only have to make
reference to the author and year of publication in your in-text reference and may omit
the page numbers. APA guidelines, however, do encourage including a page range
for a summary or paraphrase when it will help the reader find the information in a
longer work.
According to Jones (1998), APA style is a difficult citation format for

first-time learners.
APA style is a difficult citation format for first-time learners (Jones,

1998, p. 199).
Sample Reference Listings (APA)

Formatting a Reference List
Your reference list should appear at the end of your paper. It provides the
information necessary for a reader to locate and retrieve any source you cite in the
body of the paper. Each source you cite in the paper must appear in your reference
list; likewise, each entry in the reference list must be cited in your text.
Your references should begin on a new page separate from the text of the
essay; label this page "References" in bold, centered at the top of the page (do NOT
underline or use quotation marks for the title). All text should be double-spaced just
like the rest of your essay.
Basic Rules for Most Sources
• All lines after the first line of each entry in your reference list should be
indented one-half inch from the left margin. This is called hanging indentation.
• All authors' names should be inverted (i.e., last names should be provided
first).
• Authors' first and middle names should be written as initials.
o For example, the reference entry for a source written by Jane Marie
Smith would begin with "Smith, J. M."
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o If a middle name isn't available, just initialize the author's first name:
"Smith, J."
• Give the last name and first/middle initials for all authors of a particular work
up to and including 20 authors (this is a new rule, as APA 6 only required the
first six authors). Separate each author’s initials from the next author in the list
with a comma. Use an ampersand (&) before the last author’s name. If there
are 21 or more authors, use an ellipsis (but no ampersand) after the 19th
author, and then add the final author’s name.
• Reference list entries should be alphabetized by the last name of the first
author of each work.
• For multiple articles by the same author, or authors listed in the same order,
list the entries in chronological order, from earliest to most recent.
• When referring to the titles of books, chapters, articles, reports,
webpages, or other sources, capitalize only the first letter of the first word of
the title and subtitle, the first word after a colon or a dash in the title, and
proper nouns.
o Note again that the titles of academic journals are subject to special
rules. See section below
• Italicize titles of longer works (e.g., books, edited collections, names of
newspapers, and so on).
• Do not italicize, underline, or put quotes around the titles of shorter works
such as chapters in books or essays in edited collections.
Example:
References:
Brown, E. (2013). Comedy and the feminine middlebrow novel. Pickering &
Chatto.
Bureau of International Organization Affairs. (2018). U.S. contributions to

international organizations, 2017 [Annual report]. U.S. Department of
State. https://www.state.gov/u-s-contributions-to-
international-organizations/
Merriam-Webster's collegiate dictionary (11th ed.). (2003). Merriam-

Webster.
Nguyen, T., Carnevale, J. J., Scholer, A. A., Miele, D. B., & Fujita, K. (2019).
Metamotivational knowledge of the role of high-level and low-level
construal in goal-relevant task performance. Journal of Personality
and Social Psychology, 117(5), 879-
899. http://dx.doi.org/10.1037/pspa0000166
Soto, C. J., & John, O. P. (2017). The next big five inventory (BFI-2):
Developing and assessing a hierarchical model with 15 facets to
enhance bandwidth, fidelity, and predictive power. Journal of
Personality and Social Psychology, 113(1), 117-
143. http://dx.doi.org/10.1037/pspp0000096
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Basic Rules for Articles in Academic Journals
• Present journal titles in full.
• Italicize journal titles.
• Maintain any nonstandard punctuation and capitalization that is used by the
journal in its title.
o For example, you should use PhiloSOPHIA instead
of Philosophia, or Past & Present instead of Past and Present.
• Capitalize all major words in the titles of journals. Note that this differs from
the rule for titling other common sources (like books, reports, webpages, and
so on) described above.
o This distinction is based on the type of source being cited. Academic
journal titles have all major words capitalized, while other sources' titles
do not.
• Capitalize the first word of the titles and subtitles of journal articles, as
well as the first word after a colon or a dash in the title, and any proper
nouns.
• Do not italicize or underline the article title.
• Do not enclose the article title in quotes.
o So, for example, if you need to cite an article titled "Deep Blue: The
Mysteries of the Marianas Trench" that was published in the
journal Oceanographic Study: A Peer-Reviewed Publication, you would
write the article title as follows:
§ Deep blue: The mysteries of the Marianas Trench.
o ...but you would write the journal title as follows:
§ Oceanographic Study: A Peer-Reviewed Publication
Please note: While the APA manual provides examples of how to cite common
types of sources, it does not cover all conceivable sources. If you must cite a source
that APA does not address, the APA suggests finding an example that is similar to
your source and using that format. For more information, see page 282 of
the Publication Manual of the American Psychological Association, 7th ed.
Reflection:
Directions: Write your answer in a yellow paper.
What I have learned?
Question:
How do you find position paper compared to other papers (project proposal,
business letters, research papers etc.) you have learned?
REALIZATION:
How does a position differ from a simple opinion or opinion essay to a
position paper?
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Note: Please find to read and compare other sample of position papers in
different fields, especially in your field of specialization. The “general text”
above was intentionally used, thus this module can be used in all strands. The
outlined format discussed in this module is the most common outline being
used in all specialization or field in preparing a position paper.
Use search engine to find a lot of sources. Also, during spare time, try to read
e-broadsheets such as Philippine Daily Inquirer and Manila Bulletin.
References
Carpio, A. (2020). Advance payment for vaccine. Opinion. Philippine Daily

Inquirer. 20 November 2020. Retrieved November 20, 2020 from:
https://opinion.inquirer.net/135421/advance-payment-for-vaccine
Pulta, B. (2020). SC OKs guidelines for community service for minor offenses.
Republic of the Philippines. Philippine News Agency. 7 October 2020.
Retrieved October 19, 2020 from:
https://www.pna.gov.ph/articles/1117781#:~:text=20%2D06%2D14%2
DSC,to%2C%20among%20others%2C%20apply%20that
PURDUE OWL. Retrieved from:

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_forma
tting_and_style_guide/in_text_citations_the_basics.html
Republic of the Philippines: Official Gazette.7 August 2019. Retrieved October

19, 2020 from:
https://www.officialgazette.gov.ph/downloads/2019/08aug/20190808-
RA-11362-RRD.pdf
Villar, M. (2020). Learning. Opinion. Manila Bulletin. 22 September. 2020

Retrieved October 19, 2020 from
https://mb.com.ph/2020/09/22/learning/
Writing a Position Paper. Retrieved October 19, 2020 from:

https://www.sfu.ca/cmns/130d1/WritingaPositionPaper.htm
23
Lesson 2: Kinds of Reports
MELC 4 – Determine the objectives and structures of various kinds of

reports
CS_EN11/12A-EAPP-IIe-j-6
Introduction
Reports are essential to keep an updated account of an event, situation, and
organization. These are documents that wish to inform, analyze, or recommend.
Reports are often expressed through oral presentations or written. The common
medium of these reports are speeches, televisions, radios, and films.
Duration: 1 Week
Copy the list of items below in your notebook. Identify which one is familiar to you,
you may have encountered or have tried to make it before. Put a checkmark inside
the box before the item. You can check as many familiar items.
investigatory project book report

experiment journal
investigative report liquidation report
progress report sales/ inventory report
research report ___________ (name one if not on the list)
24
Learning Content:
Reports are essential to keep an updated account of an event, situation, and

organization. These are documents that wish to inform, analyze, or recommend.
Reports are often expressed through oral presentations or written. The common
mediums of these reports are speeches, televisions, radios, and films.
Report writing is making a detailed statement about the company, an event, a

situation, and/or an occurrence which is based on an observation, investigations,
and inquiries.
TYPES AND CHARACTERISTICS OF VARIOUS REPORTS

Formal Report – is a complex account either written or oral that uses formal
and structured language and is usually applied in major projects and
organizations.
• Informational - presents result, information, and updates and

explains
Examples:
§ attendance reports
§ annual budget reports
§ monthly financial reports
• Analytical - presents, analyzes, and draws conclusions from
reports and shows the why and the how of an
occurrence
Examples:
§ scientific research
§ feasibility reports,
§ employee appraisals
• Recommendatory- presents recommendation based on the
results and conclusions
Example:
§ recommendation report
Informal Report – communicates, updates information using free-flowing,

casual and short formats usually about routines and everyday business
Examples:
§ progress reports
§ feasibility report
25
§ literature review
§ personnel evaluation
§ report on sales
BASIC STRUCTURES OF REPORTS
I. Title page
II. Abstract
III. List of Figures and Tables
IV. Introduction
V. Body (varies according to type of report)
VI. Conclusions
VII. Recommendations
VIII. References
IX. Appendices
LEARNING TASK 1. Write what is asked with details about various reports. You can
include structure, objectives, and characteristics and of each type of report. Write as
much as you can on a separate sheet of paper.
1. Before writing the report what shoud 3. To end the report what shall be done
the writer do? Enumerate the activities. to achieve the desired purpose?
* Example: Consider the audience of the * Example: Make recommendations

report
2. Writing the report requires the

following:
* Example: Make a catchy Introduction
26
Performance Task:
LEARNING TASK 2
Identify the following reports and describe them according to purpose, and
structure. Write your answers in a separate sheet of paper.
1. SCHOOL FORM 9 (Report Card)
PURPOSE:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
STRUCTURE:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
27
2.
Source: Book Report Sample Paper Philippines. (n.d.). Retrieved November 17, 2020, from
https://www.pinterest.ph/pin-builder/?amp=1
PURPOSE:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
STRUCTURE:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
28
Reflection: Write a short reflection in a separate sheet of paper by answering the
question below:
How can determining the objectives and

structures of various kinds of reports help you
write an effective report?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
References
Jimenez, L., Rosario, G., & Dalut, A. (2020, November 09). COMPLETE SELF
LEARNING MODULES QUARTER 2 KINDER TO SENIOR HIGH. Retrieved
November 17, 2020, from
https://depedstorybooklovers.com/2020/11/04/complete-self-learning-modules-
quarter-2-kinder-to-senior-high/?fbclid=IwAR0Ts_3XBIJJ2w84yCiNoE-
v17X8688M0V70eNW9NG0CVG-EX5xLPBacaZk
Vidal, M., & Abao, J. (Eds.). (2020). Learning Module 4. Retrieved November 17,
2020, from
https://drive.google.com/drive/folders/1R76drSR61CW_p8kfzmeTpusmNMgZR
YHL
29
Lesson 3: Designing the Survey Questionnaire

MELC 5 – Designs, tests and revises survey questionnaires
[CS_EN11/12A-EAPP-IIe-j-7]
Introduction
In the previous lesson, you have learned about determining various kinds of reports.
This time, you will learn how to design survey questionnaires as well as the process
it has to undergo.
Surveys are carefully written to get the pulse, perception, perspective, and
preferences of a specific group of people. It gathers data from a large number of
participants or respondents either by interviewing them or by giving them
questionnaires to fill out.
Duration: 1 week
Learning Task 1: WHAT YOU KNOW

Copy the table below in a separate sheet of paper. Under the K column, write
what you know about survey. Under the W column, write what you want to know
about it. Lastly, leave the L column blank because you will go back to it later on.
K W L
What I know What I want to know What I learned
30
What is in?
Learning Task 2: Answer the following survey questions about your printed
modules. Write your answers on a separate sheet of paper.
Strongly Strongly
SURVEY Disagree Neutral Agree
Disagree Agree
1. Subject matter was
presented effectively.
2. The printed modules are
readable and understandable.
3. Terms used in the materials
are clarified in the glossary.
4. Activities are highly related
to what was presented in the
discussion.
5. The printed module is
enough for me to understand
the lesson.
Conclusions:
Personally, what do these survey questions mean to you?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Recommendations:
Based on your answers to the survey, what can you recommend to the school
administration to improve their academic services to students in modular distance
learning?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
31
Learning Content:
A survey is a general view, examination, or description of someone or
something. It also refers to looking carefully and thoroughly at (someone or
something), especially to assess them. When you want to do a survey, you need a
questionnaire to help get the information that you need. A good questionnaire
should be valid, reliable, clear, and interesting.
When we say,
Valid - it asks what it intends to ask.
Reliable – it gets the same answer if the same
question is posed repeatedly in a short time.
Clear – it is easily understood.
Interesting – it is completed by the respondents
https://pxhere.com/en/photo/1570335
and gets better response rate
The design of the questionnaire should not be taken for granted to be able to
get accurate data. A bad questionnaire may lead to wrong conclusions since data
collected may not be correct.
• Ask the right questions

• Use appropriate format
DESIGN • Arrange the questions logically
• Make instructions clear
• Do pilot testing
• Detect flaws
TEST
• Make necessary changes

• Improve the questionnaire
REVISE
.
32
Let us discuss each thoroughly.
DESIGN
• Ask the right questions
Questions may be “close-ended” or “open-ended.” You can use either

depending on the data that you want to get from your respondents.
“Close-ended” questions provide options to the respondents and require them
to choose one or more items from the list. This is used if the range of answers are
well known and the options are limited.
For example: Do you have a computer at home? ___yes ___no
“Open-ended” questions allow the respondent to express their opinions freely
and they are not restricted by the options. This is used if the answer options are
multiple and unknown. The answers to the open-ended questions require re-
grouping before analysis.
For example: What are the reasons why students do not have
computers at home? (You can list one or two reasons)
The options available should be comprehensive so that the respondent can
find an option which best suits his/ her answer. You can include an “Other: please
specify ________” category as one of the options. You can also let them check as
many items as applicable but be sure to mention it in your options.
For example: Why do you want to have a computer? (You can choose
more than one)
I need it for my projects in school.
I want to play online games.
My friends have computers.
I want to use it for business.
Others: Please specify:
___________________________
In questions that involve assessing attitudes or giving opinions, a scale with a

range of responses is preferred to a yes/no answer. Likert scale (usually 5-point or 7-
point) is a commonly used method.
33
For example:
Questions Strongly Agree Neutral Strongly Disagree
agree disagree
4 3 1
5 2
We should have a computer
at home.
In a questionnaire which has many parts, some of which need not be

answered by the respondent, filtering is used to guide the respondent to answer
only the relevant questions. However, you should avoid using too much filtering as
this may confuse the respondents and make the questionnaire complicated.
For example:
Do you have a computer at home? ___ Yes ___ No
If your answer is no, proceed to question no. 4.
Avoid double-barreled questions. It is a common mistake that refers to asking

two things in one question.
For example: Do you have a computer and a laptop at home?
Avoid ambiguous questions. Be clear and specific in constructing your

question.
• Use Appropriate Format
This is important because the “look” of the questionnaire may decide whether
the respondent is going to fill it up or not.
The title should be highlighted and should reflect the main objective of the
research. If possible, divide the questionnaire into sections according to the content
(e.g. boxes with bold headings) and it should flow smoothly from one section to
another with appropriate filtering.
34
If your respondents
involve older persons, a
bigger font size should be
used. Finally, include a cover
letter stating the objective of
your study, and your
affiliations. Most importantly,
it should include a
confidentiality clause. This is
to inform your respondents on
how you are going to use the
collected information.
* Arrange the questions
logically
The order of the

questions should flow in a
logical sequence. Start with
simple questions and move to
more complex questions. You
can start with the
demographic profile like age,
address, and others.
* Make instructions clear
Instructions should be
very clear and introductory
comments should be
From: Sample questionnaire. (n.d.). Retrieved 2020, appropriate. Short instructions help
from the respondents understand easily
https://upload.wikimedia.org/wikipedia/commo
ns/d/d8/Musculoskeletal_survey_Nordic_quest and help them set their mind on
ionnaire.png answering the questions.
The respondents should be told exactly what is wanted.

For example:
Place a check mark in the box if you experienced pain on the particular back
or X it doesn’t.
35
TEST
A pilot test is a crucial step in the design of questionnaire before data
collection begins. It will help detect flaws in the questionnaire in terms of content,
grammar, and format.
You can ask your colleagues, family, or friends to comment on the
questionnaire. By doing so, mistakes in terms of content, grammar, and or format will
be lessened. This should be followed by asking the potential respondents to answer
the questionnaire and provide their feedback. For those questions which you feel
may be confusing or sensitive, it is important to ask the respondents to comment
specifically during the pilot test.
REVISE
You will evaluate for general content, organization, and tone, by adding,
deleting, and organizing information if necessary. When revising, it can be helpful to
answer these questions:
Who is your audience?
Are your objectives enough?
Have you included enough information?
Do you have more information than you need?
Have you chosen the proper words to express your ideas?
Are you wordy, repetitive, or inconsistent?
When you have done all of these, you have crafted a good survey
questionnaire. It does not seem easy at first but when you start doing it, you will find
it very helpful.
Learning Task 2: Let us go back to the K-W-L chart. This time, you will fill the L
column with what you learned from this lesson. You do not have to create another
table, just complete the table in your Learning Task 2 on your answer sheet.
K W L
What I know What I want to know What I learned
36
Performance Task:
Learning Task 3: TO CHANGE OR NOT TO CHANGE
Look at this sample questionnaire. Change the parts that you think need
revision to make it a good survey questionnaire. Revise and/or rewrite it on a
separate sheet of paper.
A Survey Questionnaire on Technology Available at Home
Name (optional): __________________________________

Age:
Address:
Please answer the questions honestly.
1. Do you have a computer at home?
____Yes ____No ___Others
2. Do you have an internet connection at home?
____Yes ____No ___Others
3. If your answer in no. 1 is no, what is the reason?
_______________________________________
4. If your answer in no. 2 is yes, what kind of internet connection do you
have?
____ WIFI ____ Line ____Others
5. Do you have an android phone?
____ Yes ____No ____Others
6. How many gadgets do you have at home?
____1 ____2 ____3 or more
7. What kind of gadgets do you have?
____cellphone ____desktop ____laptop
____tablet ____Others
8. Should students have computers or any gadgets home?
____ yes ____no
9. If you answered yes, which of the following are your reasons?
____ It is useful for school works.
____ Everybody has it already.
____ It can be used for business.
____ Others, please specify: _________________
10. If you answered no, which of the following are your reasons?
____ It is expensive.
____ It is not needed.
____ Cellphones can be used in its place.
____ Others, please specify: _________________
37
You have learned the following important points in this lesson:
1. A survey is to look carefully and thoroughly at (someone or something),
especially to evaluate them.
2. A survey questionnaire is needed to get the information you need.
3. You must design, test, and revise your questionnaire appropriately to
get accurate and reliable information.
Learning Task 4: DESIGN

Design your own survey questionnaire about a family’s favorite pastime or
hobby during the Enhanced Community Quarantine days in your community. Write
as much survey question as you can on a separate sheet of paper.
38
Learning Task 5: TEST
Let your family members and relatives answer your survey questionnaire. List
down what they think about your self-made questionnaire. Write their comments in
your notebook.
Learning Task 6: REVISE

After the pilot testing, you listed some areas for improvement. Do the last
step of the process. Revise to improve your survey questionnaire. This will be used
in the next lesson. Write your revisions on a separate sheet of paper.
39
References
Dapat, J. O. (2016). Lesson 11: Survey Report. In Applied English for Academic and
Professional Services (1st ed., pp. 140-152). Pasay City, PH: JFS Publishing
Services.
2020, from
YHL
40
Lesson 4: Conducting Surveys and Gathering
Information

MELC 6 – Conducts surveys, experiments or observations*
MELC 7 – Gathers information from surveys, experiments, or observations*
Introduction
Conducting the survey will make you gather information and have something to
summarize. It may be a primary or secondary data for the type of research you have
chosen. You will then have something to write about. A report.
This cannot be written easily because it will require you to plan, establish
purpose and design a tool to collect relevant and needed information. This lesson
will allow you to explore more about conducting a survey, gathering information,
summarizing findings and writing a report.
Duration: 3 Weeks
Pre-test
Multiple choice.
Let us check your prior knowledge about this lesson.
Direction: Choose the letter of the best answer. Write your answers in your
notebook.
1. What is defined as a general view of someone or something?
A. design C. tally
B. survey D. table
41
2. Which type of questions provides options and requires respondents to choose one
answer?
A. enumeration C. open-ended
B. close-ended D. none of the above
3. Which type of questions allows respondents to express opinions freely?
A. enumeration C. open-ended
B. close-ended D. none of the above
4. Which of the following is a crucial step in the design of a questionnaire?
A. pilot test C. replace
B. revise D. make format
5. Which method involves asking the respondents directly and personally?
A. telephone survey C. online survey
B. face to face D. paper and pencil
6. Which method can be used for consequential questions?
B. face to face D. paper and Pencil
7. Which is a traditional survey administration method?
B. face to face D. paper and pencil
8. Which method is ideal for huge sample size?
B. mail survey D. paper and pencil
9. Which method is not as popular as they were due to lower response rates?
B. mail survey D. paper and pencil
10. What study has a goal to determine what effect a particular treatment has on the
outcome?
A. survey C. experimental
B. observational D. none of the above
What is in?
Learning Task 1: HOW TO DO IT

Now that you have designed a questionnaire in the previous lesson, how will you
conduct the survey? Write your brief answer on a separate sheet of paper.
42
Learning Content:
How will you conduct your survey?
You can conduct a survey in many ways. Each method has its own
advantages and disadvantages. You have to choose well which of the methods
would fit your purpose. Aside from the way it is administered, other factors can also
affect the response rates and results. It is your decision to choose which you will
sure as long as it is appropriate to what you are conducting.
Here are the different methods:
1. Personal Approach
A. Face-to-Face Structured Interview
Pros: When respondents are asked directly, the
response rates are actually good especially if visual
materials are required during the survey. The
researcher can also observe the participants in this
method.
Cons: There might be bias because of the
interaction. There is also no anonymity involved.
This is also not good if the participants live in
different locations.
Source: Interview,job,icon,job interview,conversation - free image from needpix.com. (n.d.). Retrieved November 17,
2020, from https://www.needpix.com/photo/489096/interview-job-icon-job-interview-conversation-
business-work-application-recruitment
B. Telephone Survey
Pros: This is applicable for asking consequential
questions. Unlike face-to-face interviews, there is
anonymity in this approach.
Cons: This method is not good if the participants need to
see visual materials and if the questions are long.
Source: Hassan, M. (n.d.). Money, Transfer ,banking, Icon Free Stock Photo -
Public Domain Pictures. Retrieved November 17, 2020, from
https://www.publicdomainpictures.net/en/view-
image.php?image=266255
43
2. Self-Administered Approach
A. Paper-and-Pencil Survey
Pros: This is a traditional survey method and this is good for
those who do not know how to use the computer or access the
internet.
Cons: This requires bigger budget in terms of reproduction.
This also involves distribution of the questionnaires which can
be exhausting. The researcher must also be present during the
administration.
Accessed from: https://www.needpix.com/photo/95463/checklist-check-marketing-

project-survey-tick-pencil-approved-ok
B. Online Survey
Pros: This is best if the sample size is huge and they live on different locations.
There is less expense compared to mail
survey. There are also survey companies
that can help conduct the survey online with
accuracy.
Cons: The respondents must know how to
use the computer to be able to answer this
method. There might even be incentives to
be given to the respondents.
Source: File:Online Survey Icon or logo.svg. (n.d.). Retrieved November

C. Mail Survey 17, 2020, from
https://commons.wikimedia.org/wiki/File:Online_Survey_Icon
_or_logo.svg
Pros: This method can be easily administered and you
can even review the mails before you send them so that
the visual quality is good. There is also anonymity in this
kind of survey method.
Cons: Mail surveys are less chosen by many because
only a few responses are collected. People also have
more access to the internet so they no longer prefer the
mail survey.
Source: Envelope,mail,letter,communication,message - free image from needpix.com. (n.d.). Retrieved November 17, 2020, from
https://www.needpix.com/photo/27007/envelope-mail-letter-communication-message-business-postal-correspondence-
postage
To encourage your respondents to answer and complete the survey,

remember these tips:
1. Follow the KISS principle which stands for “Keep It Short and Simple". Better
response rates are associated with concise, simple, and easy-to-answer survey
questionnaires.
44
2. Ensure confidentiality (and anonymity, if it applies). Give the participants an
assurance that their answers will be kept confidential and will only be used for the
purpose of the survey.
3. Be professional, courteous and polite. Saying “please", and “thank you" as
well as guiding the respondent politely can motivate the participants to finish the
survey.
In an observational study, the sample population being studied is

measured, or surveyed, as it is. The researcher observes the subjects and measures
variables, but does not influence the population in any way or attempt to intervene in
the study. There is no manipulation by the researcher. Instead, data are simply
gathered and correlations are investigated. Since observational studies do not control
any variable, the results can only allow the researcher to claim association, not
causation (not a cause-and-effect conclusion). Surveys are one form of
an observational study, since the researchers do not influence the outcomes.
For example:
Is there a correlation between attending a review class and scores achieved on the
Examination for this school year? In an attempt to investigate this possible
correlation, a group of students who took the Examination are surveyed. The
scores from students who took a review class are compared with the scores of
those that did not take review class. A statistical analysis is performed on the
data. This is an observational study since the researcher did not manipulate
the sample set.
An experimental study has the researcher purposely attempting to influence
the results. The goal is to determine what effect a particular treatment has on the
outcome. Researchers take measurements or surveys of the sample population. The
researchers then manipulate the sample population in some manner. After the
manipulation, the researchers re-measure, or re-survey, using the same procedures
to determine if the manipulation possibly changed the measurements. Since variables
are controlled in a designed experiment, the results allow the researcher to
claim causation (a cause-and-effect conclusion).
Here is an example:
Does the color of a basketball influence the number of times a shooter sinks a
basket? A random group of students is chosen and asked to shoot a series of baskets
using a regulation normal-colored basketball. The data is recorded. The same group is
then given a blue colored basketball and the same number of shots is repeated. The
data is again recorded. A statistical analysis is performed. This is a designed
experimental study since the researcher manipulated the conditions of the study
by changing the color of the ball.
Source: Roberts, D. (2012). Retrieved November 17, 2020, from https://mathbitsnotebook.com/Algebra2/Statistics/STSurveys.html
45
You will learn more of this in your research subject where you apply the
observational and experimental study.
Learning Task 2: LET’S REVIEW

Before deciding to conduct the survey, list down the methods and reasons
why you will use and why you will not use each. State it in your own words and add
more if necessary. Write your answers in your notebook.
WHY YOU WILL USE WHY YOU WILL NOT
METHODS
THIS METHOD USE THIS METHOD
Performance Task:
Learning Task 3: Conduct the Survey
For practice, use the questionnaire you made in the previous lesson to
conduct the survey. You can choose any of the methods discussed. Choose the
one that is applicable to you and safe for you and your respondents. Take
pictures for documentation purposes. Remember to apply the tips given in the
discussion.
Conduct the survey among 20 respondents (if you can) within your
community. Ask permission first from your local government by writing a letter to
your barangay captain. Make also a letter addressed to your respondents
expressing your purpose and asking permission from them to allow you to conduct
your survey with them. Paste the pictures on your answer sheet and/or attach the
photo in the document file for digital submission.
46
Reflection: Write a reflection by answering the guide question below:
What made conducting a survey challenging, especially in your

current situation? Please indicate how did you overcome it.
Write your answer on a separate sheet of paper.
References
2020, from
YHL
47
Lesson 5: Summarizing Findings and Writing

MELC 8 – Summarizes findings and executes the report through narrative
and visual/graphic forms*
MELC 9 – Writes various reports
Various Reports
Introduction
Conducting a survey will let you gather information that is vital to what you are
writing about. But that does not end there. This lesson will let you know how present
and summarize your gathered data as well as to write a report based on its purpose.
Duration: 1 Week
What is in?
Learning Task 1: YOUR DRAFT

When you conducted the survey, you have gathered a lot of information
already. What did you do to the answers of the respondents to the survey? How did
you summarize the information? Write your answer in a separate sheet of paper.
48
Learning Content:
It is time to gather the information and summarize your findings. What you
have gathered are now considered as data. Data collection is very important in any
type of research study (Burchfield,1996), (Tim ,1997), (Matt, 2001).
Data are referred to as a collection of facts, such as values or measurements,
observation or even just descriptions of things. Data can be classified into Primary
and Secondary Data.
Primary data are those that you have collected yourself or the data collected
at source or the data originally collected by individuals, focus groups, and a panel of
respondents specifically set up by the researcher whose opinions may be sought on
specific issues from time to time (Matt, 2001), (Afonja, 2001).
Secondary data research project involves the gathering and/or use of
existing data for which they were originally collected, for example, computerized
database, company records or archives, government publications, industry analysis
offered by the media, information system and computerized or mathematical models
of environmental processes and so on (Tim ,1997), (Matt, 2001).
There are two kinds of data, although not all evaluations will necessarily include
both.
1. Quantitative data are mainly numbers. It refers to the information that is
collected as, or can be translated into, numbers, which can then be
displayed and analyzed mathematically. Quantitative data are Structured
and Unstructured in nature. Structured data can be produced by closed
questions, unstructured data can be produced by open questions
(Checkland et al 1998), (Matt, 2001), (Burchfield, 1996), (Anyanwu, 2002).
2. Qualitative data are data which consist of mainly words, sounds or

Images. Unlike numbers or “hard data”, qualitative information tends to be
“soft,” meaning it can’t always be reduced to something definite. That is in
some ways a weakness, but it‟s also a strength. A number may tell (Matt,
2001), ( Afonja, 2001), (Burchfield, 1996).
There are many ways of summarizing your findings based from the data you
have collected. It depends on the type of data you collected. The most common is
the tally and frequency table.
Tally marks are often used to make a frequency distribution table. For
example, let’s say you survey a number of families and find out how many gadgets
49
they own. The results are 3, 0, 1, 4, 4, 1, 2, 0, 2, 2, 0, 2, 0, 1, 3, 1, 2, 1, 1, 3. The
frequency distribution table will make the data easier to understand.
Number of Gadgets Tally Frequency
0 IIII 4
1 IIII-I 6
2 IIII 5
3 III 3
4 II 2
You can also present your data using tables and charts. Pictograph is a way
of showing data using images. Each picture represents a certain frequency.
Month Computers Sold
January
February
March
April
Legend: - 10 computers - 5 computers
Bar graph is a graphical display of data using bars of different heights.
Number of Computers Sold
APRIL
MARCH
FEBRUARY
JANUARY
0 5 10 15 20 25 30 35 40
50
Pie graph is a special chart that uses "pie slices" to show relative sizes of data.
There are more ways of summarizing findings. After summarizing your

findings, ask yourself, “What did you learn from the data gathered? What do they
mean?” Analyze and make a generalization about it. Draft a paragraph or two each
finding in your study. State the finding. Tell the reader how the finding is important or
relevant to your aim and focus.
WRITING A REPORT
After gathering and summarizing your data, the next step is to write a report
about your findings. You have to change the ideas you have gathered into a written
text that will be understood by the readers and do justice to your findings. Where do
you start?
There are many different types of reports, including business, scientific and
research reports, but the basic steps for writing them are the same. These are:
1. Decide on the 'Terms of reference'.
To decide on the terms of reference for your report, read your
instructions and any other information you've been given about the report, and
think about the purpose of the report:
• What is it about?
• What exactly is needed?
• Why is it needed?
• When do I need to do it?
• Who is it for, or who is it aimed at?
51
2. Decide on the procedure.
This means planning your investigation or research, and how you'll
write the report. Ask yourself:
• What information do I need?
• Do I need to do any background reading?
• What articles or documents do I need?
• Do I need to contact the library for assistance?
• Do I need to interview or observe people?
• Do I have to record data?
• How will I go about this?
3. Find the information.
Make sure the information you find is relevant and appropriate. Check
the assessment requirements and guidelines and the marking schedule to
make sure you're on the right track. If you're not sure how the marks will be
assigned, contact your teacher.
What you will find out will form the basis, or main body, of your report –
the findings. You have already done this in the previous lessons.
4. Decide on the structure.
Reports generally have a similar structure, but some details may differ.
How they differ usually depends on:
• The type of report – if it is a research report, laboratory report, business
report, investigative report, etc.
• How formal the report has to be.
• The length of the report.
Depending on the type of report, the structure can include:
• A title page
• Executive summary
• Contents
• An introduction
• Terms of reference
• Procedure
• Findings
• Conclusions
52
• Recommendations
• References/Bibliography
• Appendices
• The sections, of a report usually have headings and subheadings,
which are usually numbered
5. Draft the first part of your report.
Once you have your structure, write down the headings and start to fill
these in with the information you have gathered so far. By now you should be
able to draft the terms of reference, procedures and findings, and start to work
out what will go in the report’s appendix.
As you are writing your draft decide what information will go in the
appendix. These are used for information that:
• is too long to include in the body of the report, or
• supplements or complements the information in the report. For
example, brochures, spreadsheets or large tables.
6. Analyze your findings and draw conclusions.
The conclusion is where you analyze your findings and interpret what
you have found. To do this, read through your findings and ask yourself:
• What have I found?
• What's significant or important about my findings?
• What do my findings suggest?
For example, your conclusion may describe how the information you
collected explains why the situation occurred, what this means for the
organization, and what will happen if the situation continues (or doesn't
continue).
Don’t include any new information in the conclusion.
7. Make recommendations.
Recommendations are what you think the solution to the problem is
and/or what you think should happen next. To help you decide what to
recommend:
• Reread your findings and conclusions.
• Think about what you want the person who asked for the report should
to do or not do; what actions should they carry out?
• Check that your recommendations are practical and are based logically
on your conclusions.
• Ensure you include enough detail for the reader to know what needs to
be done and who should do it.
53
Your recommendations should be written as a numbered list, and
ordered from most to least important.
8. Draft the executive summary and table of contents.
Some reports require an executive summary and/or list of contents.
Even though these two sections come near the beginning of the report you
won't be able to do them until you have finished it, and have your structure
and recommendations finalized.
An executive summary is usually about 100 words long. It tells the
readers what the report is about, and summarize the recommendations.
9. Compile a reference list.
This is a list of all the sources you've referred to in the report and uses
APA referencing.
10. Revise your draft report.
It is always important to revise your work. Things you need to check
include:
• If you have done what you were asked to do. Check the assignment
question, the instructions/guidelines and the marking schedule to make
sure.
• That the required sections are included, and are in the correct order.
• That your information is accurate, with no gaps.
• If your argument is logical. Does the information you present support your
conclusions and recommendations?
• That all terms, symbols and abbreviations used have been explained.
• That any diagrams, tables, graphs and illustrations are numbered and
labelled.
• That the formatting is correct, including your numbering and headings are
consistent throughout the report.
• That the report reads well, and your writing is as clear and effective as
possible.
You might need to prepare several drafts before you are satisfied. If
possible, get someone else to check your report.
Source: How to write a report. (n.d.). Retrieved November 20, 2020, from
https://www.openpolytechnic.ac.nz/current-students/study-tips-and-
techniques/assignments/how-to-write-a-report/
54
Let us take a look at this sample report:
This is a report made by a maintenance personnel for the head of the
department. This is an example of a very simple and basic report which you would
also make someday when you work. Check whether these have the essential parts.
To: Mr. June A. Cartie Receiver

From: Ms. Maria M. Sabuer Sender
Date: 27 July 2020 Date
Report on Safety Hazards in the School Subject Heading
1. Purpose Reference to the
You asked me to prepare a report on actual and original instructions
potential hazards in the school. I was asked to present
my findings by July 27.
2. Procedure What was done to
2.1 I inspected the school campus at three different investigate the topic
times of the day.
2.2. I interviewed the teachers and students in the
campus.
2.3. I examined previous reports on the topic
3. Findings What information
3.1 Electrical hazards was discovered
3.1.1 The power plugs in the office do not have
protective cover.
3.1.2. Some fluorescent bulbs are no longer
functioning.
3.2. Other Hazards
The tiles in the corridor have small cracks. It has
already caused some passers-by to slip. (See accident
report form filed January 12, 2019)
4. Conclusion What the information
4.1. Electrical hazards are easily resolved. suggests.
4.2. The tiles are the only hazards in the corridor.
5. Recommendations Clear and precise list
5.1. Solve the electrical hazards. Replace what must of suggestions
be changed.
5.2. Canvass for the replacement of the broken tiles.
References List of References
Actub, A. (2001). Electrical Safety Hazards at J&M
Holdings 2001 Safety Reports, 75-80.
55
Learning Task 2: RECALL
Copy the following on your answer sheet. Check the numbers if the
statements about writing reports are TRUE. If not, leave that number unmarked.
1. There are many types of reports but the basic steps in writing them are
the same.
2. Reports have the same structure so their details may not differ.
3. The findings form the basis of your report.
4. Appendices are used for information that may be too long to be included
in your report.
5. The recommendation part is where you analyze your findings.
6. Conclusions are what you think are solutions to the problem.
7. The executive summary tells what the report is about.
8. You need only one draft before you finalize your report.
9. The reference list is no longer needed.
10. You can include any new information in your conclusion.
Performance Task:
Learning Task 3: WRITING A REPORT
It is time to write your report. After doing all the things that you have
completed from lesson 2 until lesson 5, you are now ready for the last step and that
is to make a written report of the findings you have made. Use the given format
discussed in making your report. Remember to be objective and use your data as
the basis of your report. Use a bond paper for your answers. It may be handwritten
or computerized. There is a rubric given to serve as your guide in making the report.
Good Luck and enjoy! This is a very important skill to prepare you for your research
subjects and even for your future profession.
56
REPORT
TITLE
TABLE OF CONTENTS
INTRODUCTION
*Overview
*Objectives (at least 3)
*Significance (at least 3)
________________________________________________________________
________________________________________________________________
________________________________________________________________
PROCEDURE
________________________________________________________________
________________________________________________________________
________________________________________________________________
FINDINGS
________________________________________________________________
________________________________________________________________
________________________________________________________________
CONCLUSIONS
________________________________________________________________
________________________________________________________________
________________________________________________________________
RECOMMENDATIONS
________________________________________________________________
________________________________________________________________
________________________________________________________________
REFERENCES
________________________________________________________________
________________________________________________________________
________________________________________________________________
57
RUBRIC:
Category 4 3 2 1
Organization Ideas are Ideas are Ideas are Ideas are not
presented in an presented in an presented in presented in
organized way. organized way. an organized an organized
The parts are in The parts are in way. But way. The
correct order. correct order. some of the parts are also
There is smooth parts are not in not in correct
flow. correct order. order.
Format The report The report The report just The report did
followed the followed the followed some not follow the
specified format specified format. but not all in specified
with a little the specified format.
touch of format.
creativity.
Content The needed The needed The needed The needed
topics are topics are topics are topics are
completely completely stated in the stated in the
stated in the stated in the report but report but
report. The report. some are there are
topics are missing. several
enhanced. elements
lacking.
Mechanics There are no There are no There are a There are
errors in errors in few errors in several errors
grammar, grammar, grammar, in grammar,
spelling, spelling, spelling, spelling,
punctuation and punctuation and punctuation punctuation
capitalization. capitalization. and and
Drafts are capitalization. capitalization.
presented.
Aesthetics Text, tables, Text, tables, Some portions Unacceptable
figures are so figures readable are sloppy and appearance
clear and and difficulty to e.g., tables
understandable understandable; read; style and figures
as to enhance style is needs cannot be read
report impact; acceptable. improvement. or understood,
style enhances fonts difficult to
readability. read; style
unclear.
58
Reflection: Write a reflection by answering the guide question below:
What made conducting a survey challenging, especially in your

current situation? Please indicate how did you overcome it.
Write your answer on a separate sheet of paper.
59
References
How to write a report. (n.d.). Retrieved November 20, 2020, from

https://www.openpolytechnic.ac.nz/current-students/study-tips-and-
techniques/assignments/how-to-write-a-report/
2020, from
YHL
Key Answers:
LESSON 4: LESSON 5:
Pre-Test Learning Task 2: RECALL
1. B 1. /
2. B 2.
3. C 3. /
4. A 4. /
5. B 5.
6. A 6.
7. D 7. /
8. C 8.
9. B 9.
10. C 10.
60

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12

Development Team of the Learning Activity Sheet

Reviewer: Francis Kenneth D. Hernandez, Principal III - DNNHS

SHS Management Team:

Gemma G. Cortez, Ed.D., CID - Chief

SDO Dasmariñas City

For the Parents/Guardian

For the Learner

LESSON 1: POSITION PAPER 5

LESSON 2: KINDS OF REPORT 24

LESSON 3: DESIGNING THE SURVEY QUESTIONNAIRE 30

LESSON 4: CONDUCTING SURVEYS AND GATHERING INFORMATION 41

LESSON 5: SUMMARIZES FINDINGS AND WRITING A REPORT 48

Most Essential Learning Competencies:

MELC 2 – Defends a stand on an issue by presenting reasonable arguments

MELC 3 – Writes various kinds of position papers

At the end of the lesson, you are expected to:

Published September 22, 2020, 11:33 PM

Another casualty in the ongoing coronavirus pandemic is our formal

1. How has the author defined the issue?

Position Paper Outline

II. Counter Argument

III. Your Argument

To take a side on a subject, you should first establish the arguability of

Analyzing an Issue and Developing an Argument

Once your topic is selected, you should do some research on the

Library catalogue, Canadian

scholarly articles academic journals Article indexes

government agencies Statistics Canada, Canadian

position papers and association and

Considering your audience and determining your viewpoint

Advance payment for vaccine

On Sept. 14, 2020, President Duterte criticized pharmaceutical companies in

My Analysis in the on “how the article was written:”

WHAT IS YOUR POSITION ON THIS?

Some people think that some types of criminals

Your Argument (3rd paragraph)

C. Assert point #3 of your claims.

Conclusion (4th paragraph)

For Short quotations:

According to Jones (1998), "students often had difficulty using APA

For Long quotations:

Place direct quotations that are 40 words or longer in a free-standing block of

A meta-analysis of available literature (Jones, 1998) revealed

For Summary or paraphrase

According to Jones (1998), APA style is a difficult citation format for

APA style is a difficult citation format for first-time learners (Jones,

Sample Reference Listings (APA)

Bureau of International Organization Affairs. (2018). U.S. contributions to

Merriam-Webster's collegiate dictionary (11th ed.). (2003). Merriam-

Carpio, A. (2020). Advance payment for vaccine. Opinion. Philippine Daily

PURDUE OWL. Retrieved from:

Republic of the Philippines: Official Gazette.7 August 2019. Retrieved October

Villar, M. (2020). Learning. Opinion. Manila Bulletin. 22 September. 2020

Writing a Position Paper. Retrieved October 19, 2020 from:

Most Essential Learning Competencies:

MELC 4 – Determine the objectives and structures of various kinds of

investigatory project book report

Reports are essential to keep an updated account of an event, situation, and

Report writing is making a detailed statement about the company, an event, a

TYPES AND CHARACTERISTICS OF VARIOUS REPORTS

• Informational - presents result, information, and updates and

Informal Report – communicates, updates information using free-flowing,