English for Academic and

Professional Purposes
Quarter 2: Week 1 to 7
Analyzing Arguments and Position Paper
 WEEK 1 - ANALYZING ARGUMENTS
Background Information:

WHAT IS AN ARGUMENT?
According to Miriam – Webster (2020), the argument is a coherent series of reasons,
statements, or facts intended to support or establish a point of view.
Thus, writers used these arguments to present their ideas or beliefs on certain
principles.
However, these arguments are sometimes doubted if they do not have supporting
evidence or if these arguments are based on opinions only. Before we can determine
whether a statement is a FACT, OPINION, or INCORRECT INFORMATION, let us define
these three concepts. (Mondez and Suarez 2016)
The fact is Objective. It is not influenced by personal feelings or judgment
Example: COVID-19 pandemic created a chaotic situation in many parts of the
world.
Opinion is Subjective. It is based on or influenced by personal beliefs or feelings.
Example: The movie “Flor Contemplacion Story” is very dull.
Incorrect information is the opposite of Fact and not Opinion
Example: The Philippines has a total of 7,107 islands. (It has a total of 7,641)
Always consider that opinions include words of judgment or personal preference
when deciding if a statement is a fact or an opinion. Opinions are not the opposite of Facts.
If it is proved that facts are not accurate, what you have is called Incorrect Information
(Mondez and Suarez 2016).
IDENTIFYING ARGUMENTS
An argument is a systematic way to make a point in academic writing.
An argument consists of two parts.
1. Firstly, a claim or statement that summarizes the main idea
2. secondly, reasons why that claim is accurate, or evidence to support that
claim.
Example.
Reflective writing can help students become better thinkers. It can help
students see that ideas are meant to be discussed and debated. Bridges and Jost
found that students who did weekly reflective journal writing about their course content
for a semester could analyze course concepts at a deeper level than those who didn’t.

In this case, the sentence "Reflective writing can help students become better thinkers"
is the claim.
 The claim is expanded upon in the next sentence, "It can help students see that ideas
are meant to be discussed and debated."
Finally, the evidence is presented, often in the form of a citation. Here, we read that
"Bridges and Jost found that students who did weekly reflective journal writing about their
course content for a semester could analyze course concepts at a deeper level than those
who didn't."
This evidence supports the originally presented claim and its expansion.

ANALYZING ARGUMENTS
You judge someone else's logic as you "Analyze an Argument." The task provides a
brief passage in which the author makes a case for a course of action or interprets facts by
submitting statements and supporting evidence. Your task is to analyze the arguments made
and to evaluate the author's argument reasoning critically.
Points for Analysis
You will analyze the author's case's logic by evaluating both the use of evidence and
logical connections. In reading the author's argument, consider the following:
• What evidence is given?
• What conclusions are made?
• What assumptions (likely not stated) are made?
• What ramifications (perhaps not stated) would necessarily follow from the author's
argument?
Key Concepts
Although you do not need to know special analytical techniques and terminology, you
should be familiar with the directions for the Argument task and with certain key concepts,
including the following:
• argument -- a claim or a set of claims with reasons and evidence offered as support; a
line of reasoning meant to demonstrate the truth or falsehood of something
• assumption -- a belief, often unstated or unexamined, that someone must hold to
maintain a particular position; something that is taken for granted but that must be
confirmed for the conclusion to be true
• alternative explanation -- a competing version of what might have caused the events
in question that undercuts or qualifies the original explanation because it too can
account for the observed facts
• counterexample -- an example, real or hypothetical, that refutes or disproves a
statement in the argument
• analysis -- the process of breaking something (e.g., an argument) down into its parts
to understand how they work together to make up the whole
• evaluation -- an assessment of the quality of evidence and reasons in an argument
and the overall merit of an argument
• conclusion -- the endpoint reached by a line of reasoning, valid if the reasoning is
sound; the resulting assertion
What Not to Address in Your Response
An essential part of performing well on the Argument task is remembering what you
are not being asked to do:
• You are not being asked to discuss whether the statements in the argument are true
or accurate.
 • You are not being asked to agree or disagree with the position stated.
• You are not being asked to express your views on the subject being discussed (as you
were in the Issue task).
Steps for Analyzing the Argument:
1) Read the argument and instructions carefully.
2) Identify the argument's claims, conclusions, and underlying assumptions. Evaluate
their quality.
3) Think of as many alternative explanations and counterexamples as you can.
4) Think of what specific additional evidence might weaken or lend support to the
claims.
5) Ask yourself what changes in the argument would make the reasoning more sound.
Writing an argument analysis
A strong structure is essential as it makes the assignment clear and easy to read. All
formal written texts have the following format.
A useful structure and outline for writing an argument analysis is suggested below.

Source: www.dlsweb.rmit.edu.au/lsu/content/B_DSC/gsssp/writing.html

Sample Introduction
This argument analysis examines the article Skip Dipping in Australia (Rush, 2006).
The article is about the practice of sorting through publicly located skips for items that may be
eaten or reused and the motivations for this activity. Overall the article argues that skip dipping
is politically and ethically motivated. It focuses mainly on a series of interviews the author
conducted with 20 Australian skip dippers.
This analysis identifies the main claims, the evidence used to support these claims,
and the key assumptions.
 The article makes four main claims and supplies some evidence. Finally, the
assumptions underlying the article are analyzed.
Explanation:
It introduces the article and briefly outlines the article. It also states the purpose of the
analysis and outlines the main points that will make in the analysis (i.e. claims and
assumptions)
Sample Paragraph (Claim)
The first main claim is that skip dipping (also known as urban gleaning, freeganism,
and so on) is a growing trend in affluent societies (Rush 2006).
The article presents two pieces of evidence to support this claim. Firstly, interviewees
are given responses, almost all of whom claim to know several other people from all over
Australia who engage in skip dipping. Secondly, information is taken from various websites on
skip dipping.
Explanation:
The writer mentioned some of the claims regarding the argument
Sample Paragraph (Assumption)
To make these arguments, the article relies on some assumptions, which will be
examined.
Perhaps the most common assumption is that the very small and select group
interviewed represents all skip dippers in Australia.
The article acknowledges that only people for whom skip dipping was at least in part
politically motivated were interviewed, therefore leaving out people who skip dip solely for
economic reasons. These people may be much more numerous than their politically motivated
counterparts, and they may well fit the stereotype of being mostly young and poor. In this same
vein, the article assumes that the small group of respondents, and the numbers indicated on
the websites used in research indicate a growing trend. The article claims that the website of
the dumpster diving meet-up group in New York ‘boasts’ a membership of 194, but it would be
difficult to argue that 194 people, in a city of millions, constituted a growing trend.
Sample Paragraph (Conclusion)
In conclusion, this essay identifies four main claims in the article and the assumptions
on which they are based. The article has attempted to research and document an informal
and relatively new movement that has not yet been the subject of many formal academic
studies.
The article makes an interesting starting point to what will no doubt become a growing
area of study.
Source: www.dlsweb.rmit.edu.au/lsu/content/B_DSC/gsssp/writing.html

Learning Competency with code:

Gathers manifestoes and analyzes the arguments used by the writers (CS_EN11/12A-
EAPP-IIa-d-3)
Exercise A. Write F if the statement is Fact, O if the statement is an Opinion, and IF if the
statement is an Incorrect Information. Write your answer on a separate sheet of clean
paper.
1. The loveteam of Maine Mendoza and Alden Richards once ruled the noontime show Eat
Bulaga.
2. The Mall of Asia is the most beautiful in the Philippines.
3. Regine Velasquez- Alcacid is tagged as Asia’s Songbird.
4. My teacher in Oral Communication is brilliant because he knows everything about the
subject matter.
5. People are unique and have individual differences.
6. My classmate is a beautiful and good singer.
7. Angeles City is a place to behold; that is why many tourists visit the city.
8. In the world of beauty pageants, the Philippines has produced three (3) Miss Universe
winners.
9. Nora Aunor is known as the Star for All Seasons
10. BVRHS is offering Technical-vocational Courses for SHS.
Exercise B. Read the situation inside the box and explain how the argument applies to the
situation. Explain the mother's last reply to the son and come up with a possible conclusion
on the said situation. Write your answer on a separate sheet of paper.
Mother: No, you can’t go to a concert on a school night.
Son: But all my friends are going!
Mother: And if all your friends jumped off a bridge, would you do that too?

Rubric for scoring Exercise B

Outline is 2
5 4 3
completely
Outline Outline does
Outline contains
contains full not contain full
Main topic full information Very little/no
information information
organization from most of the information about
from each of from most of
(from the topic main topics the main topics
the main topics the main topics
headers) (headings) in the (headings).
(headings) in (headings) in
chapter
the chapter the chapter
Outline Information
Outline contains
contains full from much of
full information
Supplemental information the main body,
from much of the Very little/no
information from the main including many
main body, supplemental
(from the main body, including of the side
including most information/detail
text body) side notes and notes and
side notes and
definitions in definitions, is
definitions
the chapter missing
Outline is well Outline follows Outline tends
Outline is
Organization organized, with most rules of to not be
completely
and readability clear main organization, but structured or
disorganized.
points and an may pose some key points are
 easy to follow challenges in difficult to
format structure recognize and
interpret
Reflection: Write your answer in a clean sheet of paper and answer the following questions.
1. How much did you know about the subject before we started?
2. What new or additional ideas did you learn after taking up this lesson?
Rubrics for the Reflection
Areas of
4 3 2 1
Assessment
Organization All ideas were Some ideas are Few ideas are Ideas are
of Ideas consistently clear consistently clear consistently clear unclear
All sentences are Some sentences are Few sentences are Sentences
Sentence arranged logically to arranged logically to arranged logically to are not
Structure form a coherent form a coherent form a coherent logically
paragraph paragraph paragraph e arranged
Numerous
Mechanics No error Several errors Few errors
errors
Source: Cox 2020
Answer Key
A.
1. F
2. O
3. F
4. O
5. F
6. O
7. O
8. IF
9. IF
10. F

WEEK 2 - POSITION PAPER

Background Information:

A position paper is an academic paper that describes a topic, a country’s

position, and possible solutions (Xinxue 2016). Also, it is an essay that presents an
opinion and makes a claim about an issue. In other words, it is an opinion supported
by an argument and valid pieces of evidence (Condina 2019). Usually, it was written
after reading and discussing an issue. The goal of this is to convince the audience that
the presented argument is valid and worth listening.
It is important to write a position paper because it will help one gain insight into
 a topic. It will help you to gain vast arrays of information. Also, since it is an academic
paper, writing a position paper will help you develop your writing skill and learn new
vocabulary words.
In writing a position paper, one must know how to write the thesis statement.
A thesis statement is the most crucial sentence in your writing since it is the
fundamental point or central idea of the whole essay. It should summarize the main
point and guide the paper's development because it links the essay's main ideas and
explains the writer's opinion on those ideas.
X Not Thesis Statement: Smoking can cause health problems.
 Thesis Statement: The government should ban smoking altogether.

Three Major Types of Essay

1. Expository- is a type of essay that targets to explain something or describe in detail.
2. Analytical-is an essay type that examines and draws an insightful conclusion about a
concept or character.
3. Argumentative- is an essay that targets to assert a stand or an opinion.
Parts of a Position Paper
A position paper has three parts: Introduction, Body, and Conclusions (IBC)
(Vidal, 2018).
1. Introduction- identifies the issue discussed and states the author’s position
on the issue. Also, it is usually the single paragraph that is referred to as the summary
of the issue. It usually contains general statements and the thesis statement.
A thesis statement is a one-sentence statement about your topic. It's an assertion
about your topic, something you claim to be true.
2. Body- contains the central argument. This part is usually 3-4 paragraphs that
can be divided into three sections:
a. Background Information
b. Evidence supporting the author’s position
c. Discussion of both sides the issue, which addresses and refutes
arguments that contradict the author’s position.
3. Conclusion- restates the key points of the paper. Also, the resolutions and
suggestions are included in this part.
Tips for Writing a Good Position Paper
1. Use simple language
Writing a position paper doesn’t necessarily mean using difficult words.
Simple words convey a message.
2. Give each idea its separate paragraph
Provide a cohesive and coherent paragraph to the stand that you will be
including. This will help the readers understand your points.
3. Make sure each paragraph starts with a topic sentence
Begin each paragraph with a topic sentence that will introduce your claims
and counterclaims.
 4. Constantly proof for mistakes
Make sure to check for grammar inconsistencies and correct use of
punctuation marks.
5. Cite sources
Don’t forget to include your citations or references to avoid committing
plagiarism.

Sample Position Paper on Social Media Use

If you can’t beat them, join them
By: Katie Armstrong

INTRODUCTION

96% of the students had been reported to have used social networking sites. Of
those, 59% of students use the sites to talk about educational topics.
Currently, the education system is at a standstill in what direction to move for
teaching and learning in the 21st Century. Some support the idea of not reinventing the
wheel in one corner, which means they prefer to continue with the classic model in front
of the class and students in their desk reading. In the other corner, we have those who
believe in innovation; they think we have to challenge the method we’ve been using for
hundreds of years and change the classroom's dynamic. Although the latter supports
many changes to the education system, one of the most significant changes is integrating
technology into classrooms and introducing students to online learning. I have taken
multiple classes for K-12 technology integration, done an ample amount of research,
collaborated with teachers who are both for and against integration, and with the push of
integrating technology into classrooms and online learning, those who are against
learning with the internet sound like a broken record when trying to prove their point of
distancing learning from the internet. Their reasons include, “Our students will learn just
to copy and paste,” “There is no need for teachers then.” and my personal favorite,
“Students will just be distracted with social media the whole time.” It is astonishing to me
that social media has such a negative connotation when it comes to students. Many
college courses require students to have a Twitter account to keep in touch with
classmates, and many businesses use Facebook for networking. Why is social media
promoted in secondary education and the business world, yet criticized for K-12 students?
It is 2015, teachers who are reluctant to change their lower-level lessons, which do little
to engage their students need to transform their teaching and login to 21st Century
Teaching, which increases student engagement and caters to real-world skills; the use of
social media is just one solution to moving forward in the education world.
WHAT IS THE REAL PROBLEM?
When it comes to student distraction, underachievement, and off-task tendencies,
people automatically blame social media. First, I would like to call to attention this idea of
distraction. What are the students distracted from a boring lesson? Students should be
engaged, captivated, and motivated in classes, so much so that they should not feel the
need to distract themselves with social media. I acknowledge that not every student will
be encouraged and engaged in every lesson, but that is just something to consider. Now,
back on topic, is social media a problem? Instead of calling it ‘Social Media,’ what if we
got it Communication Central, or perhaps Collaboration Station, or even Networking
Technologies. The list could go on and on. The problem is not social media; it is the
perception of how people think social media is being used and how we are undermining
social media's benefits as a teacher’s tool.
INTEGRATE SOCIAL MEDIA INTO CLASSROOMS
Social media can be a great communication tool for students to chat with each
other about assignments, ask a teacher questions, and a way for a teacher to
communicate with parents. There are 936 million people who actively go on Facebook
each day (Smith, 2015). This number most likely includes parents and students; instead
of sending home a planner filled with assignments or another newsletter that will most
likely sit on the counter before finding it’s way to the garbage without being read,
Facebook can be used for teachers to post assignments, big events, homework help, etc.
for both parents and students to access quickly. A teacher can simply create a private
Facebook group for students and teachers. This allows teachers, students, and parents
to use Facebook without the need to become Facebook friends.
Many classes create a Twitter page, which students can use to quickly ask
questions or share links for their classmates to see. Teachers can also start a live stream
discussion, which requires students to log on during a particular time and post their
thoughts and respond to their classmates’ posts. Twitter is a great discussion tool
because students can easily switch tabs and find an Internet link to support their study
and share it with the class (Lederer, 2012). Karen Lederer hit the nail on the head when
she spoke about how social media increases student engagement, “Students who rarely
raise a hand in class may feel more comfortable expressing themselves on Facebook,
Twitter, or YouTube. Social networking platforms enable teachers to establish “back
channels” that foster discussion and surface ideas that students are too shy or intimidated
to voice out loud” (2012). Not only does social media allow students to take part in whole
class and small group discussions, but it also enables students who are shy in an oral
setting to thrive online. These discussions that used to occur orally in the classroom now
take the form of writing; not only are students communicating with one another about a
certain topic, but they are revising their writing to express their ideas concisely, which I
believe is a grand slam activity for students.
Facebook and Twitter have grown to be more than a posting about one’s current
status or pictures from the weekend; in addition to the common uses, social media is also
being used to share grasping stories, current events, opposing opinions, raising money
for a good cause, the list goes on and on. All of these viral postings can be used as a
learning experience for students. For example, a student can read a post about a random
act of kindness which motivates them to be a better person, or perhaps stumble upon a
controversial event leads the student to do research and take a stance backed by the
information they discovered using critical thinking skills; viral posts are one of a kind
learning experiences that cannot be replaced. Students can also share a viral post on the
class’s social media page to generate debates with classmates who are required to back
up their opinions with information and learn to debate respectfully. A class could also
raise money or help out the community based on a post they saw online. The opportunities
are endless when it comes to learning from social media posts that have gone viral. From
there, students will learn valuable life lessons that will foster their growth and contributions
to the community and future.
Apart from students using social media for school, there is also an opportunity for
educators to come together to grow and learn using the same tools. Teachers can become
connected educators just by using social media to bounce each other's ideas, collaborate,
participate in educational discussions, etc. Only as students can benefit from social
media, so too can educators.

CONCLUSION
Social media will not go away; students have grown up with many of these sites
and visit them daily. Instead of driving students away from using these sites that they
have already become accustomed to and use daily, educators must use these sites to
their benefit. Not only does social media increase communication amongst students and
the teacher, but it also creates a valuable learning environment that encourages writing,
reading, critical thinking, and research. The infrastructure is in place and mastered by
most students, parents, and educators, so instead of ignoring social media, use it and
use it often

Learning Competencies with code:

• Defends a stand on an issue by presenting reasonable arguments supported by

properly cited factual evidences (CS_EN11/12A-EAPPIIa-d-4)
• Writes various kinds of position papers (CS_EN11/12A-EAPPIIa- d-5)
Exercise A

Directions: TRUE of FALSE. Write TRUE if the statement is correct and FALSE is the
statement is not correct. Write your answer on a separate sheet of paper.

1. A position paper is a write-up that contains the writer's stand and the resolution or call
for action.

2. Restatement of the argument is in the introduction.

3. One effective way of introducing a topic is to place it in context – to supply a kind of

backdrop that will put it in perspective.

4. In writing a position paper, one must have a sound and logical argument.

5. pieces of evidence and counterclaims are usually written in conclusion.

6. The Body includes the foundation for proving your argument.

7. A good thesis statement is strong and argumentative.

8. The goal of the position paper is to persuade the readers to believe the stand cited.

9. Reports and summaries are examples of argumentative essays.

10. The given is an example of a thesis statement. “On average,

people with college degrees earn more money in the workplace.

Exercise B

Directions: Read and analyze the given position paper. Identify the thesis statement and
cite three (3) pieces of evidences that support the thesis statement. Write your answer on
a separate sheet of paper.

Legalize Use of Medical Marijuana

Think of the hopeful possibilities, the ways by which medical marijuana may ease a
patient’s, and consequently a family’s suffering, and enhance palliative care for end-stage
illnesses.

Physicians, nurses, and caregivers have been pushing marijuana or cannabis as a

medical recourse to mitigate pain in many patients afflicted with grave illnesses and medical
conditions. While further intensive research is still needed, there is much anecdotal evidence
to back marijuana’s palliative qualities. It has been touted worldwide as a compassionate aid
for the terminally ill and the elderly.

In the House of Representatives, the recent endorsement by the committee on the

health of the proposed Philippine Compassionate Medical Cannabis Act raises hope among
patients, advocacy groups, and other interested parties that the measure would soon reach
plenary, be improved, and approved in a vote, and ultimately, with the Senate passing its
version, be streamlined and finally enacted into law. Lawmakers are crossing party lines to
endorse it.

Authored by Isabela Rep. Rodolfo Albano III, the bill proposes that the state “legalize
and regulate the medical use of cannabis, which has been confirmed to have beneficial and
therapeutic uses to treat a chronic or debilitating disease or medical condition that produces
one or more of the following: cachexia or wasting syndrome; severe and chronic pain; severe
nausea; seizures, including but not limited to those characteristics of epilepsy; or severe and
persistent muscle spasms, including but not limited to those associated with multiple
sclerosis.”

The proposed law would enable “medical cannabis compassionate centers” under
license by the Department of Health to sell, supply, and dispense the psychoactive drug to
qualified patients or their designated caregivers by a pharmacist licensed by the Philippine
Drug Enforcement Agency.

The bill has met opposition from various quarters citing possible abuse. But medical
marijuana has notable supporters, including President Duterte himself. “Medicinal marijuana,
yes, because it is an ingredient of modern medicine. There are medicines being developed,
or are now in the market that contains marijuana for medical purposes,” the President was
quoted as saying in 2016. Another high-profile supporter is former health secretary Jaime
Galvez Tan, who told Congress that using cannabis is “a safer and cheaper way to treat
patients” suffering from epilepsy and other neurological disorders.

Marijuana has long been considered the most accessible gateway drugs. The belief
was that marijuana would lead users to “graduate” too dangerous drugs such as heroin and
cocaine. Its users have long been demonized as “stoners” and pejoratively described as lost
souls who do nothing but smoke “weed” throughout the day. This remains its stereotypical
portrayal in popular culture.

Explaining his measure, Albano said: “It is evident in the bill that you can’t smoke weed
per se. You cannot even dispense it in its raw form and say, ‘Just use this for tea.’ It has to be
in medicinal form.”

In a 2012 global drug report commissioned by the United Nations, marijuana was
identified as “the world’s most widely produced, trafficked, and consumed drug in the world in
2010.” Its users' number between 119 million and 224 million among adults (18 or older) in the
world. It is widely illegal worldwide.

The United States, where marijuana was the poster child of the Reagan-era “Just Say
No” anti-drug campaign, has made a severe turnaround regarding medical marijuana. Today,
its usage is legal in 33 states. Canada was the first country to make it legal in 2001, and 32
other countries have followed suit. Hopefully, the Philippines will soon be part of the
enlightened list.

An efficient information campaign will help Filipinos understand that medical marijuana
is a humane and perhaps even a necessary tool in helping those afflicted with painful or life-
threatening diseases or conditions. Legally and properly administered, it will usher in a new
and helpful realm of medical possibilities.

Source: https://opinion.inquirer.net/107549/legalize-use-medical-marijuana#ixzz6Xhtigfoz

Exercise c

Directions: In 500 words, write a position paper about E-cigarette or vaping. Please
refer to the rubric for the scoring. Write your answer on a separate sheet of paper.

Rubric for Grading a Position Paper

Criteria Excellent Good Fair Poor

(8-10) (6-7) (4-5) (1-3)
Thesis Statement

Counter Claims and

Evidences
Style, Organization and
Mechanics
Solution/Resolution

References for Learners:

“Analyzing an Arguments.” Accessed August 27, 2020.
https://www.brainfuse.com/jsp/alc/resource.jsp?s=gre&c=37192&cc=108840#:~:text=
When%20you%20%22Analyze%20an%20Argument,presenting%20claims%20and%
20supporting%20evidence.
"Argument: Definition and Examples." Literary Terms. September 27, 2017. Accessed
September 03, 2020. https://literaryterms.net/argument/.
Armstrong, K., 2020. Students & Social Media. [online] Students & Social Media. Available at:
<https://socialmediauseit.weebly.com/> [Accessed 18 September 2020].
"Argument." Merriam-Webster. Accessed August 27, 2020. https://www.merriam-
webster.com/dictionary/argument
Bowiestate.libguides.com. 2020. Libguides: Academic Writing: Literature Review. [online]
Available at: <https://bowiestate.libguides.com/c.php?g=442189&p=3014810>
[Accessed 18 September 2020].
Bowiestate.libguides.com. 2020. Libguides: Academic Writing: Critical Analysis. [online]
Available at: <https://bowiestate.libguides.com/c.php?g=442189&p=3014797>
[Accessed 18 September 2020].https://opinion.inquirer.net/107549/legalize-use-medical-
marijuana
Cox, Janelle. "Sample Essay Rubric for Elementary Teachers." ThoughtCo.
https://www.thoughtco.com/essay-rubric-2081367 (accessed August 6, 2020).
Goonen, B. and Pittman, S., 2020. Integrating Reading And Writing | Institute For Writing
And Rhetoric. [online] Writing-speech.dartmouth.edu. Available at: <https://writing-
speech.dartmouth.edu/teaching/first-year-writing-pedagogies-methods-
design/integrating-reading-and-writing> [Accessed 18 September 2020].
"IDENTIFYING AND ANALYZING ARGUMENTS." Accessed August 27, 2020.
https://library.wlu.ca/sites/default/files/pdfs/tutorials/identifyingarguments.pdf
Inquirer, P., 2020. Legalize Use Of Medical Marijuana. [online] INQUIRER.net. Available at:
<https://opinion.inquirer.net/107549/legalize-use-medical-marijuana> [Accessed 13
September 2020].
Mondez, Remilyn G., and Cecilia A. Suarez. English for Academic and Professional Purposes.
Makati City: Diwa Learning Systems, 2016.
Slideshare.net. 2020. Position Paper Q2. [online] Available at:
<https://www.slideshare.net/LeahCondina1/position-paper-q2> [Accessed 18 September
2020].https://www.sfu.ca/cmns/130d1/WritingaPositionPaper.htm
"Writing an Argument Analysis." Argument Analysis. Accessed August 29, 2020.
https://www.dlsweb.rmit.edu.au/lsu/content/B_DSC/gsssp/writing.html.
Answer Key:

1.True

2. False

3. True

4. True

5. False

6. True

7. True

8. True

9. False

10. False

Answers may vary for Activity B and C.

Prepared by:

MICHAEL H. SALINAS
SST – III

PRINCESS T. SANGALANG
SST- III
 WEEK 3 - STRUCTURE OF A REPORT
Name of Learner: ___________________________________________________
Section: __________________________ Date: ________________________
Background Information for Learners
WHAT IS A REPORT?
- A report is a means to convey some information to others
- An organized, factual, objective presentation of information.
- "Organized" since it follows a systematic pattern
- "Objective" means our personal feelings should not influence it.
- It is a comprehensive document and covers all aspects of the subject matter
of study.
- relays information or recounts events in a presentable form
- A report is a document with a clear purpose to a particular audience and
intends to relay information. The report contains data and evidence of a
specific subject matter. It also includes data and facts that are significant
in a particular subject.
- Good report writing is: honest in data (no tampering of data, no copying from
others who are not lab partners), accurate in grammar and information,
precise in a calculation, thorough in graph labeling (of slope and intercept),
transparent about deviations and uncertainties, orderly or well-organized in
structure brief in a presentation. Thus, it follows that a good report writer
should demonstrate the personal traits of honesty, accuracy, precision,
thoroughness or comprehensiveness, transparency, orderliness, and
brevity
Objectives or Purpose of a Report
1. Means of Communication: A report is used as a means of upward communication.
A report is prepared and submitted to someone who needs that information for carrying
out functions of management.
2. Satisfy Interested Parties: The interested parties of the management report are
top management executives, government agencies, shareholders, creditors,
customers, and the general public. Different types of management reports are
prepared to satisfy the above mentioned interested parties.
3. Serve as a Record: Reports provide valuable and vital records for reference in the
future. As the facts and investigations are recorded with the utmost care, they become
a rich source of information for the future.
4. Legal Requirements: Some reports are prepared to satisfy the legal requirements.
The annual reports of company accounts are designed to furnish the same to the
company's shareholders under the Companies Act 1946. Likewise, an audit report of
the company accounts is submitted before the income tax authorities under the
Income Tax Act 1961.
5. Develop Public Relations: Reports of the general progress of business and
utilization of national resources are prepared and presented before the public. It is
useful for increasing the goodwill of the company and developing public relations.
6. Basis to Measure Performance: The performance of each employee is prepared
in a report form. In some cases, group or department performance is designed in a
report form. The individual performance report is used for promotion and incentives.
The group performance report is utilized for giving bonuses.
7. Control: Reports are the basis of the control process. On the basis of reports,
actions are initiated, and instructions are given to improve the performance.
The sections of a simple report
 Introduction
State what your research/project/inquiry is about. What are you writing about, why and
for whom? What are your objectives? What are you trying to show or prove (your
hypothesis)?
 Methodology
State how you made your research/inquiry and the methods you used. How did you
collect your data? For example, if you conducted a survey, say how many people were
included and selected them. Say whether you used interviews or questionnaires and
how you analyzed the data.
 Findings/results
Give the results of your research. Do not, at this stage, try to interpret the results –
simply report them. This section may include graphs, charts, diagrams, etc. (clearly
labeled). Be very careful about copyright if you are using published charts, tables,
illustrations etc.
 Discussion
Interpret your findings. What do they show? Were they what you expected? Could
your research have been done in a better way?
 Conclusions and recommendations
These should follow on logically from the Findings and Discussion sections.
Summarise the key points of your findings and show whether they prove or disprove
your hypothesis. If you have been asked to, you can make recommendations arising
from your research.
 References
List all your sources in alphabetical order, using the appropriate University of Hull
style.
The introduction has four sections:
Purpose, Background, Method of Investigation, Scope
1.1 Purpose
 States the purpose of the report
 Includes what the report will recommend
Example: This report studies the causes of unhealthy eating among teenagers
and suggests ways to promote healthy eating habits.
1.2 Background
 It provides information on the problem or situation that gave rise to the
investigation.
1.3 Method of Investigation
 States how the research was carried out, e.g., questionnaires issued to (how many
people for (how long)
 This is called primary data (i.e., data that is discovered by you, the writer of the
report)
1.4 Scope
 States the areas of investigation, e.g., reasons, consequences, etc., i.e., what
information you need to meet your purpose
 The first scope item is the respondents' profile
 There should be at least three other scope items

Learning Competency with Code Determines the objectives and structures of

various kinds of reports (CS_EN11/12A-EAPP IIe-j-6)
Directions/Instructions
Exercise A: Determine the structure of a Report. Match the parts of a report in
Column A to their respective descriptions in Column B. Write your answer on a
separate sheet of paper.
Exercises B: Read the introduction part of a report carefully. Identify the main
parts/sections of a report. Write your answer on a separate sheet of paper.

Exercise C:
Task Description:
 Write out the introduction part of your chosen topic.
 Include all the sections of the Introduction. Underline and identify the
parts/sections.
 Remember to format it correctly, including title, headings, sub-headings.
Rubric for Exercise C
4 3 2 1
Criteria

Good organization; Organized; points Some organization; Poorly organized; no

points are logically are somewhat points jump around; logical progression;
Organization ordered; sharp jumpy; sense of beginning and beginning and
sense of beginning beginning and ending are unclear ending are vague
and end ending
 Supporting details Some details are Details are Unable to find
Quality of
specific to subject non-supporting to somewhat sketchy. specific details
Information
the subject Do not support topic
Grammar, No errors Only one or two More than two errors Numerous errors
Usage, errors distract from
Mechanics, understanding
Spelling
Vocabulary is Vocabulary is Vocabulary is Basic vocabulary;
varied; supporting varied; supporting unimaginative; needs descriptive
details vivid details useful details lack "color" words
Interest Level

Typed; clean; Legible writing, Legible writing, Illegible writing;

neatly bound in a well-formed some ill-formed loose pages
report cover; characters; clean letters, print too
Neatness
illustrations and neatly bound small or too large;
provided in a report cover papers stapled
together

Reflection: Write your answer on a separate sheet of paper

1. How will you use what I've learned in the future?

2. What is the most important thing I learned personally?

Rubric for Reflection

Areas of
4 3 2 1
Assessment
Organization All ideas were Some ideas are Few ideas are Ideas are
of Ideas consistently clear consistently clear consistently clear unclear
Some sentences
All sentences are Few sentences are Sentences
are arranged
Sentence arranged logically arranged logically are not
logically to form a
Structure to form a coherent to form a coherent logically
coherent
paragraph paragraph e arranged
paragraph
Numerous
Mechanics No error Several errors Few errors
errors
Answer Key:

Exercise A:

1. G 6. I
2. H 7. C
3. F 8. B
4. E 9. A
5. D
Exercise B:

Exercise C: Answer may vary

 WEEK 4 - DESIGNS, TESTS AND REVISES SURVEY
QUESTIONNAIRES

Background Information for Learners

By now, it's already clear to you that the subject EAPP is your gateway to
Practical Research 1 and 2 as it lays the foundations for you to navigate well enough
in writing your research paper. This explains why facts, pieces of evidence, and, most
significantly, critical thinking are given high importance throughout this subject. As you
may have noticed, this is still very much evident in the previous lesson about various
reports. A report becomes convincing if the data it are accurate and reliable. To obtain
such credible data, you need to learn how to create and use a practical, well-designed
survey questionnaire.

What is a Survey Questionnaire?

To understand what it means, let us define these two key concepts: surveying
and questionnaire. Surveying is the process of data gathering that a researcher
follows using a questionnaire (O'Leary, 2014). A questionnaire is an instrument used
to collect the primary data (Cohen, 2013). Furthermore, it contains all the possible
questions that answer the problems raised in the study. Respondents answer these
questions by writing or by marking the answer sheet (Sicat, 2009). With the current
threats posed by the COVID-19 pandemic, an online survey would be recommended,
instead of face-to-face floating of questionnaires during data gathering. Thanks to the
advancement of technology, we have modern platforms to conduct surveys at our
homes' comfort. Examples of these platforms are SurveyMonkey – an online survey
development cloud-based software; and Google Forms, which is a free full-featured
forms tool in your Google account.

Why are Surveys important?

Try recalling this familiar scenario when watching videos on YouTube. You
clicked a video that caught your interest, and you already anticipate that the video will
immediately start. Lo and behold, it won't unless you start answering the question:
Which of these brands (McDonald's, KFC, Jollibee, etc.) appear the most in the ad
while watching a video? Another one would be, after engaging in a video call via
Messenger, you'd see a message asking you to rate the quality of the video call that
you'd just engaged in. We all know that we would generally skip on answering those
because we don't see its importance. But really, why are these companies invest in
these surveys? The answer—service improvement. The questions being asked in
these surveys seem simple, innocent, and little-to-no-bearing, but these yield the data
that would tell whether the company is perceived to be doing an excellent job or not.

The same principle is what you need to bear in mind when creating your survey
questionnaire. Why are you doing the survey? What questions would you like to get
answers on? The in-depth discussion on designing your survey instrument follows
here:

Designing a Survey Questionnaire

 The key to getting the answers you need is by asking the right questions.
Sounds simple? Well, it is until you start creating the questions and realize it's not that
simple as it sounds. To avoid being stuck in that situation, here are the steps you need
to follow in coming up with your desired well-designed survey questionnaire:

1. Clearly state the purpose of the survey. This is displayed in the first part of the
survey questionnaire. Prior to conducting a study, approval must be secured through
a letter, especially if there is a higher authority that runs an organization where
respondents would come from (e.g., schools, workplaces, etc.).

2. Set clear directions on how your respondents are supposed to answer the survey
questionnaire. This will ensure that the questions are answered accurately and allow
for ease of data gathering procedure.
Example:
Directions: Using the provided scale (1 being the lowest and four being the highest),
rate the following statements on the quality of training you received for this seminar-
workshop.

3. Formulate questions that only address your research questions. To do this, you
should already have a clear set of research questions. In survey questionnaires,
getting the answers you need is not just limited to writing the WH questions. Most often
than not, respondents only need to provide a numerical rating on statements you
provide, reflecting their level of agreement or disagreement. For this activity, let us use
these sample research questions as benchmarks for the questions you should be
writing.

Research questions:
What is the respondents' feedback on the products of the school canteen?
What is the respondents' feedback on the customer service of the school
canteen?
What is the respondents' overall level of satisfaction in the school canteen?

Depending on the nature of your survey, you may use open-ended questions
to allow elaboration in responses. In most cases, closed-ended questions are used
since they are easier to quantify, making it effective for a quantitative type of study.

(see Figure 3 for reference)

4. Include questions that will identify the respondents' demographics or background if

the study requires you to do so. The gathered data from this will allow you to validate
the responses from respondents qualified to answer the survey tool.

Name (Optional):_______________________________________________________________

Grade and Section: ________________________________ Age: ________ Gender: ________

 Figure 1. Sample section of a survey questionnaire that requires
demographics

How many times do you frequent the school canteen in a week?

___ Every day

___ Thrice a week

___ Twice a week

___ Once a week

Figure 2. Sample section of a survey questionnaire that requires a further

background of the respondent by identifying the number of times the respondent
frequents the canteen in a week
 Survey Questionnaire on Students’ Level of Satisfaction on the School Canteen

Dear Respondent,

Good day! We, the grade 12 ABM students of Northville 15 Integrated School are conducting a
survey on your experience as a customer of the school canteen. Through this survey, we aim to
provide feedback that will help in improving the products and customer service provided by our
very own school canteen. Rest assured that all information obtained from this survey will be dealt
with utmost confidentiality and will only be used for the purpose of this study.

Directions: Please indicate your level of agreement or disagreement with each of these statements
regarding the school canteen. Place a check mark [ ] in the space provided for your answer.

SA – Strongly Agree D – Disagree

A – Agree SD – Strongly Disagree

School Canteen’s Products SA A D SD

1. The products are always fresh.
2. The food tastes excellent.
3. The meals are nutritious.
4. The canteen provides a variety of meals to choose from.
5. The meals are served with enough quantity to make me full.
School Canteen’s Customer Service SA A D SD
1. The canteen staffs are friendly.
2. The canteen staffs serve in a timely manner.
3. The canteen staffs accurately provide the order I place.
4. The canteen staffs address modifications on my order if
need be.
5. The canteen staffs always give exact change upon completing my
order.

How would you rate your over-all level of satisfaction on the school canteen?

____ Highly Satisfactory

____ Satisfactory

____ Unsatisfactory

____ Highly Unsatisfactory

 Figure 3. Sample Survey Questionnaire on Students' Level of Satisfaction on the
School Canteen

Testing and Revising the Survey Questionnaire

How do you say that the survey questionnaire you created is well-designed? It
all boils down to its ability to function in ways it is expected: by yielding the answers
that your report or research needs. This is where validity and reliability come into play.
These concepts will play a significant role in writing a research paper. But for the sole
purpose of creating a survey questionnaire and testing it, we shall just introduce the
definitions of the two and reserve an in-depth discussion of these in Practical Research
1 and 2. Validity refers to the accuracy of the survey questionnaire in obtaining the
desired answer to the questions. Reliability is about the consistency of the accuracy
in getting the expected response to the questions.

To find out if the survey questionnaire you designed is valid and reliable, there
is a need to conduct pilot testing. In pilot testing, a selected group outside your
intended respondents will answer the survey. Based on the answers, you determine if
the responses can answer the research questions (validity), and is the same thing right
to each of the answered survey questionnaire (reliability). The pilot testing result will
help you decide whether to retain the survey questionnaire or revise the parts that
failed to secure the answers needed by the research questions.

Now that we're through with the discussion on these newfound concepts, let us
test your knowledge!

Learning Competency with code

Designs tests and revises survey questionnaires (CS_EN11/12A-EAPP-IIe-j-7)

Exercises
A. True or False
Directions: Read the following statements, and write T if the statement is true;
otherwise, write F. (15 pts.). Write your answer on separate sheet of paper
1. Surveys can be performed online.
2. Intended respondents need to answer in pilot testing to establish the reliability of
the survey tool.
3. A questionnaire should only contain questions.
4. Questions in questionnaires are only limited to close-ended ones.
5. Demographics are only included if the study requires you to do so.
6. Reliability refers to the consistency of the obtained responses from the survey
questionnaire.
7. A questionnaire is valid if it can receive the desired answers to the questions.
8. There is a need to revise the survey questionnaire if the questionnaire is accurate
and reliable.
9. The purpose of the survey must be clearly stated.
10. Directions should be clear and easy to understand.
11. Questions in surveys are limited to WH type of questions only.
12. Name of the response must be written at all times.
13. A letter of approval in conducting a study must be secured at all times.
14. The key to getting the answer you need is through asking the right questions.
15. The questions in the survey questionnaire must be aligned with your research
questions.

B. Creating Your Own Survey Questionnaire

Since the start of the community quarantine, it must have been challenging for
you to keep in touch with your friends and classmates. With the health protocols in
place that discourage any form of social gathering, you only have online as a means
of knowing how they have been doing. With what you have learned today, let us get
in touch with them and see how they have been doing by using a survey questionnaire
that you're going to create.

Directions: When creating your survey questionnaire, use these guide questions as
your reference for the kind of statement or questions you will write. For each of these
questions, supply five statements or questions that your classmates/friends (acting as
respondents) will provide ratings. Use the space provided for your survey
questionnaire. (20 points)

Guide Questions:
1. How have your friends or classmates been doing since the start of modular distance
learning?
2. What is the perception of your friends or classmates on modular distance learning?

Rubric for scoring Exercise B

Criteria 5 4 3 2 1 Scor
e
Purpose of It is It is It is It is stated It is stated
the Survey clearly clearly clearly with very with full of
stated and stated stated noticeable errors.
free from with very with errors.
errors. minimal minimal
errors. errors.
Demographi It allows It allows It allows It allows It doesn't
cs of the the the the the allow the
Respondent responde responde responde responde responde
s nts to nts to nts to nts to nts to
provide provide provide provide provide
the the the the the
necessary necessary necessary necessary necessary
informatio informatio informatio informatio informatio
n for the n for the n for the n for the n for the
need of need of need of need of need of
the study. the study, the study, the study, the study.
but with but with but major
very minimal parts are
minimal parts missing.
 parts missing.
missing.
Directions The The The The The
directions directions directions directions directions
are clearly are clearly are clearly are stated are stated
stated and stated stated with major and are
free from with very with errors. full of
errors. minimal minimal errors.
errors. errors.
Survey The The The The The
Questions statement statement statement statement statement
s or s or s or s or s or
survey survey survey survey survey
questions questions questions questions questions
are are are are not are not
specific specific specific specific specific,
and are and are and are and are not
aligned aligned aligned not fully- aligned
with the with the with the aligned with the
guide guide guide with the guide
questions, questions, questions, guide questions,
free from with very with questions, and are
errors minimal minimal with major full of
errors. errors. errors. errors.
Total Score

Survey Questionnaire on Students' Perception on Modular Distance Learning

Dear ___________________,

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

_ _ _ _ _ ____________________________________________________________

_ _ _ _ _ _ _ _ _ _ _ _ _______________________________ _ _ _ ________ _ _ _

Directions: __________________________________________________________

__________________________________________________________

__________________________________________________________
 _______________________ ___________________

_______________________ ___________________

C. After finishing your survey questionnaire, choose twenty classmates or friends that
will participate in the pilot testing. You may use the help of Google Forms to conduct
this online survey. For a quick guide on using this tool, visit google.com/forms/about.
From there, you can simply transfer the questions together with the essential details
in your survey questionnaire. The link to the survey you created is sent to the
respondents in your pilot testing. From the results obtained, rate the success of your
pilot testing. This will be your basis on whether to retain the survey questionnaire or
make revisions.

Direction: Use this checklist and check all that is applicable.

Self-assessment Checklist on Creating a Survey Questionnaire

1. All of the questions or statements were answered accurately by the
respondents.
2. Answers to the survey questions provide answers to the guide questions.
3. No questions or statements were repeated.
TOTAL SCORE
Score Guide:
0 – revise survey questionnaire
1 – revise survey questionnaire
2 – revise survey questionnaire
3 – retain survey questionnaire (ready for actual data gathering)

Reflection

Put a check mark [ ] on the blank which corresponds to how well you learned the
lesson.

Always Sometimes Never

1. I remember all the lessons on designing, testing,
and revising a survey questionnaire. _________ _________ _______
2. I can identify the key concepts in designing,
testing, and revising a survey questionnaire. _________ _________ _______
3. I can understand the different steps in designing,
testing, and revising a survey questionnaire. _________ _________ _______
4. I can apply the concepts I have learned in
Designing, testing and revising a survey
questionnaire. _________ _________ _______
5. I can recognize the importance of having a well-
designed questionnaire in conducting a survey. _________ _________ _______

Answer Key

A.
1. T
2. F
3. F
4. F
5. T
6. T
7. T
8. F
9. T
10. T
11. F
12. F
13. F
14. T
15. T

B. Answers may vary.

C. Answers may vary.

References for learners

Bell, Judith, and Stephen Waters. 2014. Doing Your Research Project: A Guide for
First-Time Researchers. Sixth. Maidenhead, Berkshire: Open University
Press.
Cohen, Louis, Lawrence Manion, and Keith Morrison. 2011. Research Methods in
Education. 7th ed. London; New York: Routledge.
O'Leary, Zina. 2014. The Essential Guide to Doing Your Research Project. 2nd ed.
London: SAGE.
Rodriguez, Maxine Rafaella C. and Marella Therese A. Tiongson. 2016. Reading and
Writing Skills. Manila: Rex Book Store, Inc.
Sicat, Lolita V. 2009. Worktext in Research Writing. First. Tarlac City, Tarlac: Tarlac
State University.
Sison, Shirley. "2nd Qtr 9 Making a Two Point Outline." SlideShare. August 24, 2015.
Accessed September 19, 2020. https://www.slideshare.net/shepado/2nd-qtr-9-
making-a-two-point-outline.
Tondion Follow. "Summary Writing Tips and Techniques." LinkedIn SlideShare.
March 31, 2015. Accessed August 05, 2020.
https://www.slideshare.net/tondion/summary-writing-tips-and-techniques.

Prepared by:

MELIZA M. BATAC
SST - III

JEFFREY N. CALAS
Senior High School Teacher - II
 Week 5 - CONDUCTING SURVEYS, EXPERIMENTS AND
OBSERVATIONS

Background Information:
A research instrument is a tool used to gather data on a specific topic of interest.
When conducting research, you need to prepare and implement the appropriate instrument
to collect the data you need.
There are different types of instruments that you can use depending on the type of
research and the amount of data you need. The following are some of the most common
instruments used in conducting research.
A. Survey – a survey contains planned questions that are used to measure
attitudes, perceptions, and opinions. It includes responses directly related to
each specific research question. It can either be in the form of an interview or a
questionnaire.
There are three types of questions that you can use when conducting a
survey: recall, recognition, and open-ended.
1. The recall type of question asks for specific information such as years of
service, age, and address.
2. The recognition type of question, on the other hand, asks for a response
to a specific problem where options are given, such in the case of
multiple-choice, dichotomous (yes/no), and rating scale format.
3. The open-ended type of question elicits brief explanations or impressions
from the respondents.
Interview
An interview is an instrument that allows the researcher to gather data
qualitatively. Responses during an interview are usually open-ended.
An interview consists of different stages:
1. Pre-interview stage
It is when an interview guide is prepared, and respondents are
identified and contacted.
2. Warm-up stage
It is the initial part of the interview when questions that will
make respondents more at ease are asked.
3. Main interview stage
It is when the main questions directly related to the research
questions are asked.
4. Closing stage
It is when questions are asked to wind down the interview, and
respondents are acknowledged and thanked.
Guideline when Conducting an Interview
1. Before the interview, arrange your questions logically to make the
flow of the interview smoother.
2. Begin by introducing yourself and the purpose for the interview.
3. Tell the respondents that you will handle the information with the
utmost confidentiality and care.
 4. Have a warm-up stage to make the respondents more
comfortable. Questions such as “how were your day” can be asked
for this purpose.
5. Adjust your language to that of the respondents’.
6. Make the length of the interview reasonable. Otherwise, your
respondents might get bored or annoyed.
7. Record the interview because you may need to transcribe the
gathered data. However, make sure you inform or get the approval
of the interviewee.
8. Always thank the respondents for their time.
Questionnaire
Compared with an interview, a questionnaire is more quantifiable. It
lists written questions to get specific information. Responses in a
questionnaire are usually dichotomous and use an identification type of test.
In some cases, open-ended questions are incorporated into the
questionnaire.
Parts of a Questionnaire
1. Personal information section – includes the name (optional),
age, date of birth, address, educational background, and other
personal information about the respondent. Note that only
personal information relevant to the research study should be
asked.
2. The basic questions section – serves two purposes. The first
one is to establish the person you are asking is the right person for
the study. The second purpose (which is only applicable to the
interview) is to establish rapport with the interviewees.
3. Main questions section – contains questions that are directly
related to your research. It is ideal to have multiple items for each
specific research question—the greater the number of questions,
the greater the possibility of more conclusive results.
4. Open-ended question section – asks for a brief explanation or
responses to an open-ended question.
Guidelines in Preparing a Questionnaire
1. Introduce the questionnaire through a cover letter. The cover letter
should explain the study's purpose and relevance, the length of
time in completing the questionnaire, how the data will be
processed, your contact details, and the expected date and time in
completing the questionnaire.
2. Keep the questionnaires as short as possible by focusing only on
the essential questions.
3. Ensure confidentiality of information.
4. Pilot the questionnaire to ensure that you have not missed any
important questions.
5. Use of follow-up reminder.
6. Give respondents sufficient time to answer the questionnaire.
7. Make all directions and questions clear and unequivocal; do not
use words with double meanings or complex questions.
 8. Ensure that your grammar is correct.
9. Use questions that will elicit objective responses as much as
possible.
10. Make the questionnaire as brief as possible without sacrificing
content.
11. Arrange and categorize the questions logically (e.g., based on
research questions).
12. Relate all questions to your research topic and make sure the
responses drawn out are sufficient for your analysis.
13. Concerning the previous guideline, try to make as many questions
as possible without being redundant.
14. Avoid embarrassing, unnecessary questions.
15. Explain and illustrate difficult questions.
16. State all questions affirmatively.
17. Make the respondents anonymous, if necessary
18. Avoid biased and leading questions.
B. Observation - allows the description of behavior in a naturalistic or laboratory
setting. This instrument is used to cross-validate the results of other instruments.
Observation is most useful when the answers to research questions required
a description of behavior and setting. The respondents cannot answer interview
questions and questionnaires for valid reasons such as the inability to speak and
write (e.g., infant).
Types of Observation:
• Participant and Non-participant Observation
 A non-participant type of observation allows the researcher to
observe the subjects without interacting with them. Hence, the
subjects do not know that they are being observed. This home
service observation is by psychologists when observing animals and
children.
 A participant observation, on the other hand, allows the researcher
to interact actively with the subjects. In some cases, researchers
immerse themselves in a group or community for a long time.
• Structured and Unstructured Observation
 Structured observation occurs when the researcher has a list of
behaviors that he/she wants to observe.
 Unstructured observation, on the other hand, occurs when the
researcher allows behavior to emerge. These behaviors are then
documented through an in-depth narrative account.
• Covert and Overt Observation
 Covert observation occurs when the subjects are not aware that
they are being observed.
 Overt observation occurs when the subjects are aware that they are
being observed.
Guidelines in Conducting an Observation
1. Develop an observation guide or checklist which identifies the
phenomenon you want to understand.
2. Decide on the type of observation you will use.
 3. Know your limitations as an observer.
4. Use a recording device when appropriate.
5. Always bring paper and pen with you to record other details that cannot
be recorded by a video or audio recorder.
6. Never attempt to influence the behavior of your subjects.
7. Always observe ethics when implementing an observation instrument.
C. Experiment - is a procedure undertaken scientifically and systematically to make
a discovery and to test the hypothesis. An experiment can be performed in a
laboratory or natural setting following these steps:
1. Make observations.
2. Develop the hypothesis.
3. Design the experiment.
4. Conduct the experiment. Replicate the experiment to ensure the reliability
of the results.
5. Analyze the results.
6. Decide on whether to accept or reject the hypothesis based on the results.
Guidelines iin Conducting an Experiment
1. Always coordinate with a laboratory technician or supervisor when
experimenting.
2. Make yourself present and accessible during an experiment.
3. Maintain a relaxed and professional atmosphere.
4. Clean the experiment venue (e.g., laboratory) as you leave.
5. Never coerce any participants in your experiment.
6. If you need participants in your experiment, not fill out an informed
consent (ICF) beforehand. It is a document proving that the participant
voluntarily and willingly participated in the experiment.
7. Ensure the safety of everyone involved at all times.
8. Ensure the anonymity of participants.
9. Ensure the confidentiality of all gathered data.

Learning Competency with code:

Conducts surveys, experiments, or observations (CS_EN11/12A-EAPPIIe-j-8)
Directions/ Instructions
Exercises/Activities

A. Put a check (✔) which shows good practices in conducting a survey,

observation, or experiment; if it shows bad practices, put an (X) mark. Write your
answer on a separate sheet of paper.
1. Paulina’s research is about sanitary practices in fast-food chains. In her
questionnaire, she asks about the love life of her participants.
2. Joseph conducted a structured observation, and he made sure to prepare
the list of phenomena he wanted to observe weeks before the actual
implementation.
3. For her research on teenage drug addiction, Cairo interviews the sari-sari
store owner in her barangay.
4. Matthew thanked the respondents in his survey and offered copies of his
completed research months afterward.
 5. Angelo used the data in his interview to blackmail one of his participants.
B. Modified true or false. Write True if the statement is correct; if not, underline the
phrases or words that make it wrong and write the correct answer. Write your
answer on a separate sheet of paper.
1. When experimenting, always ensure the confidentiality of participants.
2. One of the advantages of using a questionnaire is that it has the lowest
response rate.
3. Open-ended questions aim to get specific information, such as the age and
address of the participant.
4. The participants must fill out the Informed Consent Form (ICF) before the
experiment.
5. Subjects know they are being observed during a covert observation.
C. Pretend you are a qualitative researcher who is conducting a study about social
interactions. Observe how the people in your neighborhood interact. On a
separate sheet of paper, write a 300-word narrative on what you have observed.

Rubric for Writing Narrative Report

Areas of
4 3 2 1
Assessment
Somewhat
Topic Directly relevant Remotely related Totally unrelated
relevant
Good organization; Organized; points Poorly organized;
Some organization;
points are logically are somewhat no logical
points jump around;
Organization ordered; sharp jumpy; sense of progression;
beginning and
sense of beginning beginning and beginning and
ending are unclear
and end ending ending are vague
Details are
Some details are
Quality of Supporting details somewhat sketchy. Unable to find
non-supporting to
Information specific to subject Do not support specific details
the subject
topic
Grammar,
Numerous errors
Usage, Only one or two More than two
No errors distract from
Mechanics, errors errors
understanding
Spelling
Basic vocabulary;
Vocabulary is
Vocabulary is Vocabulary is needs descriptive
varied; supporting
Interest Level varied; supporting unimaginative; words
details useful
details vivid details lack “color”

Source: Texas Education Agency, 2006

Reflection
Reflect on the learning that you gained after taking up this lesson by answering the
question below. Write your answer on a separate sheet of paper.
1. What were your misconceptions about the topic prior taking up this lesson?
2. What new or additional learning have you had after taking up this lesson in terms of skills,
content, and attitude?

Rubric for the Reflection:

 Areas of
4 3 2 1
Assessment

Topic Directly relevant Somewhat relevant Remotely related Totally unrelated

Good organization; Organized; points Some organization; Poorly organized;

points are logically are somewhat points jump around; no logical
Organization ordered; sharp jumpy; sense of beginning and progression;
sense of beginning beginning and ending are unclear beginning and
and end ending ending are vague
Quality of Supporting details Some details are Details are Unable to find
Information specific to subject non-supporting to somewhat sketchy. specific details
the subject Do not support topic
Grammar, No errors Only one or two More than two errors Numerous errors
Usage, errors distract from
Mechanics, understanding
Spelling

Vocabulary is Vocabulary is Vocabulary is Basic

varied; supporting varied; supporting unimaginative; vocabulary;
Interest Level details vivid details useful details lack “color” needs
descriptive
words
Source: Cox 2020

Answer Key

5. Overt - covert
4. True
3. recall - open-ended
2. highes - lowest
1. survey - experiment
B.

5. X
4. X
3. X
2. ✔
1. X
A.

WEEK 6 - GATHERS INFORMATION FROM SURVEYS,

EXPERIMENTS OR OBSERVATIONS

Background Information:
 There are a few standard ways of collecting data. A research instrument is a tool
used to gather data on a specific topic of interest. When conducting research, you need to
prepare and implement the appropriate instrument to gather the data you need.
When preparing an instrument, you must ensure that it is valid and reliable. An
instrument is valid when it directly answers or addresses your research questions. It is
reliable when it provides you consistent and stable data over some time. (Barrot,2016,
p.201)
There are different types of instruments that you can use depending on the type of
research and the amount of data you need. The following are some of the most common
instruments used in conducting research.
A survey is a research method for collecting information from a selected group of
people using standardized questionnaires of interviews. A survey contains planned
questions that are used to measure attitudes, perceptions, and opinions. It contains
responses directly related to each specific research question. The very aim of conducting a
survey is to present and explain a certain population's actual experiences. It can either be in
the form of an interview or a questionnaire. (Barrot, 2016 p. 206)
According to Taylor et al. 2000, in her article on collecting evaluation data survey,
she stated that there are two main basic ways in which survey data are gathered: Interview
based and questionnaire-based.

Classifications of
Surveys

Interview Based Self Completed

Face to Face Interview over Hand Delivered Web

Interview the phone Questionnaire Questionnaire

(https://www.uaex.edu/support-units/program-staff-
development/docs/collecting_evaluation_data.pdf)

There are three types of questions that you can use when conducting a
survey: recall, recognition, and open-ended. The recall type of question asks for specific
information such as years of service, age, and address. The recognition type of question
asks for a response to a specific question where options are given, such as multiple-choice,
dichotomous(yes/no), and rating scale format. The open-ended type of question elicits brief
explanations or impressions from the respondent.
( Barrot, et al. 2016 p.206)

Example: Recognition type of question

 1. What is your opinion of the product you recently purchased?
Excellent Fair
Good Poor

Example: Open-ended question:

2. Why did you choose to enroll in this school?
The following steps are included in the process of conducting a survey, as well as
several questions to ask one's self during each step: Clarify the purpose,
formulate survey goals, verify the resources, choose a survey method, perform the sampling
and write the questionnaire.
An experiment is a procedure undertaken scientifically and systematically to make a
discovery and test hypothesis. An experiment can be performed in a laboratory or in a
natural setting. The following steps are observed in conducting an observation: developing
the hypothesis, designing the experiment, conducting the experiment, analyzing the result,
and deciding whether to accept or reject the hypothesis based on the result. (Barrot, 2016,
p.206)
An observation is a systematic data collection approach. Observation allows the
description of behavior in a naturalistic or laboratory setting. Usually, this instrument is used
to cross-validate the results of the instrument. Observation is most useful when the answers
to research questions require a description of behavior and setting and when the
respondents cannot literally answer interview questions and questionnaires for some valid
reasons such as inability to speak and write (e.g., Infants, mute). (Barrot, et al.2016 p.206)
At best, formal interviews and questionnaires are a supplementary means
of gathering data during participant observation. Within these limitations, formal interviews
and questionnaires can be an effective way of gathering information. (Kreuter et al.2008)
Learning Competency with Code:
Gathers information from surveys, experiments, or observations (CS_EN11/12A-
EAPP-11ej-8)
Exercises A. Using the survey report below, answer the following questions that come after
the reported survey. Write your answer on a separate sheet of paper.

Life in the New Normal

By: Cielo Remorin
Philippines, June 19, 2020- Many Filipinos believe that they have adapted to the new
normal's restrictions and routine. However, 94% express worry that they can contract
COVID-19 as found in the recent Ipsos Southeast Asia Study (Indonesia, Malaysia, the
Philippines, Singapore, Thailand, and Vietnam) on Living with COVID-19. The survey was
conducted before the end of the Enhanced Community Quarantine (ECQ) in Metro Manila
throughout 22nd to 26th May 2020 among 500 Filipinos.
 https://www.ipsos.com/en-ph/life-new-normal-94-filipinos-are-worried-about-covid-19

Filipinos have also experienced a significant impact on their household income due
to community quarantine measures. 38% claimed that their income is down by more than
50%, the highest among the six countries surveyed.
With the fear still imminent, Filipinos think that it will take them some time to revert to
their pre-COVID-19 routines. The majority say that they can resume activities such as going
to restaurants, visiting family and friends, and using public transportation around August to
December this year. Recovery for travel, culture, and fitness industries might be longer as
Filipinos most have expressed that they will neither go to cultural events/gatherings nor go to
the gym for the remainder of the year. They are also still on a wait-and-see for domestic and
international travel.
When asked what Filipinos plan to spend on after movement restrictions, spending
on essentials will continue cooking at home, cleaning products, and personal care items.
However, Filipinos will minimize expenditures compared to restaurants and cafes, travel, and
cultural activities than before.
During the ECQ, it was apparent that Filipinos engaged in online shopping and
deliveries versus physical visits to restaurants, shops/malls. Restrictions in the movement
have created an opportunity for the patronage of brick and mortar shopping alternatives such
as online shopping and direct deliveries. Alongside this is the use of alternative payment
schemes: mobile wallets and debit/ATM cards. Marie Lee, Country Manager of IPSOS in the
Philippines, said, “The COVID-19 pandemic shifted priorities. This is a period of survival for
many businesses and consumers.
Caution and worry are apparent as Filipinos prioritized spend on essentials and
expressed hesitation in going back to previous spending patterns. To offset this, alternative
ways to shop and transact business have been explored: purchases made through online
shopping and deliveries, payments via online transactions such as mobile wallets. Knowing
that there is a willingness from consumers to try and adopt new ways and an understanding
of the barriers—it is exciting to see how businesses will innovate to bounce back and recoup
their losses.”

1. How many participants were used in the survey?

a. 300 b. 500 c. 400 d. 200
2. When was the survey conducted?
a. Prior to the end of ECQ in Metro Manila
 b. During the ECQ in Metro Manila
c. After the ECQ in Metro Manila
d. Before the ECQ in Metro Manila
3. How many percent of the Filipinos’ income dropped because of the pandemic
according to the survey?
a. 38% b. 50% c. 94% d.75%
4. What specific problem was answered in the survey?
a. What is the effect of the enhanced community quarantine in Metro Manila?
b. How does the pandemic change the lives of people in Metro Manila?
c. How is life in the new normal of Filipinos in Metro Manila?
d. What is the negative and positive effect of the pandemic to the Filipinos?
5. What conclusion was drawn in the survey?
a. Filipinos are worried about contracting the virus but used to the “New Normal.”
b. Spending is focused on necessities: groceries, personal care items, cleaning
products.
c. Online shopping and deliveries are still on the go.
d. All of the above

Exercise B: Make a survey on the following topics/situation (Choose one) and do the
following tasks below. Write your answer on a separate sheet of paper.

Note: Do your survey online, Get at least ten respondents,

A. Formulate specific research questions ( 3-4 questions depends on your topic)
B. Write survey guide questions ( 3-5 questions depends on your topic)
C. Write a paragraph based on your findings.

Example: Aquino.etal.2020. “Student’s Perspective on Online Food Delivery

Services (Research Paper)

Participants –( 10) G.12 students of Angeles City National Trade School

Specific Research Questions:

1. How may the participant’s food expectation experiences described?
2. How will online food delivery services help participants with their food purchase?
3. What are the negative experience of the participants in ordering online?
4. How may the participants describe the price range when ordering online?

Interview guide questions:

1. What are your expectations if you order online food delivery?
2. How will online food delivery services help you with your daily lives?
3. What are your difficulties when you order online?
4. How will you differentiate the price in online food delivery to direct orders in fast
food chains or restaurants?
Findings/ Conclusion:
According to the survey based on the experiences of the participants. On
online food delivery, here are the findings; Online food delivery saves time and effort.
Just click the app on your cellphone, and after a while, the food is on your doorsteps.
Many of the participants see convenience as one of the benefits associated with
 online food delivery services. However, there are also some problems encountered,
like delivery time and delay of orders. Another is the extra cost of the delivery fee.
And finally, the terms of payment.

(Aquino, et al. 2020.” Student’s Perspective on Online Food Delivery Services”

Research Paper )

Situations/ Research Topic

1. You are a food caterer on a certain birthday party, and you want to know your
customer's feedback on your performance.
2. Perceptions of senior high school students on online learning
3. Impact of the Coronavirus pandemic on the economic and well-being of the
Angelenos during social distancing.
4. You want to know the preference of parents on what modalities of learning they
want for their children.
Rubric for Exercise B

Category 4 3 2 1 Score
Purpose Purpose is Purpose is Purpose is Purpose is
stated clearly stated stated not stated
somewhat vaguely
clearly
Clarity of questions Questions Questions Questions Questions
are crystal are very are are
clear and no clear and a somewhat confusing
need to ask person might clear and a and
for have to ask person ambiguous
clarification for would have
clarification to ask for
clarification
Choice of Every person Most people Few people
No one
responses would be able would be would be
would be
to choose able to able ableto to
from the choose from choose from
choose from
responses the the the
responses responsesresponses
Spelling/Grammar All words are Most words Most words
Numerous
spelled are spelled are spelled
spelling
correctly, correctly, correctly,
errors, word
word usage word usage word usage
usage have
are are mostly have somea number of
appropriate appropriate error errors
Utility Easy to use Easy to Choppy but
Difficult to
and pleasant follow gets the job
follow and is
to look at jumbled
http://mrtrenfield.weebly.com/uploads/5/8/6/1/58616339/survey_report_rubric.pdf
 Exercise C. Read the following situations, identify what appropriate research
instruments will be employed. Select your answer form the word pool. Write your
answer on a separate sheet of paper.
a. Experiment c. Questionnaire e. Survey

b. Interview d. observation

1. Ethan Joseph is conducting a study on social interactions. His adviser advised him to go
to a public place such as a mall, fast-food chain, or a market and observe how people
interact.
2. Harold conducts a study on “How Online Games Psychologically Affect Senior High
School Students”. In gathering his data, he prepared questions and administered it to
students in random.
3. In his research, Mr. Rivera wants to know if a simple daily greeting will affect his students'
academic performance. Every day, before starting his lesson, he always greets his
students “Good morning”.
4. On teachers’ day celebration, Miss Taffiti, a senior high school teacher, was tasked to get
information about the guest speaker, Mayor Carmelo Lazatin. She then contacted the
mayor’s office and asked permission if she could talk to the mayor. She also asked for a
specific time and place for the meeting.
5. Channel 7 wants to know if the popularity of President Rodrigo. Duterte was affected by
his war on drugs. So they asked 1,500 people as their respondents in Metro Manila.
Exercise D. Read the following example of observation and then answer the following
questions. Write your answer on a separate sheet of paper.

Bobo doll experiment

The Bobo doll experiment was a study carried out by Albert Banduria , who was a
professor at Standford University. It focused on the study of aggression using three groups
of preschoolers as the subjects. Bandura took inflatable plastic toys called Bobo dolls and
weighted them down to always stand upright. The preschoolers were divided into three
groups by gender, and then into six subgroups. One group would observe an adult act
aggressively towards the Bobo doll. Another group would observe an adult with non-
aggressive behaviors, and the last group would not be exposed to any behavior models. The
study found the preschoolers exposed to the aggressive behavior had imitated the
aggressiveness towards the doll, regardless of gender. The other two groups showed
significantly less hostility towards the doll. The study had demonstrated aggressive and non-
aggressive behaviors were learned by observing others and had a significant effect on the
subjects even after the investigation was concluded.

1. Who were the subjects of the study?

a. Pre schoolers b. dolls c. teachers d. environment
2. What is the focus of the observation?
a. Emotion b. aggression c. anger d. love
 3. What is the final finding of the observation?
a. The study had shown aggressive and non-aggressive behaviors were learned by
observing others and had a significant effect on the subjects even after the study
was concluded.
b. The study found the preschoolers exposed to aggressive behavior had imitated
the doll's aggressiveness, regardless of gender.
c. The other two groups showed significantly less hostility towards the doll.
d. All of the above
Exercise E. Pretend you are a qualitative researcher who is conducting a study about social
interactions. Observe people's reactions during this pandemic as they go to the market,
malls, hospitals, or to their work. You could do your observations by watching the news on
television, google, or merely observing the people around you. Then write a 300-word
narrative on what you observed. Write your answer on a separate sheet of paper.

Rubric for Scoring Exercise E.

Criteria 5 3 2 1 Score
Clarity of Expressed Express Displays Poorly
ideas ideas fully as ideas with difficulty in expresses
expressed manifested minimal expressing ideas and
on the areas of ideas for the needs a lot of
answer to the improvement most part improvement
question
Main Topic Strong main Adequate Weakly Unclear main
idea restated main idea stated main not stated in
in the closing restated in idea in closing
sentence the closing closing sentence
sentence sentence
Supporting Three or Two One No
sentences more supporting supporting supporting
supporting sentences sentence per sentences
sentences per paragraph
per paragraph
paragraph
Grammar Few, if any Several Many errors Many errors
,errors errors that do that interfere that make it
not interfere with meaning illegible
with meaning
(https://study.com/academy/popular/paragraph-writing-rubrics.html)
Reflection
Tick the blank of which corresponds to how well you understand the lesson.
Always Sometimes Never
1. I understand the lesson on how ________ ________ _______
to gather data on survey, obser-
vation and experiment
2. I know how to make survey ________ _________ ________
questions
 3. I can differentiate a survey to that ________ _________ ________
of an observation and experiment
4. I know how to gather data using ________ _________ ________
Observation, survey and experiment

Answers Key
A.
1. b
2. a
3. a
4. a
5. d
B.
Answers may vary
C.
1, d
2. d
3. a
4. b
5.e
D.
1. A
2. b
3.d
E. Answers may vary

References for learners

Aquino. etal. 2020 “Perception of Students on Online Food Delivery.” (Research Paper)

Barrot, etal.2016. English for Academics and Professional Purposes for Senior High
School, Page 198-220 C&E Publishing, Inc.
Barrot, Jessie Saraza, 2016. Ph.D., and Philippe John Fresnillo Sipacio. Communicative
Today: English for Academic and Professional Purposes for Senior High School.
Quezon City, Philippines: C & E Publishing.
Bing. Accessed September 13, 2020. https://www.bing.com/videos/search?q=how to gather
information from surveys, experiment and observation&&FORM=VDVVXX.
Cabarrus. "Survey Design Rubric." Accessed September 13, 2020.
https://www.cabarrus.k12.nc.us/site/handlers/filedownload.ashx?moduleinstanceid=4
8026&dataid=131556&FileName=Survey Rubric.pdf.
Cox, Janelle. "Sample Essay Rubric for Elementary Teachers." ThoughtCo.
https://www.thoughtco.com/essay-rubric-2081367 (accessed September 8, 2020).
Gall, M., and J. Gall. "Educational Research." Google Search. Accessed September 13,
2020. https://www.google.com/search?q=how to gather information from
observations&rlz=1C1CHBD_enPH883PH885&oq=How to
gather&aqs=chrome.1.69i59l3j69i57j0l4.12219j0j7&sourceid=chro.
Remorin, Cielo. "Press Release." Life in the New Normal. June 19, 2020. Accessed
September 13, 2020. https://www.ipsos.com/sites/default/files/ipsos_ph_press-
release-life-in-the-new-normal_19-june-2020.pdf.
Roberts, Donna Roberts and Frederick. Surveys, Experiments, Observational Studies -
MathBitsNotebook(A2 - CCSS Math). Accessed September 13, 2020.
https://mathbitsnotebook.com/Algebra2/Statistics/STSurveys.html.
"Statewide Instructional Resources Development Center." Accessed September 4, 2020.
http://cte.sfasu.edu/.
"Surveys and Questionnaires - Guide." Surveys and Questionnaires - Gathering Information
Cheap and Quickly. Accessed September 13, 2020. https://explorable.com/surveys-
and-questionnaires.
Study.com. Accessed September 13, 2020. https://study.com/academy/popular/paragraph-
writing-rubrics.html.
Taylor. "Collecting Evaluation Data Survey." Page Not Found. Accessed September 13,
2020. https://www.uaex.edu/support-units/program-staff-
development/docs/collecting_evaluation_data.

Prepared:

JEFFREY M. PINEDA
Secondary School Teacher I

PRECILA A. SUAREZ
LPT. T-III, MAED
 WEEK 7 - WRITING VARIOUS REPORTS

BACKGROUND INFORMATION:
In previous lessons, you have differentiated the language used in academic text from
various disciplines and used structure knowledge to grasp information for you to provide
analytical thinking. In such a way, you were able to identify the meaning and the content of
various academic text writings, state the thesis statement of an academic text, outline an
academic reading text through the use of various summarizing and appropriate critical
writing techniques (CG, K to 12 Basic Education Curriculum SHS- Applied Track Subject)

In the reading novel, story, passage, or article, you were able to get the essence of
the text; however, were you able to re-tell the text's meaning that still retains the same
information? This is called summarizing; it is a reading skill that involves compressing a
lengthy text into a shorter passage without altering its meaning, usually 15-30 percent of the
source material. It also identifies the main idea and the most important facts. Writing a brief
overview that includes only those key ideas and details. Summarizing is vital for students to
learn, but many students find it difficult to pick out the important facts without providing more
information.
Nonetheless, by constantly summarizing, you can improve your studying, writing,
and reading skills. Some effective summarizing strategies are as follows: annotate, add
notes to the original text to highlight important ideas, but avoid putting your own comments.
If you are summarizing a text with multiple paragraphs, get the main idea of each paragraph
and write it in your own words. Combine them into a coherent article using transitional
devices. Finally, ensure accuracy by comparing your summary to the original text
(www.uefap.comreading/notetake/summary.html)
Moreover, in presenting main ideas and concepts, visual representations can help
structure the information into organizational patterns. Graphic organizers present information
and connect the pieces of information into a coherent framework. Graphic organizers are
helpful tools for reading and writing. They can help you focus your attention on the key
elements and help you to integrate new knowledge into your current experience (Graphic
Organizers http://www.nytimes.com/learning/issues_in_depth/activities.html)
Generally, when you are writing, you would first consider: who is the target
audience? Second: what is the best way to communicate your message? Third: does the
topic requires a certain delivery style? Answering these questions will help you determine
how to write your article. More specifically, do you need to write more formal or informal? In
this topic, you will encounter information to choose a correct writing style for your articles to
present it accurately. Subsequently, there are two major kinds of writing: formal and
informal. Formal writing; tends to be complex and thorough in manner, uses longer
sentences and uses full words: no contractions nor abbreviations, clear objectives, and,
most of all, not a personal writing style. Informal writing is much more conversational than
formal writing. It tends to use slang or figure of speech, most likely includes personal or
emotional tone, speaks directly to the audience by using the personal pronoun you and your.
Frequently uses short or incomplete sentences, contractions, and word abbreviations
(youtube.com/watch?=sdDBY2-Wmis) as you can see each style has its merit, but their
usage depends on the tone of you trying to say. Think about the audience and topic of your
article. Adopt a formal style when you take on a more serious topic and write informal when
your topic is less formal. Nonetheless, you were to decide on what best writing style in your
article.
What makes a good report? A report is a short, sharp, concise document written for
a particular purpose and audience. It generally sets out and analyzes a situation or problem,
often makes a recommendation for future actions. It is a factual paper and needs to be clear
and well structured (www.http: skill youneed.com/write/report-writing.html)
Report writing may contain the following elements:
1. Title Page- includes the article’s concise and informative article that describes
the content of the report.
2. Table of Content- it is the preview of the content of the report.
3. Introduction- explains the current state of the content of the topic. It is also a
part where the report is focused and presented by addressing the topic's
identified issues. It is usually three to five paragraphs long in the research report.
4. Discussion- explains all the results concerning the previous topics and/or topics
presented in the literature review.
5. Conclusion- contains the restatement of the significant findings, the limits of the
report/topic. Sometimes the conclusion is integrated into the discussion.
6. Recommendation- is an act of commending points for the future integration on
the topic; it must be action-oriented, feasible, logically related to the discussion,
conclusion, and brief.
7. Reference – contains the different sources used in the report/ study. These may
be academic books, journals, and other online resources. Its format depends on
the school, teacher, or field of study.
8. Appendices- includes any essential materials, such as tables and graphs,
documentations, and pictures that support your topic/research but not necessarily
relate to direct discussion of the research findings.
Report Writing Outline
I. Title
 II. Table of Content
III. Summary
IV. Introduction
V. Body
VI. Conclusion
VII. Recommendation
VIII. appendices

There are many different reports, including business, scientific, and research reports,
but the basic steps for writing them are the same. The following steps are as follows.
1: Decide on the 'Terms of reference.'
Think about the purpose of the report: what is it about? What exactly is
needed? Why is it required? When do I need to do it? Who is it for, or who
is it aimed at?
2: Decide on the procedure
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? By answering these questions will help you
draft the procedure section of your report.
3: Find the information
Make sure the information you find is relevant and appropriate.
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, and the like. How
formal the report has to be and the length of the report. The structure of
report may be use as discuss above mentioned.
5: Draft the first part of your report
Once you have your structure, write down the headings and fill them in with
the information you have gathered. By now, you should draft the terms of
reference, procedure, and findings and start to work out what will go in the
report’s appendix.
6: Analyze your findings and draw
conclusions
The findings are the result of your
reading, observations, interviews, and
investigation. They form the basis of your
report. Depending on the type of report
you are writing, you may also wish to
include photos, tables, or graphs to make your report more readable and/or
easier to follow.

Collecting Data. It is useful in presenting data, like in many

jobs, taking stock in a shop, or monitoring patient’s temperature
 Figure 1

List and tables. Present figures in

lists and tables to make them easier
to read.

Figure 2

Average and ranges. To find an

average of a set of figures, add
them all up and divide by the
number of figures

Figure 3

Graphs and charts are great

visual way to help us to
understand data

Figure 4
figures: bbc.co.uk/teach/skillswise/graphs/zmkpqp3)

7: Make recommendations
These are the possible solutions to the problem and/is what you think
should happen. 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. Your recommendations
should be written as a numbered list, and ordered from most to least
important.
8: Draft the summary and table of contents
Some reports require a 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. A 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. Sometimes depending in the requirement of the
school or organization.
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,
headings, are consistent throughout the report.
• That the report reads well, and your writing is as clear and
effective as possible.

You need to prepare several drafts before you are satisfied. If possible, get someone
else to check your report.

LEARNING COMPETENCY WITH CODE

• Summarizes findings and executes the report through narrative and visual
graphic forms (CS_EN11/12A-EAPP-lle-j-11)
• Writes various reports (CS_EN11/12A-EAPP-lle-j-12)

EXERCISE A: Write B if the task is done before reading, D if done during reading, or A if
done after reading. Write your answer on a separate sheet of paper
_______ 1. Checking the table of contents
_______ 2. Checking the length of the article
_______ 3. Getting the main idea of the article
_______ 4. Getting the meaning of difficult words through context clues
_______ 5. Marking the text for possible contradictions
_______ 6. Predicting the possible ending of the article
_______ 7. Predicting the theme of the article
 _______ 8. Preparing a venn diagram
_______ 9. Summarizing the text
_______10. Writing a reading log

EXERCISE B: Read the fable below and answer the questions that follow.

The Hare On The Moon

by: Aesop
A Hare lived in a forest. He had two friends-a monkey and an Otter. They spent a
lot of time together. One day a beggar came to the forest. He was an old man and he
was very tired and hungry. The otter was catching fish. The Beggar went to him. “I'm
hungry,” he said. Please give me some food. “I have a few fish” said the Otter. Please
take them. “But I don't eat fish” said the Beggar. “Have you anything else?” “Sorry” said
the Otter. “I have nothing else.” “Let me ask the monkey” said the Beggar. The monkey
was eating nuts. The beggar went to him. “I'm hungry” he said. “Please give me some
food.” “I have a few nuts” said monkey. “Please take them.” “O but, I want a lot of them.”
Said the 3 beggar. I'm very hungry, I'm sorry, I have only a few,” said the monkey. "Let
me ask the Hare,” said the beggar.
The Hare was eating grass. The Beggar went to him. “I'm hungry,” said the
beggar. “Please give me some food.” “I have a lot of green grass,” said the Hare. “But I
don't eat grass,” said the beggar with a smile. “Have you nothing else?” “No sorry” said
the Hare. “I'm very hungry and I'm tired,” said the beggar. “What shall I do now?” The
Hare brought thought for a minute. “Wait!” he said. “Please don't go away.” The Hare
Brought some wood struck, two stones together and made a fire. “You can eat me,” he
said and jumped into fire. But the fire did not burn him! He looked out, but the beggar
was not there. An angel stood in front of him. “I'm pleased with you,” said the angel. “Let
all the world see you.” He took the Hare in his arms flew up and put him on moon. Look
up at the moon; you can still see the hare on it.
Questions:

1. Read the following questions and write your answer on a separate sheet of
paper
a. Who is/are the character/s in the story?
b. Where did the story happen?
c. When did the story happen?
d. What did the beggar ask?
e. Why did hare jump over the fire?
f. How did an angel thank the hare?
2. Why do you think the otter and the monkey did not give food for the beggar?
(answer of the students may vary)
3. If you were the hare, will you do the same? Why or why not. Explain. (10
points)
4. Write a summary of the story (10 points, 1 paragraph. Do not include your
own opinion.)
5. In 1-2 sentences; draw the plot of the story, exposition, rising action,
climax, and resolution.
 Rubric (Plot of the story)
able to present the idea…………………………….8 points
coherence and relevance of the idea…………….3 point
appropriate words, grammar and spelling…….4 points
total 15 points

Rubric for Presenting Data (exercise B)

Criteria Score
Expresses the main idea /10
Uses appropriate graphic organizer in organizing details /5
Appropriate spelling and grammar /5
Total /20

EXERCISE C: Read the following article; using a table chart present the data stated in
the article. Write your answer on a separate sheet of paper

Issued at 4:00pm, 29 August

Daily Weather Synopsis

At 3:00 PM today, the center of Severe Tropical Storm

“JULIAN” (MAYSAK) was estimated based on all available data at 770 km
East of Casiguran, Aurora (16.8 0N, 129.3 0E) with maximum sustained
winds of 100 km/h. Moving North Northwest ward slowly. Southwest
monsoon affecting the western section of Luzon.

Source: bagong.pagasa.dost.gov.ph weather

EXERCISE D. Read the following paragraphs carefully. Use a separate piece of paper for
your answer.
1. Present the ideas using a graphic organizer. Each paragraph should have
its own graphic organizer.
2. Summarize each paragraph using sentence outline.

1. Have you ever wondered what happens in your stomach when you eat? A
series of processes start when you feel hungry and you get the urge to sate your
hunger. The process starts when you get food and your brain commands your
muscle to pick it up and put it in your mouth. Inside the mouth, food will be blended
with saliva and broken down into smaller pieces through the chewing motions of your
 teeth. Once you swallow the food, it will pass through your esophagus. It will then
move to your stomach, where gastric juices will be released to digest carbohydrates
and proteins. The semi-digest food is then transported to the duodenum and the to
the jejunum, ileum, and liver for further absorption. All of these processes constitute
the digestion process.

2. People returning to hospitals for measles vaccination, the government must

seize the opportunity to allay lingering fears about vaccines. People need reliable
information and reassurance about the safety of a wide range of vaccines. These
medications have been around for decades, with no controversies over harmful side
effects. Every effort must be made to provide widespread public access to
medication to prevent debilitation and death.

3. Health caregivers—physicians, nurses, nurses’ aides, radiologists, lab

personnel, cleaners, ambulance drivers, and others—continue to fall ill, possibly to
die in dismaying numbers, though not as many as those in the early days of the
pandemic. A major reason cited for the fatalities was the lack of personal protective
equipment (PPE), as well as their improper use, removal, and disposal. In view of the
dismaying lack of such protective devices, front liners were forced to reuse the
gloves, gowns, masks, and shoe covers despite warnings from experts that these
needed to be changed and discarded after one use, or at least after a few hours. In
response, the Department of Health (DOH) resorted to importing PPE, mainly from
China. Private organizations, likewise alarmed by the growing toll among front liners,
began raising funds and sourcing PPE from manufacturers, again mostly from China.
These were distributed among state facilities as well as private institutions. Still,
clearly the resort to and reliance on foreign PPE makers was not only expensive and
difficult to pull off. It was also unreliable, as the Philippines had to compete with
several other, wealthier, countries who could corner the market for PPE. For this
reason, government turned to the private sector, particularly garment makers who
needed only to recalibrate their factories and retrain their workers to produce PPE
that were not only cheaper and easily available, but would also pass even the most
stringent standards for safety and efficacy.
4. This is an inarguably the era of computer and information technology. Every
where you go, you can see shops offering different types of computers. Flocking
these stores are consumers looking for the right laptop. If you are one of those
searching for new laptop, check out these tips in finding the right one for you. First be
clear with your purpose: are you buying it for academic, entertainment, or work-
related reasons? The purpose will also determine the size and specifications that you
need, as the performance of the laptop depends on its specifications. Remember
that high-end laptops with large screen and advanced systems cost more than mid-
range ones, so make sure to check on your budget when deciding.

5. According to National Geographic, global warming may have catastrophic

effects. One of these consequences is the melting of polar caps at an alarming
rate— an event which poses a danger to low-lying areas across continents. In fact,
the
polar caps are melting at a dangerous speed that the Glacier National Park in the
United States will be gone by 2070 if this keeps up. Aside from this, global warming
 also causes severe heat waves in North America. According to reports, at least 225
people had died due to heat waves. An erratic weather pattern is another
undesirable effect of global warming; summers become hotter and winters become
colder. If we will not do something today, our children’s children will inevitably face
the consequences.

Rubric for Exercise D (1)

Criteria Score
Focuses on presentation of main idea /10
Appropriate used of graphic organizer /10
Logical arrangements of ideas /10
Appropriate used of punctuation and spelling /5
Ability to organize information /10
Total /45
Rubric for Exercise D (2)
Criteria Scores
Able to do the task /10
Summarizes using sentence outline /10
Appropriate used of sentence outline /10
Sentences contain the major idea /10
Total /40

EXERCISE E. Choose two of your all-time favorite movies. Compare and contrast them in
terms of plot, settings, characters, cinematography, and audience reception using a Venn
diagram below. Use separate paper for your answer

EXERCISE F: Conduct a simple survey among your family members using one of the
questions listed below. You may formulate your own question, but have it
approved (to your teacher first). Write a report and interpret your results and
findings using graphic organizer, (use a separate bond paper).
1. What is the right age to get married?
2. Which is better MECQ or GCQ?
3. Which would you rather to use: surgical mask or cloth mask
4. Who is your favorite singer?
5. Which is better: milk tea or iced tea?

Rubric for Survey

4- Strong 3- Moderately Strong 2- Average 1- Weak

Criteria Score

Can able to conduct a simple survey.

Can able to collect answers from participants.

 Formulate a relevant written report.

The results and findings are well-presented.

Interprets the results and findings using graphic organizer.

Total Score

REFLECTION:
1. What were your misconceptions about the topics prior to taking this lesson?
2. What new or additional learning have you had after taking up this lesson in
terms of skills, content, and attitude?
Rubric for Reflection
Criteria Score
Clear and relevant main idea /10
The main idea supports the whole paragraph /10
Make supporting ideas clear /10
Site example/s that support the main idea /10
Uses of complete sentences /10
Use appropriate punctuations, correct spelling and grammar /10

Total /60
REFERENCES:

BBC Teach Skillwise, figures: bbc.co.uk/teach/skillswise/graphs/zmkpqp3)

Barrot, Josephine S., “Academic Reading and Writing for Senior High School.” 2016, pg. 33-
45
Curriculum Guide Basic Education, “K to 12 Basic Education Curriculum SHS- Applied Tract
Subject, December 2013 pg.1
Daily Weather Forecast, “PAG-ASA,” bagong.pagasa.dost.gov.ph weather, August 29,2020
Graphic Organizers http://www.nytimes.com/learning/issues_in_depth/activities.html
Skills You Need, Helping You Develop Skills in Life
https://www.skillsyouneed.com/write/report-writing.html
Storyes,” allstoryes.blogspot.com, September 28,2013
UEfAP.Com, “Using English for Academic Purpose.”
www.uefap.comreading/notetake/summary.html)
https://www.google.com/search?safe=active&rlz=1C1CHBD_enSA877SA877&q=uef
ap.com+writing/notetaker/summary.html&spell=1&sa=X&ved=2ahUKEwiuqJmHivXrA
hXFdXAKHWhfDfoQBSgAegQICxAm&biw=1312&bih=590

Answers Key:

Exercise A:
1. B
2. B
3. D
4. B
5. D
 6. A
7. A
8. A
9. A
10. D

Exercise B:
1. a. Hare, otter, monkey, beggar/angel
b. Forest
c. One day in a forest
d. Food
e. Hare offers himself as food for beggar.
f. He took the hare in his arms flew up and put him in the moon

Nos. 1 to 4 Answers may vary

Exercise C: (The students draw a table chart and see/check of every data.)
Exercise D
EXERCISE E answer may vary
EXERCISE F

Prepared By:

Michelle M. Alquero, LPT.

SDIS
Secondary School Teacher-I