COLEGIO DE DAGUPAN

SCHOOL OF PROFESSIONAL STUDIES

MASTER IN EDUCATION- ENGLISH LANGUAGE TEACHING

(Professor: DR. MELISA G. DEL PRADO)
WRITTEN REPORT
TOPIC: DEFINITION- ACADEMIC WRITING/EFFECTIVE WRITING
LAST NAME: ORBIZO

FIRST NAME: ANGELICA

MIDDLE NAME:

ID NUMBER: 19-1150-668

SUBJECT: MED-ELT 005 (ADVANCED ACADEMIC WRITING)

PROFESSOR: DR. MELISA G. DEL PRADO

DATE SUBMITTED: FEBRUARY 06, 2021

Introduction
Writing has been given emphasis in the Philippine educational system since
teaching and learning of English as a second language for Filipino learners had been
enhanced. It has been proved by the implementation of Republic Act 10533 also known
as the Enhanced Basic Education Act. Due to this law, the Department of Education
(DepEd) has tried to improved the academic performance of Filipino students by
implementing the K-12 program which consists of many subjects that has to do with
academic writing.

Writing an essay is one of the most challenging and difficult aspects to be

developed by the English Language teachers towards the learners. It is common for
students in today's educational system to dislike and/or avoid the writing process. Many
students feel writing takes too long. For some, writing is a very tiring task because there
are so many components which need to be learned.

As language facilitators, it is our role to make language learning enjoyable by

integrating strategies that would make language lessons relevant to them. We can do
these by going back to basics like recalling what is an academic writing and why is it
that they have to learn to write academically and effectively ,and, that is where learning
academic writing starts.

Body

What is academic writing? Academic writing is a particular style of expression

that researchers use to define their areas of expertise. Through writing, the writers can

state what they want to say with the help of supporting details which helps the writers
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prove their ideas. Ekan (2017) stated that academic writing was done to enhance the

skills of the learners in writing. Some of the characteristics of it according to scibbr.com

are the following:

a. Formal and unbiased

Academic writing aims to convey information in an impartial way. The goal is to

base arguments on the evidence under consideration, not the author’s preconceptions.
All claims should be supported with relevant evidence, not just asserted.

To avoid bias, it’s important to represent the work of other researchers and the
results of your own research fairly and accurately. This means clearly outlining
your methodology and being honest about the limitations of your research.The formal
style used in academic writing ensures that research is presented consistently across
different texts, so that studies can be objectively assessed and compared with other
research.Because of this, it’s important to strike the right tone with your language
choices. Avoid informal language, including slang, contractions, clichés, and
conversational phrases.

b. Clear and precise

It’s important to use clear and precise language to ensure that your reader knows
exactly what you mean. This means being as specific as possible and avoiding vague
language.

c. Focused and well-structured

An academic text is not just a collection of ideas about a topic—it needs to have a
clear purpose. Start with a relevant research question or thesis statement, and use it to
develop a focused argument. Only include information that is relevant to your overall
purpose.

d. Well-sourced

Academic writing uses sources to support its claims. Sources are other texts (or
media objects like photographs or films) that the author analyzes or uses as evidence.
Many of your sources will be written by other academics; academic writing is
collaborative and builds on previous research.It’s important to consider which sources
are credible and appropriate to use in academic writing. For example, citing Wikipedia is
typically discouraged. Don’t rely on websites for information; instead, use academic
databases and your university library to find credible sources.
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e. Correct and consistent

As well as following the rules of grammar, punctuation and citation, it’s important to
consistently apply stylistic conventions regarding:

 How to write numbers
 Introducing abbreviations
 Using verb tenses in different sections
 Capitalization of terms and headings
 Spelling and punctuation differences between UK and US English

In some cases there are several acceptable approaches that you can choose
between—the most important thing is to apply the same rules consistently, and to
carefully proofread your text before you submit.

From all the abovementioned characteristics of academic writing, it can be said that

it has a big role in making our students’ writings more effective. These will be

considered as tools for them to write comprehensively and effectively.

But , what is the purpose of academic writing? In accordance to Jaype in her blog

about “Academic Writing in Philippine Context”, the purpose of academic writing is to

train the mind of every student. It transforms understanding about English as an

international language for academic purposes. As stated by Saladino (2009) in his

thesis, “Students reflection on their English academic writing as bases in packaging or

process-oriented writing manual”, writing is one of the highest forms of academic

language competence, concept development, and abstraction.

However, despite the academic writing opportunities offered to the students, it has

been observed that student’s academic writing performance remains to be poor. There

are even instances where teachers continue to complain about student’s poor quality in

essays since some students do not follow the aspects of academic writing. Such

concerns were mentioned in the study of Wang (2004) which is “English magazine

motivation improved EFL writing skill”.

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In the study of Pablo and Lasaten named, “Writing Difficulties and Quality of

Academic Essays of Senior High School Students” in the year 2018, it can be observed

that the students’ writings have no sense of logical sequence of ideas and details. Dalky

(2007) stated that students often complain that constructing an essay is a great

challenge for them. He also added that students have difficulty in structuring

paragraphs, specifically in developing one main idea which is if we come to relate it to

real-life situations, that is what really is happening in the classroom. The students are

having struggles in doing so.

Conclusion

To conclude, despite of all the challenges that we may encounter as English

Language teachers in teaching academic writing from our learners, we still have to do

our best in reaching out to them and in facilitating their learning processes. Since we

cannot still hold the usual way of teaching which is conducting face-to-face classes, we

could still have a lot of means where we could deliver lessons to them effeciently to

enhance their capabilities and skills in writing.

References:https://www.scribbr.com/category/academic-writing/
https://library.leeds.ac.uk/info/14011/writing/106/academic_writing/2
 COLEGIO DE DAGUPAN
SCHOOL OF PROFESSIONAL STUDIES

MASTER IN EDUCATION- ENGLISH LANGUAGE TEACHING

(Professor: DR. MELISA G. DEL PRADO)
WRITTEN REPORT
TOPIC: CONCEPTS AND ISSUES IN CURRICULUM IMPLEMENTATION
LAST NAME: ORBIZO

FIRST NAME: ANGELICA

MIDDLE NAME:

ID NUMBER: 19-1150-668

SUBJECT: MED-ELT 006 (CURRICULUM AND MATERIAL DESIGN)

PROFESSOR: DR. MELISA G. DEL PRADO

DATE SUBMITTED: FEBRUARY 06, 2021

A curriculum is considered the “heart” of any learning institution which means

that schools or universities cannot exist without a curriculum. With its importance in
formal education, the curriculum has become a dynamic process due to the changes
that occur in our society. It is the formal and informal content and process by which
learners gain knowledge and understanding, develop skills, and alter attitudes,
appreciations, and values under the auspices of that school (Doll, 1988 as cited in
Sweetland, n.d.). All curricula, no matter what their particular design, are composed of
certain elements. A curriculum usually contains a statement of aims and of specific
objectives; it indicates some selection and organization of content; it either implies or
manifests certain patterns of learning and teaching, whether because the objectives
demand them or because the content organization requires them. Finally, it includes a
program of evaluation of the outcomes (Taba, 1962 as cited in Sweetland, n.d.).

In Asia, the Philippines was the last country to have a 10-year basic education
and preuniversity program (SEAMEO & INNOTECH, 2012 as cited in Sarmiento &
Orale, 2016).Worldwide, the Philippines was joined by Djibouti and Angola of Africa
having the shortest pre-university education system with other countries having 13 or
14-year cycles (Senate of the Philippines, 2011 as cited in Sarmiento & Orale, 2016).
The ten-year Philippine basic education system became a disadvantage for Filipino
workers abroad and for those who intend to study outside the Philippines. Many Filipino
professionals desire working abroad for greener pastures but they tend to land a job
apart from the diploma they pursued in the Philippine higher education institutions.
Some persistent overseas workers submit themselves to state policies on earning
professional license besides having earned the same in their home country in order to
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SCHOOL OF PROFESSIONAL STUDIES

practice a profession abroad. Children of Filipino migrants to other countries tend to

repeat a grade level already earned in the Philippines or to enroll additional courses to
fit into the basic education program of their new home country (Cabansag, 2014).
Presently, the Philippine educational system needs to address issues not only of
accessibility and quality in providing education for all. Other issues that need to be
addressed involved the role of education in the national development, the unresponsive
curriculum, improper monitoring of programs implemented, globalization of education
and even politics in education. For the Philippine education to succeed, its ills and
problems must be addressed (Durban and Catalan, 2012) .
The transition happened in the educational system can be quite challenging for
stakeholders such as the school administrators, teachers, parents and students. This
change in the system requires long-term preparation and solid implementation. As of
now, it is fair to say that a large number of teachers in the country may not have been
fully prepared for the program which may have an impact on the overall quality of
education received by the students. Some of the issues that can be seen is that the
adjustment of the learners and have to condition themselves in spending a longer time
in school. Another issue that needs to be addressed is also the mastery of the basic
competencies due to congested curriculum. With the introduction of this new curriculum,
another issue arose was the additional costs to parents for food and transportation
expenses to send their children two or more years of high school. Many parents and
others complain that the proposed subsidizes are too low with education cost they might
find impossible to meet.
The K to 12 program has something that needs to be on top of the government’s
priorities because this was believed to be the solution of all the problems that the
country is facing today. Different researches had been conducted to know the things
that needed to be worked on under the implementation of this new curriculum that gave
different perspectives among teachers, parents, and students. Thus, the following
should be done: engagement of teachers into different training and seminars must be
maximized to make sure that they possessed the necessary competencies and skills to
deal with the students who were become part of this new curriculum;school facilities,
laboratory and instructional materials must be enhanced for this new curriculum to make
sure that learnings were supported among the students; schools should focus on
engaging students into different research activities where they can create to develop
self -confidence, and independence; and further researches must be conducted to
identify and to keep on track the progress on this new curriculum.

References:https://www.ijires.org/administrator/components/com_jresearch/files/publications/IJIRES_1638_FINAL.
https://www.pressreader.com/philippines/sunstar-pampanga/20170403/281668254820716
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https://www.pressreader.com/philippines/sunstar-pampanga/20170511/281672549860736

MASTER IN EDUCATION- ENGLISH LANGUAGE TEACHING

(Professor: DR. MELISA G. DEL PRADO)
WRITTEN REPORT
TOPIC: WHAT MAKES GOOD WRITING
LAST NAME: ORBIZO

FIRST NAME: ANGELICA

MIDDLE NAME:

ID NUMBER: 19-1150-668

SUBJECT: MED-ELT 007 (METHODOLOGY OF TEACHING READING AND WRITING)

PROFESSOR: DR. MELISA G. DEL PRADO

DATE SUBMITTED: FEBRUARY 06, 2021

Writing is one of the essential skills that one should posess. Through this skill, we
could be able to reproduce good stories and articles. But what does it mean when we
talk about good writing?
According to the Writing Cooperative blog, ood writing is when the reader meets
a voice that is distinct, a voice that is individual and appropriate. The reader meets a
human who shares with him some important parts of her life experiences, ideas, and
thoughts.It makes the reader feel richer when reading and want to read more. It means
that to have a good writing, it should leave impact to whoever reads the write-up.
Good writing also uses the right word. The right word can be many different
words or combinations of words. The word choice of good writing is specific and
memorable.It reveals a structure or organization that is logical and effective. The order
of ideas and the way the writer moves from one idea to the next is felt natural.The
sentence fluency of good writing feels natural, smooth and expressive as well as easy to
understand and fun to read.
So, what constitutes good writing? Opinions on the matter vary widely. There will
be different traits that make good fiction versus good poetry or good nonfiction. In
WritingForward blog, there are eight things that we should consider in a good writing.
The following are stated below:

1. Clarity and focus: In good writing, everything makes sense and readers don’t
get lost or have to reread passages to figure out what’s going on. Focused
writing sticks with the plot or core idea without running off on too many tangents.
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2. Organization: A well organized piece of writing is not only clear, it’s presented in
a way that is logical and aesthetically pleasing. You can tell non-linear stories or
place your thesis at the end of an essay and get away with it as long as your
scenes or ideas are well ordered.
3. Ideas and themes: Is the topic of your paper relevant? Does your story come
complete with themes? Can the reader visualize your poem? For a piece of
writing to be considered well crafted, it has to contain clearly identifiable ideas
and themes.
4. Voice: This is what sets you apart from all other writers. It’s your unique way of
stringing words together, formulating ideas, and relating scenes or images to the
reader. In any piece of writing, the voice should be consistent and identifiable.
5. Language (word choice): We writers can never underestimate or fail to
appreciate our most valuable tools: words. Good writing includes precise and
accurate word choices and well crafted sentences.
6. Grammar and style: Many writers would wish this one away, but for a piece of
writing to be considered good (let alone great), it has to follow the rules of
grammar (and break those rules only when there’s a good reason). Style is also
important in ensuring that a piece of writing is clear and consistent. Make sure
you keep a grammar book and style guide handy.
7. Credibility or believability: Nothing says bad writing like getting the facts wrong
or misrepresenting oneself. In fiction, the story must be believable (even if it’s
impossible), and in nonfiction, accurate research can make or break a writer.
8. Thought-provoking or emotionally inspiring: Perhaps the most important
quality of good writing is how the reader responds to it. Does she come away
with a fresh perspective and new ideas? Does he close the cover with tears in his
eyes or a sense of victory? How readers react to your work will fully determine
your success as a writer.

Writing is also a fom of art and therefore subject to personal taste. Can you read
a book and dislike it but acknowledge that the writing was good? Have you ever read a
book and loved the story but felt that the writing was weak? Having a good writing
matters not only for academic purposes but also in enhancing one’s skill in writing.

References: https://www.writingforward.com/better-writing/characteristics-of-good-writing

https://writingcooperative.com/what-is-good-writing-6379d77cd0c5
COLEGIO DE DAGUPAN
SCHOOL OF PROFESSIONAL STUDIES
 COLEGIO DE DAGUPAN
SCHOOL OF PROFESSIONAL STUDIES

MASTER IN EDUCATION- ENGLISH LANGUAGE TEACHING

(Professor: DR. MELISA G. DEL PRADO)
WRITTEN REPORT
TOPIC: LISTENING: TYPES OF LISTENING
LAST NAME: ORBIZO

FIRST NAME: ANGELICA

MIDDLE NAME:

ID NUMBER: 19-1150-668

SUBJECT: MED-ELT 008 (METHODOLOGY OF TEACHING LISTENING AND

SPEAKING)

PROFESSOR: DR. MELISA G. DEL PRADO

DATE SUBMITTED: FEBRUARY 06, 2021

Most people in most of the time take listening for granted as something that just
happens. It is only when you stop to think about listening and what it entails that you
begin to realize that listening is in fact an important skill as writing, reading and
speaking. It is a skill that should be nurtured and developed as well.
Listening according to International Listening Association is a process of
receiving, constructing meaning from and responding to spoken and/or non-verbal
messages. It has two main types and these are the discriminative listening and
comprehensive listening.
Let us take a closer look on the following main types of listening. First is the
discriminative listening, it is considered as first develop at an early age and the most
basic form because it does not involve the understanding the meaning of words or
phrases but merely the different sounds that are produced. In early childhood, for
example, a distinction is made between the sounds of the voices of the parents namely
the father’s voice which is different from a mother’s voice.As we grow older and develop
more life experiences, our ability to distinguish between different sounds is improved
and we cannot only recognize different voices but also the ability to recognize
differences on how sounds are made.
On the other hand, comprehensive listening involves understanding the message
or messages that are being communicated. In order to use this, the listener needs
appropriate vocabulary and language skills.Using excessive complicated langauge or
technical jargon, therefore, can be a barrier in this type of listening. This is
complimented with sub-messages from non-verbal communication such as tone of the
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voice, geastures and other body language. By using these, it could greatly aid
communication and comprehension.
Other subtypes of listening are the following:
a. Appreciative Listening
When you listen for appreciation you are listening for enjoyment. Think about the
music you listen to. You usually listen to music because you enjoy it. The same can be
said for appreciative listening when someone is speaking. Some common types of
appreciative listening can be found in sermons from places of worship, from a
motivational speech by people we respect or hold in high regard, or even from a
standup comedian who makes us laugh.
b. Empathic Listening
When you listen empathically you are doing so to show mutual concern. During this
type of listening you are trying to identify with the speaker by understanding the
situation in which he/she is discussing. You are stepping into the other’s shoes to get a
better understanding of what it is he/she is talking about. Usually during this type of
listening you want to be fully present in the moment or mindfully listening to what the
speaker is saying. Your goal during this time is to focus on the speaker, not on yourself.
You are trying to understand from the speaker’s perspective.
c. Comprehensive Listening
If you are watching the news, listening to a lecture, or getting directions from
someone, you are listening to understand or listening to comprehend the message that
is being sent. This process is active. In class, you should be focused, possibly taking
notes of the speaker’s main ideas. Identifying the structure of the speech and evaluating
the supports he/she offers as evidence. This is one of the more difficult types of
listening because it requires you to not only concentrate but to actively participate in the
process. The more you practice listening to comprehend, the stronger listener you
become.
d. Critical Listening
Have you ever had to buy an expensive item, such as a new appliance, a car, a cell
phone, or an iPad? You probably did some research beforehand and listened closely to
the salesperson when you went to compare brands. Or perhaps your best friend is
telling you about some medical tests he/she recently had done. You listen closely so
you can help your friend understand her results and the possible ramifications of the
findings. Both of these scenarios are examples of critical listening. Critical listening is
listening to evaluate the content of the message. As a critical listener you are listening
to all parts of the message, analyzing it, and evaluating what you heard. When
engaging in critical listening, you are also critically thinking. You are making mental
judgments based on what you see, hear, and read. Your goal as a critical listener is to
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evaluate the message that is being sent and decide for yourself if the information is
valid.

Lots can be said on the different types of listening but what matters most is that we
have to learn how to listen effectively and not just merely hearing because these two
are far different from each other. In conclusion, it is evident that listening skills are
essential to any individual as they will encounter it at some point. Knowing which styles
to employ at different times is crucial in that a person will be able to figure out which
situations need specific techniques. Even more, active and reflective listening styles can
be incorporated in almost similar circumstances where no reply or opinion is required.
Critical listening is necessary for situations where decision-making is required. Good
listening skills are valuable to every individual as they will be able to have the perfect
set of competencies to get information in any scenario. The steps that have been
suggested to improve the listening skills are few but detailed and should be followed
closely by every person who wishes to see an improvement in how they participate in
communication through their listening skills.

References:https://www.myessaywriter.net/listening-skills-in-communication-essay-example/
https://courses.lumenlearning.com/atd-fscj-publicspeaking/chapter/types-of-listening/
https://www.skillsyouneed.com/ips/listening-types.html