English for Academic and

Professional Purposes

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Creative Writing – Grade 12
Quarter 4 – Module 14: Summarize Findings and Execute the report through Visual/Graphic
Forms
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education Division of Pasig City

Development Team of the Module

Writer: Jenorie P. San Agustin
Editor: Julius Cezar Napallatan
Coordinator: Maria Criselda M. Reyes
Technical Reviewer: Rowena D. Roxas
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Rivera, CESE
OIC-Assistant Schools Division Superintendent
Manuel A. Laguerta EdD
Chief Curriculum Implementation Division
Victor M. Javena, Ed. D.
Chief - School Governance and Operations Division
Education Program Supervisors
1. Librada L. Agon, Ed. D., EPP/TLE
2. Liza A. Alvarez, Science
3. Bernard R. Balitao, Araling Panlipunan
4. Joselito E. Calios, English
5. Norlyn D. Conde, Ed. D., MAPEH
6. Wilma Q. Del Rosario, LRMS
7. Ma. Teresita E. Herrera, Ed. D., Filipino
8. Perlita M. Ignacio, Ph. D., ESP/SPED
9. Dulce O. Santos, Ed. D., Kinder/MTB
10. Teresita P. Tagulao, Ed. D., Mathematics

Printed in the Philippines by ________________________

Department of Education – Division of Pasig City

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 English for Academic and
Professional Purposes

Quarter 4
Self-Learning Module14
Summarize Findings and Execute the Report
through Visual/Graphic Forms

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Introductory Message

For the Facilitator:

Welcome to the English for Academic and Professional Purposes: Self-

Learning Module 14 on Summarize Findings and Executives the report through
Visual/Graphic Forms

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and

independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st century skills especially the 5 Cs, namely:
Communication, Collaboration, Creativity, Critical Thinking, and Character while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Moreover, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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 For the Learner:

Welcome to the English for Academic and Professional Purposes: Self-

Learning Module 14 on Summarize Findings and Executives the report through
Visual/Graphic Forms

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an
active learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module. 

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.

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 EXPECTATION

This is your self-instructional learner module in English 12. All

the activities provided in this lesson will help you learn and
understand: Summarizing findings and executing the report through
visual/graphic forms!

Specifically, the students will be able to:

1. understand the importance of using tables in summarizing

academic writing,
2. recognize the different kinds of chart and graph and their uses;
and
3. construct a final report on the given task.

PRETEST

Directions: Circle the letter that corresponds to the best answer.

There is only one best answer for each.

1. Which of the following is an appropriate display to show interest rates

over the past 3 weeks?
a. Bar Graph b. Line Graph  c. Circle Graph d. Histogram

2. What does the X axis say?

a. Number of people c. Character
b. Favorite Cartoon Characters d. Sponge Bob

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 3. What kind of graph uses percent?
a. Line Graph b. Pie Chart c. Bar Graph d. Histogram

4. What graph do you use to represent time or distance?

a. Bar graph b. Data table c. pie chart d. Line graph

5. Jacob wants to record his results for the temperature of each day in
the past week. What graph or table should he use? 
a. Data table b. Bar graph c. histogram  d.
Line graph

RECAP

We have learned that a survey report is a type of academic

writing that uses research to provide information about a topic. It involves
questions that are formulated based on the research objective, to be
answered by respondents and later analyzed using appropriate data analysis
methods. Survey reports involve report writing which is a very important
element of the survey research process.

LESSON

Using Graphs and Charts to Summarize Reports

This explores the topic of creating a visual summary of your research

findings. We start by offering a definition of visual summaries and their use
for research communication. We then discuss how to plan ahead and
organize your content, focusing on the key messages, visuals, and call to
action. Are you ready to find out how a visual summary can be useful for
presenting research findings?

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Let’s begin!

Yet, the huge difference is that visual summaries include visuals to

enhance the messaging and communicate the main points. A visual
summary doesn’t replace the report. Instead, it captures the essence of the
research paper by drawing the reader in and calling them to action. The
focus of creating a visual summary of your research should be on
communicating the findings and not elaborating on methodology-related
aspects. If the audience needs to know about specific details, you can
answer in person or refer them to your report.

Using visual representations to present data from Indicators for

School Health, (SLIMS), surveys, or other evaluation activities makes them
easier to understand. Bar graphs, pie charts, line graphs, and histograms
are excellent ways to illustrate your program results. This brief includes
concepts and definitions, types of graphs and charts, and guidelines for
formatting.

Major Concepts and Definitions

Graphs and charts condense large amounts of information into easy-

to-understand formats that clearly and effectively communicate important
points. In selecting how best to present your data, think about the purpose
of your graph or chart and what you want to present, then decide which
variables you want to include and whether they should be expressed as
frequencies, percentages, or categories.

When you decide what kind of graph or chart best illustrates your
data, you should consider what type of data you are working with.
Categorical data are grouped into non-overlapping categories (such as grade,
race, and yes or no responses). Bar graphs, line graphs, and pie charts are
useful for displaying categorical data. Continuous data are measured on a
scale or continuum (such as weight or test scores). Histograms are useful for
displaying continuous data.

Bar graphs, line graphs, and histograms have an x- and y-axis. The x-
axis is the horizontal part of the graph and the y-axis is the vertical part.

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Types of Graphs and Charts

• A bar graph is composed of discrete bars that represent different

categories of data. The length or height of the bar is equal to the quantity
within that category of data. Bar graphs are best used to compare values
across categories.

• A pie chart is a circular chart used to compare parts of the whole. It is

divided into sectors that are equal in size to the quantity represented.

• A line graph displays the relationship between two types of

information, such as number of school personnel trained by year. They are
useful in illustrating trends over time.

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• A histogram has connected bars that display the frequency or
proportion of cases that fall within defined intervals or columns. The bars on
the histogram can be of varying width and typically display continuous data.

Guidelines for Formatting Graphs and Charts

• Keep it simple and avoid flashy special effects. Present only essential
information. Avoid using gratuitous options in graphical software programs,
such as three-dimensional bars, that confuse the reader. If the graph or
chart is too complex, it will not clearly communicate the important points.

• Title your graph or chart clearly to convey the purpose. The title
provides the reader with the overall message you are conveying.

• Specify the units of measurement on the x- and y-axis. Years, number

of participants trained, and type of school personnel are examples of labels
for units of measurement.

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• Label each part of the chart or graph. You may need a legend if there
is too much information to label each part of the chart or graph. (See the
line graph). Use different colors or variations in patterns to help the reader
distinguish categories and understand your graph or chart.

In some cases, visual summaries can integrate with the original full
report. This may be challenging, however, if you need to abide by strict
publishing guidelines. Instead, visual summaries can become extensions of
main reports. Creating a visual summary of your research can be very
useful for face to face meetings. You can distribute your visual summary as
s handout, offering the audience something to take home and reflect on.
Online, you can post the visual summary on websites, linking back to the
research, author’s profile, surveys etc.

ACTIVITY

Activity 1

Directions: Make an informal survey of a different class from another

section (at least 10). Ask them what they think about English. Ask them the
following questions.

1. Is English an important subject to learn? Explain your answer

2. What is the effect of learning English on your future?

3. How can learning English help the Filipino nation?

Activity 3

Directions: From the data gathered in the informal interview, write a formal
report about the use of English language in the Philippines. Publish this in
your class Facebook, so you can read one another’s report.

Rubric:
Structure- 15%
Resources and Notes-10%
Organization-15%
Sentence Fluency-10%
Total- 50

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 WRAP–UP

To wrap-up everything that we discussed in this lesson, the three important

things I learned from today’s lesson are …
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________

VALUING

In your own opinion, why is summarizing your research data using graphic
forms an important factor in academic writing?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

POSTTEST

Directions: Circle the letter that corresponds to the best answer.

There is only one best answer for each.
1. What type of graph is this?

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a. Bar Graph b. Line Plot c. Pictograph d. Tally Chart

2. In reference to graph in number 1, how many students have blue for

a favorite color?

a. 11 b. 12 c. 14 d. 17

3. What are graphs used for?

a. To show data
b. To keep track of things so you don't forget
c. To catch the eye and look colorful 
d. To draw pictures on

4. A line graph usually shows change over _____________?

a. Weight b. Temperature c. Height d. Time

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 5.  A pie chart allows you to easily see ______________

a. information about the proportion of parts relative to the whole.

b. the total number of each category.
c. how much data occurs within a range of numbers.
d. the spread of the data.

References

Minter E, Michaud M. Using Graphics to Report Evaluation Results.

University of Wisconsin Cooperative Extension. 2003. Available at

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https://learningstore.uwex.edu/Using-Graphics- to-Report-Evaluation-
Results-P1022.aspx

Evaluation Briefs #12. Using Graphs and Charts to Illustrate Quantitative

Data. Available at: https://www.cdc.gov/healthyyouth/evaluation/
pdf/brief12.pdf

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