Subject: Inquiries, Investigation and Immersion

Subject Teacher: Mrs. Tecson

Section: 12-Pio
Name of Student: Roddick Rory Batiforra
Date:5-8-22
Quarter 4 Module 3

WHAT I KNOW
1.C 6.A 11.D
2.A 7.C 12.B
3.B 8.D 13.A
4.D 9.B 14.A
5.C 10.B 15.C

WHAT’S IN
1.C
2.D
3.A
4.D
5.A

WHAT’S MORE
- C
LESSON 2
WHAT’S IN
1.Research
2.Findings
3.Data
4.Conclusion
5.Recommendation
WHAT’S MORE
I.
1.Recommendation
2.Conclusion
3.Recommendation
4.Recommendation
5.Conclusion

II.
CONCLUSION
Survey result show that short registration lines are key to students’
satisfaction with the registration process
RECOMMENDATION
Implementation a registration system where a student sign-up for
specific registration time slots

LESSON 3
WHAT’S IN
1.A
2.C
3.B
4.C
5.A

WHAT’S MORE
1. Brett, P. (1994). A genre analysis of the results sections of
sociology articles. English for Specific Purposes, 13, 47-59.
2. Bridgeman, B., & Carlson, S. B. (1994). Survey of academy writing
tasks. Written Communication, 1, 247-280.
3. Clyne, M. (1987). Discourse structures and discourse expectations:

Implications for Anglo-German academic communication in

 English. In L. E. Smith (Ed.), Discourse across cultures: Strategies in
world Englishers (pp. 73-83). Prentice Hall.
4. Ivanic, R. & Roach, D. (1990). Academic writing, power and
disguise. In R. Clark, N. Fairclough, R. Ivanic, N. McLeod, J.
Thomas, & P. Meara (Ed.), Language and power (pp. 103-121).
Clevedon, Avon: BAAL and CILT.
5. King, P. (1989). The uncommon core: Some discourse features of
student writing. System, 17, 13-20

ASSESSMENT
1.A 6.C 11.C
2.D 7.D 12.B
3.A 8.A 13.D
4.D 9.A 14.A
5.B 10.A 15.D