English for Academic and

Professional Purposes
2nd Quarter Module
 LESSON I: PARAPHRASING AND EXPLAINING TEXT IN ONE’S OWN WORD
In this lesson, students are expected to:
1. determine the difference between Summarization and Paraphrasing
2. name the Three Commonly known Paraphrasing Technique
3. paraphrase an original text by following the Six Effective Steps in Paraphrasing
4. appreciate the importance of paraphrasing in writing academic texts
5. participate in all activities promptly
6. accomplish all tasks responsibly and on time

Paraphrasing is commonly confused with summarizing and vice versa. When a writer
summarizes, he or she only focuses on the “main idea” of the original text. On the other hand,
when a writer paraphrase, his main goal is to keep all the information integral in a
comprehensive manner. Summaries are usually shorter than the original texts, while
paraphrased texts can either be shorter or the same.

Common Types of Paraphrasing

By Changing of Parts of Speech

In this type of paraphrasing, the nouns, verbs, adjectives, and adverbs interchange.

Original Sentence:
The student quickly submitted the quiz paper as the Math teacher said that time is up.
Paraphrased:
The quick student passed his quiz paper when the teacher in Math said that time is up.

By Changing of Structure

Changing sentence structure from passive voice to active voice is the main tool in this type of
paraphrasing. Also this type reflects the writer’s interpretation of the original text.

Original Sentence: 
Many people were inspired by the sacrifices and dedication of the frontliners.

Paraphrased: 
The frontliners sacrifices and dedication inspired many people.

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Activity I : Let’ Practice your acquired skill. Read the “Roller Coaster” story. Then, write a
paraphrased version of the text about Roller Coasters. Write the output on a yellow paper.

Have you tried the roller coaster in Enchanted Kingdom? How about the heart-dropping
Space Shuttle? Many people who like to go to amusement parks like to ride on the roller
coaster. The slow ride to the peak of the first hill and then the fast ride almost straight
down is thrilling! Do you know that roller coasters have been enjoyed for many years?
The Wishram Indians, in the State of Washington, took rides down a big smooth rock
hundreds of years ago. The first “modern” roller coasters were made in Russia almost
two hundred years ago. They were long tracks for sled to race over. Then a French
person made a roller coaster similar to those we have today. It was called “The Russian
Mountain.” So next time you visit your favorite amusement parks, remember how this
exciting rides came up to be. Anyway, whatever you call them, roller coasters are fun.
 LESSON II: Various Kinds of Concept Papers
At the end of this module, you are expected to achieve the following objectives:

A. Distinguish the similarities and differences of concept papers from various disciplines;
B. Identify the specific field of discipline of the given sample concept papers;
C. Evaluate the effectiveness of a sample concept paper;
D. Create a concept paper related to one’s Track or Strand; and
E. Present one’s concept paper creatively.

A concept paper is a short summary of what the project is and why it is important and how it is carried
out. It serves as a prelude to a full paper. It aims to objectively inform the reader about the idea or
concept. It is an embodiment of your ideas on a certain topic.

A concept paper provides a concise summary of the key elements of a funding request for the purpose
of soliciting feedback and/or buy--in from prospective funders, prospective partners, and other potential
stakeholders.

The parts of a concept paper may vary depending on the specifications of the funding agencies, or
nature of the concept paper as used in a specific discipline. When a concept paper is used as a prelude
to a full-blown research, the following parts may be present:

Title Page contains

Name and school

Research title
Date of submission

Background of the Study contains

State the field you are researching on

State the problems to be addressed by the research,
provide statistics and previous studies to prove your claim
Reasons in conducting the research Theoretical and practical implications

Preliminary Literature Review contains

Provide theoretical framework.

Provide major related literature review at least 5.
Provide brief synthesis of the reviewed literature and studies.

Statement of the Problem/Objectives contains

State the general problem in one sentence.

State your specific research questions of objectives.

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Methodology contains

Context and participants of the study

Instruments to be used
Data collection procedures
Data analysis scheme to be used

Timeline contains

Duration of the research (Gantt chart)

Reference contains

List of books, journals, and other resources cited in your paper

When you want to write a concept paper for a project proposal, you must follow the
specifications given by the funder or if there is none the following parts should be present:

 Introduction

Introduce your idea and identify the program or opportunity you think is a good fit.
Demonstrate that you understand the mission of the funding agency and the types of projects
that they support. Identify how your project meets the goals of the funder. Identify any other
funders that will be involved and their interest in the project where appropriate. Introduce the
question, problem, or need to be addressed.

 Purpose/Need

Briefly provide supporting documentation for the importance of addressing this

question, problem, or need. If you have statistical data, use it. Cite significant and compelling
sources. Why does this project matter? Make sure you cite or refer to what others have
accomplished relative to your project.

 Project Description

Concisely describe what you plan to do, your approach, who benefits and potential impacts.

 Goals/Objectives/Aims/Research Questions

Outline your goals, objectives/aims, and research questions. Goals are simply a clearer
statement of the vision, specifying the accomplishments to be achieved if the vision is to
become real. The target objectives/aims are clearer statements of the specific activities required
to achieve the goals. A goal is a statement describing a broad or abstract intent, state or
condition. An objective is a statement of action or intent to achieve measurable outcomes that
relate to the goal.
  Methods and Timeline

Briefly describe how the project be carried out, providing sufficient detail to allow the
reader to assess feasibility and likely impact but not so much detail that the reader is
overwhelmed. Make sure the methods and timeline are explicitly related to the goals and
objectives.

 Expected Outcomes/Benefits (and often Evaluation)

 Budget/Needs & Requested Support
 Contact Information

Activity I. Directions: Think of a concept for a project or research that you want to pursue. It
must be related to your chosen track/strand. Write a comprehensive concept paper with the
necessary specifications as previously discussed. Be guided with the criteria below. Your work
will be checked by your subject teacher and will be returned to you for revision.

LESSON III : What is a Position Paper or a Manifesto?

To develop this skill, you need to know what a position paper is, its structure and format. To
assist you in writing your own position paper, there is an outline to serve as templates in your writing
process.
The following are the lessons contained in this module:
1. What is a Position Paper or a Manifesto?
2. Writing a Position Paper and Defending a Stance on an Issue

After going through this module, you are expected to:

1. Define what a position paper and a manifesto.
2. Gather manifestoes and analyze the arguments used by the writer.
3. Defend a stand on an issue by presenting reasonable arguments supported by properly cited
factual evidences.
4. Write various kinds of position paper.

General Instructions:
To have a good grasp of this module, do the following:
1. Read carefully the selections provided in the lesson.
2. Understand the given issue and identify the arguments presented.
3. Write your own position paper, defend your stand by presenting reasonable arguments.

A position paper presents the writer’s stand or viewpoint on a particular issue. Writing a
position paper entails outlining arguments and proposing the course of action. In the same manner,
Munro defines manifesto as a document or letter publicly declaring the position or program of its issuer.
It advances, but it a set of ideas, opinions, or views can also lay out a plan of action. It is posted or
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distributed to the public that announces information such as the motive, reasoning, or demands of a
person or group. Topics of position papers or manifestoes are: political, artistic, scientific and
educational, professional, and technology. The main objective of writing a position paper is to take part
in a larger debate by stating your arguments and proposed course of action.

A position paper has the following parts:

Introduction
 Introduce the issue; provide history or background of the issue on hand.
 Provide general statement of your stand through a thesis statement.

Body
 State your arguments on your stand about the issue.
 Provide strong evidence (statistics, interviews with experts, testimonies).
 Provide counterarguments against possible weaknesses of your arguments.

Conclusion
 Restate your claim or stand of an issue.
 Suggest a course of action.
 End with a powerful call for action (quotation, challenge or question).
 FOURTH MONTHLY

WRITING REPORT SURVEY/

FIELD REPORT/LABORATORY/
SCIENTIFIC TECHNICAL REPORT

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The following lessons will be discussed in this module:
 Lesson 1 – Designing Survey Questionnaire  CS_EN11/12A-EAPP-IIe-j-7
 Lesson 2 – Conducting a Survey  CS_EN11/12A-EAPP-IIe-j-8;
 Lesson 3 – Gathering Information from Surveys  CS_EN11/12A-EAPP-IIe-j-9
 Lesson 4 – Disseminating written forms of information from surveys  CS_EN11/12A-EAPP-IIe-j-10
 Lesson 5 – Summarizing Findings and executing the report through surveys  CS_EN11/12A-EAPP-IIe-j-11
 Lesson 6 – Writing a Survey Report  CS_EN11/12A-EAPP-IIe-j-12

Objectives:
After going through this module, in lesson 1 you are expected to:
1. Discuss how to make a survey questionnaire and the methods of administering the survey.
2. Make example survey questions using varied questions.
3. Come up with a questionnaire needed for their community survey.
4. Elaborate the value of being truthful and objective.

After going through this module, in lesson 2 you are expected to:
1. Follow the steps in conducting a survey.
2. Create a graphic representation to present the results accurately.

Lesson 1: The Reports, Survey Questionnaire and Methods of Administering It

The Various Kinds of Reports

Reports are more likely needed for business, scientific and technical subjects, and in the
workplace. They are of different types and they differ in their aims and structures.

TYPES DEFINITION/ DESCRIPTION OBJECTIVES

To collect people’s responses or
It is written after getting data
1. Survey Report answers about a particular issue
from a survey.
or topic
It is commonly called lab report.
2. Laboratory or Scientific To present results or findings
It is written in a formal and
Technical Report from experiments.
organized manner
To describe and analyze a
3. Field Report It is sometimes called trip report.
systematic observation.
Survey Questionnaire

It is a data gathering tool having set of questions used in a survey and is utilized in various fields
such as politics, research, marketing, media and so on. It is intended to gather data, views, opinions and
others from individuals or a particular group of people. It is an important method used in order to
collect the necessary information that will benefit the people and the community.

Methods of Administering a Survey

Administering a survey calls for a more systematic way in order to achieve the aims of a certain
survey conducted. The following methods are introduced by Sarah Mae Sincero.

1. Personal Approach. This involves the person himself/ herself conducting the survey.

a. Face-to-face Structured Interview. The interview is set personally and the people involved face each
other in order to gather the necessary information. Questions on the survey are asked directly to the
respondent by the researcher.

b. Telephone Survey. The survey is done using telephone or cellular phones. The calls are made to ask
individuals on particular questions. This method can be used for asking consequential questions.

2. Self- administered Approach. In this type, the survey is administered by the researcher
himself/herself.

a. Paper- and - pencil Survey. This is a traditional method wherein the respondents who usually
preferred the manual method must be present in the administration of the survey.

b. Online Survey. Also called internet survey, is one of the most famous sources of data collection,
where a set of survey questions is sent out to respondents and the members of this sample can respond
to the questions over the internet. Respondents receive online surveys in various ways such as email,
embedded over website, social media or forms.

c. Mail Survey. This popular tool requires an easy administering of the survey where survey
questionnaires are mailed to individuals who are given enough time to read and ponder on the
information asked.

Should and Not Should of a Survey Questionnaire

Concise and easy to understand questions lead to a successful survey. Thus, a well -designed
survey questionnaire will ensure an effective data and information gathering.

A survey questionnaire should be well – constructed so that the respondents could read
carefully and understand thoroughly and be motivated to complete it. Therefore, a questionnaire…

1. Should use words that have clear meaning. The questions should not be vague and difficult to
comprehend so that the questionnaire will not be left unanswered.

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2. Should cover all possible options. The respondents should just be given at most five ranking options
and should cover all so that they will not be tired of choosing a lot of options which do not give the
choices they look for. If this will not be observed, this will lead to an abandoned questionnaire.

3. Should not ask two or more questions in one sentence. The question should focus on one topic or
item at a time so that the respondents will not be confused which to answer and what to choose.

4. Should provide an out- option. The survey should give the respondents the option to choose “Does
not apply “ or “None” for questions they do not feel answering.

5. Should consider appropriate time reference. Respondents could not easily recall past long
experiences and be doubtful as to the exact measurement or time they spent.

6. Should have a clear question structure. Survey questionnaire should follow the three parts: the
question stem, additional instructions and response options so that the respondents will not be
confused what to answer or choose. This will result to unreliable gathered data.

7. Should have open specific response options. The respondents should be guided on what to choose.
So the survey should provide specific options to choose from so that respondents will not be confused in
answering.

8. Should not have any bias or prejudice. Questions should be objective and lead to an honest answer.
The respondents should not be lead to a biased option that they may fail to give their truthful response.

9. Should not include too personal or too embarrassing questions. Questions should be gender and
culture sensitive so that the respondents may not feel awkward or embarrassed in giving their
responses.

10.Should avoid double negative questions. Double negatives may occur when respondents are asked
of their agreement on a certain issue. This should be avoided so that the respondents ‘response will be
clear and precise.

11.Should outline instructions or directions clearly and understandably. Clear instructions will lead to
positive, appropriate and clear answers. If respondents are clearly asked and told what to do, they will
also foster positive attitude towards answering the questionnaire.

ACTIVITY I. Directions: Suppose you are chosen as the youth representative of your barangay
and you are asked to introduce an advocacy on Covid-19 Youth Empowerment. Decide how to
find out the possible response of your community about it. In order to determine the people’s
attitude toward it, conduct an online survey by framing a survey questionnaire. Consider the
guidelines in constructing effective questions in your five-question survey to administer in your
respective barangay.
 LESSON 2: Conducting a Survey
A Survey is one of the best ways we will know and understand the people’s choices,
attitudes, or feelings on certain issues. We will be able to determine the reactions of the
respondents and based on the survey results, we could design some possible actions to be best
done, or a solution to a problem, or a remedy to a disease or an answer to a question.

THREE STEPS IN CONDUCTING A SURVEY

There are three steps in conducting a survey.

1. Decide on a four or five option survey question. Then make a tally chart having its heading
and appropriate title.

The question should follow the guidelines of making an effective survey question. Formulate
questions that address to the aim and need of the research. The question should be clear,
concise and efficient. The heading and the title should reflect the focus of the survey.

2. Conduct a survey then tally all the answers.

In conducting a survey, ethics should be observed. You should be polite and show respect to the
respondents. You should maintain a friendly atmosphere so that respondents may not feel so
intimidated. Make sure all answers are noted. Plan for a more systematic way of tallying.

3. Count the answers marking the item having the least to the greatest tallies. Then make a
graphic representation of the results.

Be careful in tallying so you should observe accuracy and honesty. Results can be presented
using any graphics. Most commonly used are charts and organizers. Choose the most
appropriate graphics that best represent the result of the survey.

NOTE: When you will conduct a survey, you should write a letter of consent. In the letter you
should also emphasize that the information given by the respondents/ participants will be held
with utmost confidentiality. If the respondent is a minor, prepare an assent Informed consent" is
the voluntary agreement of a person, or the representative, who has the capacity to give
consent, and who practices free power of choice to involve in research. "Assent" is a term used
to show willingness to participate in survey by persons who are too young to give informed
consent but who are old enough to understand the proposed survey in general. Assent by itself
is not enough, however. If assent is given, informed consent must still be acquired from the
parents or guardian.

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Activity II. Directions: You have experienced doing survey in the classroom. Now it is the best
time to go out and venture the online world.

A. Design a survey questionnaire that will gather some of the residents’ values and opinions on
certain important issues in your community.
B. Following the guidelines of constructing a survey questionnaire, make five questions.
C. Conduct an online survey in your respective community. Interview FIVE people from each
group category below:

(Parents of) 0 - 5 years old

6 - 11 years old
12 - 18 years old
19 - 39 years old
40 - 60 years old 61 - and above

D. Then devise your own method in tabulating the gathered answers to your five survey
questions.
 LESSON III: GATHERING INFORMATION FROM SURVEYS
The task of gathering or collecting information or data from surveys requires a high level
of knowledge and skill. You need to be familiar with the different types of survey questions and
learn the art of formulating them before you can conduct the survey and actually gather primary
data. Primary data is data you as a researcher collect from first –hand sources using methods
like surveys, interviews, or experiments.

Types of Survey Questions

1. Open-ended questions. These types of questions do not have predetermined options or

answers. The respondents are allowed to answer the questions freely. Responses must be
recorded verbatim-especially because coding and analysis will rely on the subject’s exact
responses. Open-ended questions often need probing or follow-up questions to clarify certain
items in the subject’s response. These question typically ask the “how” and “why” of something.

Example: Why did you choose to vote for candidate X? Kindly explain.

2. Dichotomous Questions. Dichotomous questions have two possible answers, often either
yes/no, true/false, or agree/ disagree. These questions are used when the researcher wants to
clearly distinguish the respondent’s opinion, preference, experience or behavior.

Example: HIV/AIDS is transmitted through saliva: True False

3. Multiple–response questions. There are certain questions that necessitate the respondents
to provide more than one answer. For example, a typical advertising survey would ask the
question, “How did you find about the particular service or item”? A respondent may have
encountered more than one of the probable ways.

Example: How were you able to know about the graduate program of Development Policy
offered in De La Salle University? Check all that applies.

Print Advertisement By word of mouth (friends, families, etc.)

DSLU Website Telephone inquiry

DSLU Social Networking Physical appearance/ inquiry

page

Others, please specify

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4. Matrix questions. There are instances where a number of questions you intend to ask have
the same set of possible answers. Thus, it is possible to construct a matrix of items and answers
for the sake of streamlining the survey.

Example: Qualities of a Good Leader.

Beside each of the qualities of a good leader, kindly indicate how well the person in inquiry
manifests the said quality with 1 being the lowest and 5 as the highest.

SAMPLE MATRIX QUESTION SET

Qualities/Rating 1 2 3 4 5
Integrity
Inclusiveness
Information-Driven
Innovative

Shown above is a numerical scale (matrix).The respondents are required to choose from
a number of categories that determine their preferences.

Another common scale is the Likert Scale which tries to assess the subject’s
agreement/disagreement or approval/ disapproval on a five point scale-with one end being the
most positive answer, and the other end being the most negative answer. The categories
correspond to the numerical values 5,4,3,2,1, and are encoded as their numerical equivalent
(Singh 2007,75). The total score per item is determined. From here, you formulate your
inference.

Example: Performance-Based Incentive System

The new performance-based incentive system encouraged me to work over-time.

(5) Strongly Agree (4) Agree (3) Undecided (2) Disagree (1) Strongly Disagree

5. Contingency Questions. Contingency questions are intended for certain respondents only,
depending on the provided answers. A familiar example would be a follow-up question provided
after a respondent agrees to a certain item. A respondent is asked whether they used any illegal
drugs or substances. Only those who answered yes are required to answer the succeeding
items.

Example:
5.1. Have you ever tried any illegal drugs and/or substances?

Yes No

5.2 If yes, what illegal drugs and/or substances have you used? Check all that apply.
 Crystal Meth

Cocaine Heroine

Marijuana

Ecstasy

Others, please specify:__________________

Points to remember in crafting survey questions

1. Keep the questionnaire as short as possible.

2. Ask short, simple, and clearly worded questions.
3. Start with demographic questions to help respondents get started comfortably.
4. Use dichotomous (yes/no) and multiple choice questions.
5. Use open-ended questions cautiously.
6. Avoid using leading-questions. Make your question ask for the other person’s opinion.
Do not make it clear what your own opinion is. (this would be called a biased question or a
leading question).
A bad example would be: Fishing is a very cruel pastime. Do you agree?
A better question might be: Do you think that fishing is a cruel pastime?
A) strongly agree B) agree C) neutral D) disagree E) strongly disagree
7. Pre-test a questionnaire on a small number of people.
8. Think about the way you intend to use the collected data when preparing the
questionnaire.

LESSON IV: DISSEMINATING INFORMATION FROM SURVEYS

According to Cambridge International Organization, data can be organized in several
ways. Which method is chosen depends largely on the type of data being collected. A simple
way of recording the results is by constructing a tally and frequency table.

For example, a survey is carried out to test the manufacturer’s claim that there are
‘about 36 chocolate buttons in each packet.’ The number of buttons in each of 25 packets is
counted, giving the figures below.

35 36 34 37 36 36 38 37 36 35 38

34 35 36 36 34 37 38 37 36 35 36

36 37 36

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 Displayed as a list, the numbers are not clear, however, they are easier to analyze if they
are recorded in a tally and frequency chart like this.

Number Tally Frequency

34 III 3
35 IIII 4
36 IIII IIII 10
37 IIII 5
38 III 3

Constructing a tally and frequency table with a list of individual ages will not be
very useful as most ages in the range will only have one or two results. Grouping the
data into the age ranges 71-80, 81-90, etc. produces this more useful table.

98 71 76 77 72 78 77 73 76 86
75 79 81 105 100 74 82 88 91 96
85 90 97 102 83 101 83 84 80 95

Age Tally Frequency

71-80 llll llll ll 12
81-90 llll llll 9
91-100 llll l 6
100-110 lll 3

Probably the most common way of displaying data is the bar graph or frequency
diagram. It is quick and easy to draw, and straightforward to understand.

Worked example

Subject Frequency
Sport 40
Science 20
Maths 30
Art 15
Languages 15
Total 120
 A school of 120 students carry out a survey to see which subjects are most popular.
Their results are shown in the frequency table.

Show this information on a frequency diagram:

Activity III: E. Graph the results of the data you gathered from the Activity II and choose your
own format. (You may use other charts or any other graphics)

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 LESSON V: Summarizing Findings and Executing the Report through Survey

A component of summary of the findings is to provide a discussion for each of the

findings, using anchor verbiage that justifies rather than distorts the intent of the findings. Tells
us how the findings are important or relevant based on the aim and scope of your study.

A summary is a synthesis of the key ideas of a piece of writing, restated in your own
words – i.e., paraphrased. You may write a summary as a stand-alone assignment or as part of a
longer paper. Whenever you summarize, you must be careful not to copy the exact wording of
the original source.

Summarizing teaches students how to discern the most important ideas in a text, how
to ignore irrelevant information, and how to integrate the central ideas in a meaningful way.
Teaching students to summarize improves their memory for what is read. Summarization
strategies can be used in almost every content area.

Due to clarity demand, summary of findings must contain each specific question under
the statement of the problem and must be written first to be followed by the findings that
would answer it.

The findings should be textual generalizations, that is, a summary of the important data
consisting of text and numbers.

How to Write a Summary Preparing to Write:

To write a good summary it is important to thoroughly understand the material you are working
with. Here are some preliminary steps in writing a summary.

1. Skim the text, noting in your mind the subheadings. If there are no subheadings, try to divide
the text into sections. Consider why you have been assigned the text. Try to determine what
type of text you are reading with. This can help you identify important information

2. Read the text, highlighting important information and taking notes.

3. In your own words, write down the main points of each section.

4. Write down the key support points for the main topic, but do not include minor detail.

5. Go through the process again, making changes as appropriate.

Writing the summary:

When writing the summary there are three main requirements:

1. The summary should cover the original as a whole.

2. The material should be presented in a neutral fashion.

 3. The summary should be condensed version of the material, presented in your words.

- also do not include anything that does not appear in the original. (Do not include your own
comments or evaluation.)

- be sure to identify your source

LESSON VI: Writing a Survey Report

Survey report

The term refers to a formal piece of writing based on research. When reporting the results of a
survey, the figures gathered should be given in the form of percentages and proportions.

Survey

Is a method of collecting information or data in which people self-report their own opinion/behaviors in
response to the questions

The purpose(s) of writing a survey report is to study a research topic thoroughly, and to summarize
the existing studies in an organized manner. It is an important step in any research project .

Steps in writing a Survey Report

1. Break the report into separate sections with heading. Survey reports usually use headings for each
section.

2. Write a 1-2 page executive summary paraphrasing the report.

3. State the objectives of the survey in the background section.

4. Provide background information by explaining research and studies.

Tips in conducting a successful Survey

1. Make sure that every question is necessary.

2. Keep it short and simple.
3. Ask direct questions.
4. Ask one question at a time.
5. Avoid leading and biased questions.
6. Speak your respondent’s language.
7. Use response scales whenever possible
8. Avoid guiding grids or matrices for responses.

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A Survey Method is the technique of gathering data by asking questions to people who are thought to
have desired information. A formal questionnaire is prepared. Generally a non-disguised approach is
used. The respondents are asked questions on their demographic interest or opinion.

Guidelines for Writing the Survey Report

1. Value Communicated

Objective, accurate and honest presentation of facts and results

2. Basic Content

a. May consist of eyewitness accounts of first – hand information.

b. May contain facts, data, figures or statistics on or from people, Events, phenomena, structures,
experiments, questionnaires, interviews and library research.
c. May include materials and procedures or methods.

3. Modes of Ordering

a. Chronological or time order.

b. Geographical or space / spatial order.
c. Logical – Inductive and Deductive
d. Problem – Solution
e. Cause and Effect
f. Formal
g. Abstract – Introduction – Background – Statement of the problem
h. Materials – Method or Procedure – Results – Discussion – Summary
i. Conclusion and Recommendation

4. Basic Qualities of a Good Report

a. Objective, not subjective point of view.
b. Accurate, not sloppy presentation of facts , numbers, statistics and data
c. Honest, not false or incomplete details and results.
d. Brief and direct

HOW TO WRITE A SURVEY REPORT

A survey report is a formal piece of writing based on research.

I – Structure

Introduction
State the purpose/aim of the report, when and how the information was gathered.
II. Main Body

All the information collected and analyzed is presented clearly and in detail (break down the
respondents into groups according to sex, age and place of residence, state the main differences
between groups). Subheadings, numbers or letters can be used to separate each piece of information.
Conclusion Sum up the points mentioned above. If necessary a recommendation can be included as well
(one way of summing up is making some general comments).

II . Useful hints and phrases:

Present Tenses, Reported Speech and an impersonal style should be used in survey reports. Use a
variety of reporting verbs such as claim, state, report, agree, complain, suggest, etc.

When reporting the results of a survey, the figures gathered should be given in the form of percentages
and proportions. Expressions such as “one in four” or “six out of ten” can be used, or exact percentages
e.g. 25% of the people questioned, 68% of those who filled in the questionnaire, etc. Less exact
expressions such as: the majority of those questioned, a large proportion of, a significant number of, etc.
can also be used.

III. Useful language for reports:

To introduce: The purpose/aim of this report, As requested, This survey was carried out/ conducted by
means of…,the questionnaire consisted of etc.

To generalize: In general, generally, on the whole, etc.

To refer to a fact: The fact is that…, In fact, In practice, etc.

To conclude/ summarize: In conclusion, All things considered, To sum up, All in all, It is not easy to
reach any definite conclusions, If any conclusions may be drawn from the data, It is clear that, The
survey shows/indicates/demonstrates, etc.

Summarization is one of the most important and essential aspects of reading comprehension. By
finding the key points and main idea, students gradually become more skillful readers. In this lesson students
will learn the steps of summarizing and then they will practice summarizing a selection of text.

Activity IV. Write a one - paragraph explanation stating the findings of your survey (based it
from the graph of your Activity III.)

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