BONIFACIO V.

ROMERO HIGH SCHOOL

EPZA, Pulung Cacutud, Angeles City

HANDOUTS IN
ENGLISH FOR
ACADEMIC AND
PROFESSIONAL
PURPOSES
Date Checked:

2nd Quarter

1. ________________________

2. ________________________

NAME: _________________________
SECTION: _______________________
LRN: ____________________________

Note: This handout is ONE of the FINAL

REQUIEREMENTS at the end of the Semester
 SECOND QUARTER
ANALYZING ARGUMENTS

Learning Competency with code:

Gathers manifestoes and analyzes the arguments used by the writers
(CS_EN11/12A-EAPP-IIa-d-3)

WHAT IS AN ARGUMENT?
According to Miriam – Webster (2020), 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 a 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 an
INCORRECT INFORMATION, let us define these three concepts. (Mondez and Suarez 2016)
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 belief or feelings.
Example: The movie “Flor Contemplacion Story” is very boring.
Incorrect information is the opposite of Fact and not Opinion
Example: 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 at all, 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 true, and/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.
Explanation:
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, 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 submission of statements and supporting evidence. Your
task will be to analyze the arguments made and to evaluate the author's argument reasoning critically.
Points for Analysis

You will analyze the logic of the author's case by evaluating both the use of evidence and the 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 in order to maintain a particular
position; something that is taken for granted but that must be true in order 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 component parts in order 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 of the overall merit of an
argument
 conclusion -- the end point reached by a line of reasoning, valid if the reasoning is sound; the resulting assertion
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 structure.

A useful structure and outline for writing an argument analysis is suggested below.
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 & briefly outline what the article is about. It also states the purpose of the analysis and
outline the main points that will make in the analysis (ie. 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, responses are given by interviewees,
almost all of whom claim to know a number of 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)
In order to make these arguments, the article relies on a number of assumptions, which will be examined.
Perhaps the most common assumption is that the very small and select group interviewed is representative of 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, are indicative of 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 in the article four main claims 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

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 mall in the Philippines.
3. Regine Velasquez- Alcacid is tagged as Asia’s Songbird.
4. My teacher in Oral Communication is very intelligent because he knows everything about the subject matter.
5. People are unique and have individual differences.
6. My classmate is a wonderful 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, 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 argument applies to the situation. Explain the last reply of
the mother 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?

WRITING A POSITION PAPER

Learning Competency 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)

INTRODUCTION

WHAT IS A POSITION PAPER?

A position paper is an essay that presents an arguable opinion about an issue – typically that of the author
or some specified entity. Position papers are published in academia, in politics, in law and other domains. The goal of a
position paper is to convince the audience that the opinion presented is valid and worth listening to. Ideas for position
papers that one is considering need to be carefully examined when choosing a topic, developing an argument, and
organizing the paper.

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 evidences (Condina 2019). Usually, it was written after reading
and discussing about 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 this will help one to gain insight about a topic. It will
help you to gain wide arrays of information. Also, since it is an academic paper, writing a position paper will help
you to 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 important sentence in your paper, since it is the basic point or main idea of the whole essay. It should
summarize the main point and guide the paper's development because it links the main ideas of the essay and
explains the writer's opinion on those ideas.

Position papers range from the simplest format of a letter to the editor, through to the most complex in the
form of an academic position paper. Position papers are also used by large organizations to make public the official
beliefs and recommendations of the group.

An author who writes a position paper is making an argument which has to be built upon evidence. The structure
used to do this is very similar to that used when writing a critical essay.

PURPOSE IN WRITING A POSITION PAPER

The purpose of a position paper is to generate support on an issue. It describes the author’s position on an issue
and the rational for that position and, in the same way that a research paper incorporates supportive evidence, is based on
acts that provide a solid foundation for the author’s argument. It is a critical examination of a position using facts and
inductive reasoning, which addresses both strengths and weaknesses of the author’s opinion.

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 insightful conclusion about a concept or character.
3. Argumentative- is an essay that targets to assert a stand or an opinion.

ELEMENTS OF A POSITION PAPER

A position paper has three parts: Introduction, Body and Conclusions (IBC) (Vidal, 2018).
1. Introduction - identifies the issue that will be discussed and states the author’s position on the issue. Also, it is
usually the single paragraph that referred to as the summary of the issue. It usually contains the 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 message
clearly.

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 counter claims.

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 sources or references to avoid committing plagiarism.

Example of Position Paper

SHOULD HOMEWORK BE MANDATORY?

I can almost see many students nodding along with me as I ask this question. Younger generations overloaded
with home tasks and numerous assignments have already raised this issue many times.

Yet, homework remains mandatory.

Is it fair or should it be canceled?

I believe that homework should not be viewed as a mandatory part of education for several reasons.

First, children spend seven hours every single work day at school. That is a huge chunk of life, and with
homework added on top of these hours, a child is left with no time to live his life to the fullest, socialize, or grow in other
areas.

Second, sitting at your desk solving problems does no good to your health. Kids need time to get outside and have
some fun, join a football league, or ride their bikes with friends around the block. Otherwise, children will be very smart
but surprisingly weak physically.

Another argument against this position is that homework is not always the best way to obtain knowledge quality-
wise. Students tend to ask their parents or siblings for help whenever facing difficulties. Busy parents not always willing
to spend extra time explaining school material to their little one solve the problems themselves aiming to have more time
for family, not lessons. As a result, the child will have the homework done. But that’s really not his work. So, the whole
idea of dedicating time to self-education is lost here.
 Finally, knowing that after classes you would still have to work at home makes a kid less concentrated at school.
This results in short attention spans and difficulty to concentrate on something for too long.

All in all, homework should rather be an option. Students understanding that they are left behind at some subjects
will take their time to go over the material at home. However, in other cases, they should have time after school for other
activities.

The third essay has no links to trustworthy sources, yet it describes all the main points quite clearly. Some
statistical data to support the ideas would be good, but not necessarily vital. The thesis is clearly supported by four
different arguments making the position of an author quite bright and clear.

Exercise: 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 stand of the writer 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. Evidences and counterclaims are usually written in the 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 below is an example of a thesis statement.
On average, people with college degrees earn more money in the workplace.

Exercise: Directions: Read and analyze the given position paper. Identify the thesis statement and cite three (3)
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. It has been touted worldwide as a compassionate aid for the terminally ill and the elderly. While
further intensive research is still needed, there is much anecdotal evidence to back marijuana’s palliative qualities.

In the House of Representatives, the recent endorsement by the committee on 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 own
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 characteristic 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 really an ingredient of modern medicine. There are medicines being developed, or are now in the market,
that contain 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 of gateway drugs. The belief was that marijuana would
lead users to “graduate” to 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 very clear 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” antidrug campaign, has
made a serious 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 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

STRUCTURE OF A REPORT
Competency with Code
Determines the objectives and structures of various kinds of reports
(CS_EN11/12A-EAPP IIe-j-6)

I. WHAT IS A REPORT?

- It is a comprehensive document and covers all aspects of the subject matter of study.
- A report is a document that is with a clear purpose to a particular audience and has the
intention of relaying an information. The report contains information 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 calculation, thorough in graph labeling (of slope
and intercept), transparent about deviations and uncertainties, orderly or well-organized in structure brief in
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 management report are top management executives, government
agencies, shareholders, creditors, customers and general public. Different types of management reports are prepared to
satisfy above mentioned interested parties.
3. Serve as a Record: Reports provide valuable and important records for reference in the future. As the facts and
investigations are recorded with 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 is prepared to furnished the same to the shareholders of the company under Companies Act 1946. Likewise,
audit report of the company accounts is submitted before the income tax authorities under Income Tax Act 1961.
5. Develop Public Relations: Reports of 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 prepared in a report form. The individual performance report is used for promotion and
incentives. The group performance report is used for giving bonus.
7. Control: Reports are the basis of control process. On the basis of reports, actions are initiated and instructions are given
to improve the performance.

Three Major types of Report

1. Informative Report - the purpose is to inform

2. Investigative Report - the purpose is to investigate
3. Recommendation Report the purpose is to recommend

Activity:

Determine what type of report you should be writing for the following situations:

1. Convince the members of the community that they should start segregating wastes.
2. Find out where the fund of your school organization went.
3. Suggest a speaker for your graduation to the principal
4. Endorse an applicant to your boss
5. Show what to do in case of dengue outbreak in your community

Structure of a Report

A report has these parts but not all of them are necessarily present at all times:

1. Cover Page - The Cover Page should contain the title of your paper, your name, the name of your
teacher, the date you have submitted the paper, the section/grade level and the name of your school)

2. Acknowledgement Page - This page will acknowledge those who have helped you in your report.
You can think of agencies, organizations and other institutions that have extended their help so that your report is
comprehensive

3. Content Page/Table of Contents - Because the report is longer and has many parts, it should
contain a table of contents. Write the parts of the report here as well as the pages where you can see these parts.

4. Definition of Terms - You may have used jargons or technical terms in your report. Devote a section
where you can define, expound or explain these terms in the context in which there were used in the report.
5. Introduction - Your introduction should present your topic as well as the purpose of your report. It
should hold the readers interested enough to continue reading your report. The readers should feel your goals in
writing and the importance or benefits that they can get from reading your report.

6. Objectives - State the objectives of your report. Make sure that you observe parallelism in your
statements.

7. Main Body - This is the main body or the report itself. You may want to start this section by briefly
describing the process on how you were able to come up with the report. You may break the ideas into
subheadings so that your report will be easier to read.

8. Results - Present the results of your report. If it is an informative report, what has resulted
based on the information you have gathered? If it is an investigative report, what is the result of your
investigation? If it is a recommendation report, what are the results that will lead you to your
recommendation?

9. Conclusion - Conclude your report objectively. Make sure that you do not start a new idea or bring up
a new topic into the concluding part of your report. Your conclusion may be of several paragraphs depending on
the length of the report.

10. Recommendations - This may not be always necessary unless it is a recommendation report.
Sometimes for other kinds of reports, the conclusion will suffice. Limit your recommendation into three to
five major points only.

11. Appendices - Your appendices may contain other supporting documents or forms that you have used in
your report. For example, if you did a survey, then you can include in this section the survey from that you used.

12. References - List your references here using the recommended APA format. If you have used the MS
Word feature, just click on the Reference tab and it will automatically list all the references that you have
included.

DESIGNS SURVEY QUESTIONNAIRES

Learning Competency with code

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

INTRODUCTION

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, evidences, and most
especially, critical thinking are given high importance over the course of 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 in it are accurate
and reliable. In order to obtain such credible data, you need to learn how to create and use an effective, 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 with the use of questionnaire (O’Leary, 2014). A questionnaire is
the instrument used to collect the primary data (Cohen, 2013). Furthermore, it contains all possible questions that answer
the problems raised in the study. These questions are answered by respondents by writing or by marking the answer sheet
(Sicat, 2009). With the current threats posed by COVID-19 pandemic, 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 the comfort of our homes.
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 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?

DESIGNING A SURVEY QUESTIONNAIRE

The key to getting the answers you need is through 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 to come up with your desired well-designed survey questionnaire:

1. Clearly state the purpose of the survey. This is stated on the first part of the survey questionnaire. Prior conducting a
survey, an 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, workplace, 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 allows for ease of data gathering procedure.

Example:
Directions: Using the provided scale (1 being the lowest and 4 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 the purpose of 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’ over-all level of satisfaction on 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 the ones used since these are easier to quantify, making it effective for a quantitative
type of study.

4. Include questions that will identify the demographics or background of the respondents if the study requires you
to do so. The gathered data from this will allow you to validate the responses from respondents who are 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 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 *Name of 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 it being able 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 major 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 obtaining the
desired answer to the questions.

To find out if the survey questionnaire you designed is valid and reliable, there is a need to conduct a 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 are able to answer the research questions (validity), and is the same thing true to each of the
answered survey questionnaire (reliability). The result of the pilot testing 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.

HOW TO WRITE AN EFFECTIVE QUESTIONNAIRE

1. Write questions that are simple and to the point.

Make your questions easy to understand by using simple language. The goal is to write a question that your
reader will easily understand without having to reread it.

Using everyday language is the best way to accomplish this. A good exercise to practice is to write questions
that you could see yourself asking friends or colleagues.

2. Use words with clear meanings.

Avoid phrases that are left to the reader’s interpretation. Words like most, numerous, many, and several mean
different things to different people.

You want to use words that are more commonly understood, such as almost all, a majority of, almost none, and a
few.

3. Limit the number of ranking options.

When you ask your respondents to rank items in order of preference or importance, try not to surpass six items.
Asking them to rank a long list can result in an abandoned survey.

If you need to get feedback on all the items on your list (and you have more than six,) consider making two
questions out of the original one.

4. In a multiple choice question, cover all options without overlapping.

When you ask a multiple choice question that can only have one answer, give the respondent a list that covers
all the options without overlapping.

For example, if you asked the respondent to tell you his or her age, your choices should not be “18-25, 25-35, 35-
45, over 45.” In this case, the 25- and 35-year-olds would have two choices, when they should have only one. This will
skew your results.

5. Avoid double-barreled questions.

Asking double-barreled questions is a common mistake because it’s easy to do without realizing. Here’s an
example of one: “How far would you be willing to drive for dinner and a movie?” This type of question is problematic
because it asks the respondent to give one answer for two different questions.

In the case of the example, someone might be willing to drive further to go to dinner than they would for a movie
(or vice a versa.) By asking two different questions, you will get a much more accurate answer.
6. Offer an “out” for questions that don’t apply.

Some respondents can’t or won’t answer certain questions because they don’t have the experience or aren’t really
sure how they want to respond. For these situations, you should offer an option for them to select “Does Not Apply”
or “Don’t Know.”

If you are certain that a respondent is able to answer the question, for example if you ask someone who just
purchased from your website, “How would you rate our website?” you don’t need to offer an “out.”

7. Avoid offering too few or too many options.

While it is difficult to put an exact number on how many items you can have in a list because it varies with each
question, a good guide is to offer a complete list of the most likely choices and then provide an “other” option to
collect data from the rest of the responses.

For example, if you own a pet store and want to know what animals your customers own, you’ll want to include
the top 8-10 most likely pets and not a list all 118 species sold in your store.

8. Make recall easy.

Avoid taxing your respondents by asking them to recall events in the distant past, especially if they are
mundane, everyday events. While you may get a solid answer if you ask how many times someone has flown to Europe in
the last year, it will be much less accurate if you ask how many ads for trips to Europe they have seen in the last year.
Keep this formula in mind: more common events = shorter window of recall.

Comprehensive Questions

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 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 obtained responses from the survey questionnaire.
_____7. A questionnaire is valid if it is able to obtain the desired answers to the questions.
_____8. There is a need to revise the survey questionnaire if the questionnaire is valid 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 responded 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.

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 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 through the use of 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 that you are going to write. For each of these questions, supply five statements or questions that
your classmates/friends (acting as respondents) are going to provide ratings on. 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?

CONDUCTING AND GATHERING INFORMATION FROM SURVEYS,

EXPERIMENTS, AND OBSERVATIONS
Learning Competency with code:
Conducts surveys, experiments or observations
(CS_EN11/12A-EAPPIIe-j-8)
Gathers information from surveys, experiments or observations
(CS_EN11/12A-EAPP-11ej-9)

INTRODUCTION

In doing your reports, you will need to gather data apart from those you find in books, journals, magazines and the
Internet. Different tools can be used for data gathering. However, you need to find the most appropriate for your report.

A research instrument is a tool used to gather data on a specific topic of interest. When conducting a research, you
need to prepare and implement the appropriate instrument to gather the data you need. There are different types of
instrument that you can use depending on the type of research and amount of data you need. The following are some of
the most common instruments used in conducting a research.

Survey – a survey contains planned questions which are used to measure attitudes, perceptions, and opinions. It
contains 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 response to a specific question 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 - This is a face-to-face interaction between the researcher/s and the subject. Conducting
interviews will enable you to get as much as possible information from the individuals themselves. You should be able
to set the definite setting of the interview and also prepare the questions beforehand . Your questions should revolve
around the topic of your research. Include probing questions. If possible, have a recorder with you so that you can
review your respondent’s answers later.

An interview consist 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. Beging by introducing yourself and the purpose for the interview.
3. Tell the respondents that you will handle the information with utmost confidentiality and care.
4. Have a warm-up stage to make the respondents more comfortable. Questions such as “how was 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 - This contains a list of standardized questions that aim to get specific answers from
respondents. It is one of the most used data – gathering tools primarily because it is economical – you obtain responses
from people without traveling or making appointments with the respondents. This is also one of the commonly used tools
in doing surveys. Some sample formats for this are the following:

a. multiple choice
b. checklist
c. rating

Because the questionnaire is in written form, pay close attention to your grammar and other
language details. A lapse in grammar and word usage (such as double negatives or used commonly
misused words) may lead to misunderstanding from the respondents.

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. 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 questions for each specific research questions. 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.

Experiment - This is when the researcher plans and executes a controlled situation to yield a result. This often
starts with a “what if…?” question, and then the researcher starts thinking of the treatment (controlled situation)
and response (from the respondent). It is also a procedure undertaken scientifically and systematically to make a
discovery and to test hypothesis.

An experiment can be performed in a laboratory or in 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 in Conducting an Experiment

1. Always coordinate with a laboratory technician or supervisor when doing an experiment.

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, then 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.

Observation - allows the description of behavior in a naturalistic or laboratory setting. Actually, this instrument is used to
cross-validate the results of other instruments.

An observation is most useful when the answers to research questions required description of behavior and setting
and when the respondents cannot literally answer interview questions and questionnaire for some 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 period of 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.

HOW TO CONDUCT OBSERVATION

1. Identify Objective

Determine what you want to observe and why. Are looking to see how students respond to a new environment?
How customers interact with employees? How bosses interact with subordinates? When conducting observations, you are
trying to learn habits, patterns, behaviors, reactions, and general information about people in a particular environment to
better understand what they do and, hopefully eventually, why they do it (though observations alone often won’t tell you
the “why”).

2. Establish Recording Method

To make observations most effective, it’s important that you minimize or eliminate any disruptive or
unfamiliar devices into the environment you wish to observe. For example, it is often least effective to video record
observations in situations where the people being observed know they are being filmed (but it’s usually unethical to film
without telling them. Note-taking is the most common method, though in some public spaces you can take photographs,
audio recordings, and other methods.
3. Develop Questions and Techniques

Determine whether you are conducting an informal or a formal observation. Knowing your objective,
determine if there are specific questions you have or if you are going in completely open minded. What you hope to learn
will help you know what specifically to look for. Be prepared when entering an observation space by having a sound
understanding of the type of information you are trying learn.

4. Observe and Take Notes

Visit the space you are hoping to get information from. Be as unobtrusive as possible, taking notes,
photographs, audio, and film, only where it is allowed, you have permission, and it makes sense for the research without
disrupting the environment. If you are doing formal observations, you will need to code certain behaviors, actions, words,
visuals, and other observed data.

5. Analyze Behaviors and Inferences

Separate the difference between what you observed (which are factual behaviors) and why what you
observed happened. Typically, to make some sense of your observed data, you will need to interview people in the
environment you are observing, either during the observation itself, or afterwards. Make connections between
interactions, responses, behaviors, and other phenomena.

Comprehensive Questions

Exercise: 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 the copies of his completed research months
afterwards.
5. Angelo used the data in his interview to blackmail one of his participants.

Exercise: Modified true or false. Write True if the statement is correct; if not, underline the phrases or word that makes it
wrong and write the correct answer. Write your answer on a separate sheet of paper.

1. When conducting an experiment, 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 Informed Concent Form (ICF) must be filled out by the participants before the experiment.
5. Subjects know they are being observed during a covert observation.

WRITING VARIOUS REPORTS

Learning Competencies 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)

INTRODUCTION

In previous lessons; you have differentiated the language used in academic text from various discipline, used
knowledge of structure to grasp information for you to be able to provide an analytical thinking. In such a way, you were
able to identify the meaning and the content of various academic text writings, state thesis statement of an academic text,
outline a reading academic text, through the use of various summarizing and appropriate critical writing techniques (CG,
K to 12 Basic Education Curriculum SHS- Applied Tract Subject)
There are different ways on how to add details to your report. These are the following:

1. Providing Jargons - Jargons are specific words used in a particular setting. They are used in almost
every field – literature, economics, education and arts, sports. Using jargons in your report is acceptable as long
as the ones you use are appropriate to the situation and nature of your report.

2. Presenting Graphic Illustrations - The content of an academic paper such as a report, is not solely
limited to text. Graphic elements such as diagrams, illustrations, graphs and tables may be included as long as
they are appropriate and relevant to the content. It would also be better if you put captions for the illustrations
and titles and appropriate labels for the graphs and tables.

3. Providing Citations - You should provide citations as a way of giving credit to the people who
originally thought of the ideas. Citations can also help your readers read more information about the topic.

There are many different types of 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 needed?
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 start to fill these in with the information you
have gathered. By now you should be able to 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 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.

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.

STRUCTURE OF REPORTS
Reports are a common academic genre at university. Although the exact nature will vary according to the
discipline you are studying, the general structure is broadly similar for all disciplines. The typical structure of a report, as
shown on this page, is often referred to as IMRAD, which is short for Introduction, Method, Results and Discussion. As
reports often begin with an Abstract, the structure may also be referred to as AIMRAD

PRELIMINARIES

There are several parts which go at the beginning of the report that is before the main content. These are the
TITLE PAGE, ABSTRACT and CONTENT PAGE

Title page
Your report should have a title page. Information which could be included on this page are:
 the title of the report
 the name(s) of the author(s)
 your student number(s)
 name of the lecturer the report is for
 date of submission

Abstract
Many longer reports will contain an abstract. This is like a summary of the whole report, and should contain
details on the key areas, in other words the purpose, the methodology, the main findings and the conclusions. An abstract
is not usually needed for shorter reports such as science lab reports.

Contents page
Many reports will contain a contents page. This should list all the headings and sub-headings in the report,
together with the page numbers. Most word processing software can build a table of contents automatically.

Introduction

The first section of your report will be the introduction. This will often contain several sub-sections, as outlined
below.

Background
There should be some background information on the topic area. This could be in the form of a literature review.
It is likely that this section will contain material from other sources, in which case appropriate citations will be needed.
You will also need to summarize or paraphrase any information which comes from your text books or other sources

Theory
Many reports, especially science reports, will contain essential theory, such as equations which will be used later.
You may need to give definitions of key terms and classify information. As with the background section, correct in-text
citations will be needed for any information which comes from your text books or other sources.
 Aims
. The tense you use will depend on whether the subject of the sentence is the report (which still exists) or the
experiment (which has finished).

Method

Also called Methodology or Procedure, this section outlines how you gathered information, where from and how
much. For example, if you used a survey:
 how was the survey carried out?
 how did you decide on the target group?
 how many people were surveyed?
 were they surveyed by interview or questionnaire?

If it is a science lab report, you will need to answer these questions:

 what apparatus was used?
 how did you conduct the experiment?
 how many times did you repeat the procedure?
 what precautions did you take to increase accuracy?

Results

This section, also called Findings, gives the data that has been collected (for example from the survey or
experiment). This section will often present data in tables and charts. This section is primarily concerned with description.
In other words, it does not analyze or draw conclusions.

Discussion

The Discussion section, also called Analysis, is the main body of the report, where you develop your ideas. It
draws together the background information or theory from the Introduction with the data from the Findings section. Sub-
sections (with sub-headings) may be needed to ensure the readers can find information quickly. Although the sub-
headings help to clarify, you should still use well-constructed paragraphs, with clear topic sentences. This section will
often include graphs or other visual material, as this will help the readers to understand the main points. This section
should fulfil the aims in the introduction, and should contain sufficient information to justify
the conclusions and recommendations which come later in the report.

Conclusion

The conclusions come from the analysis in the Discussion section and should be clear and concise. The
conclusions should relate directly to the aims of the report, and state whether these have been fulfilled. At this stage in the
report, no new information should be included.

Recommendations

The report should conclude with recommendations. These should be specific. As with the conclusion, the
recommendations should derive from the main body of the report and again, no new information should be included.

Reference section

Any sources cited in the text should be included in full in the reference section. For more information, see
the reference section page of the writing section.

Appendices

Appendices are used to provide any detailed information which your readers may need for reference, but which
do not contain key information and which you therefore do not want to include in the body of the report. Examples are a
questionnaire used in a survey or a letter of consent for interview participants. Appendices must be relevant and should be
numbered so they can be referred to in the main body. They should be labelled Appendix 1, Appendix 2, etc. ('appendices'
is the plural form of 'appendix')
 BELOW IS THE SUMMARY OF THE SECTIONS OF A REPORT OUTLINED.

PRELIMINARIES:

Title Page
Abstract
Content Page

MAIN BODY

INTRODUCTION

Background of the Study

Theory
Aim

METHODS
RESULTS
DISCUSSION
CONCLUSION
RECOMMENDATION

END MATTERS

REFERENCE SECTION
APPENDIX

EXERCISE: 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

Group Activity

a. Report on the current status of the newly implemented K to 12 curriculum of the Department of
Education.

b. Write a report paper. Do only parts of the report paper that you find necessary for the nature of your
topic. Submit both the Hard Copy and Soft Copy to the teacher.
Example of Rating Questionnaire

Example of Checklist Questionnaire

Example of Multiple Choice Questionnaires

Sources:

English for Academic and Professional Purposes

By: Grace M. Saqueton and Marikit Tara A. Uychoco
Rex Book Store