QUARTER 4

12 – STEM
FOREWORD:

Welcome to Quarter 4! In Quarter 3, you were introduced to the basics of

Academic Writing, the Writing Process, and have writen your very own Reaction Paper
towards a scoial event. You learned that writing a reaction paper, and writing in
general, involves considerable thought and deliberation.

In this quarter, we shall continue academic writing. In the next three units, we
shall write a concept paper, a position paper, and a report paper.

At the end of this quarter, you are expected to be able to be able to write a
concept paper; a position paper; and a report.

Jorace Martini B. Dayrit, LPT

Course Instructor
 1

Gen. Vicente Alvarez St. Zamboanga City

English for Academic and Professional Purposes 4th Quarter

2021-2022

Before we begin, let us see how much you know about the lesson. PRE-TEST
A. Instructions: Try defining the following words:

1. Table:
2. Definition
3. Love:

B. Instructions: Answer the following questions.

1. What is persuasion? Who uses it?

2. Is the art of persuasion an important skill? Why or why not?
3. Would you like to be able to persuade people? Why or why not?

C. Instructions: Answer the following questions:

1. What makes reports interesting?
2. Do you enjoy watching documentaries? Why?

Answers will be discussed next synchronous meeting!2

UNIT 4: The
Concept Paper
 Sessions 1 - 4
Topic/s: Writing a Concept Paper Week 4 Lesson 1 At the end of this
lesson, you will be able to:
1. define what a concept paper is and distinguish it from other
kinds of academic paper;
2. identify the content and structure of a concept paper using
the sample paragraphs and essays;
3. use definition and the different techniques of defining to
expand the meaning
of the concept;
4. enhance your critical thinking abilities in evaluating the
content and structure of a concept paper; and
5. write your own concept paper given a specific context.

I. PRIMING ACTIVITIES

A. BRAIN BREAK/ACTIVATION OF PRIOR KNOWLEDGE

If one points to a book and say that that is called a BLAH not a BOOK, would
you believe that person? Most probably, you would not take his/her word for
it; you may even question his/her credibility and maybe, his/her sanity, because
you very well know that it is a BOOK and not a BLAH.

This example shows that words can be "slippery" because they can be used
differently by people who have specific and distinct experiences, attitudes, and
distinct experiences. attitudes, and values. These backgrounds influence the
way words are used and interpreted. Language, in this sense, is arbitrary in
that it may change from person to person, from culture to culture. Thus, in
order for language to communicate, words must have accepted definitions
(Nadell, Langail, and Comodromos 2005:432).

II. GUIDED INSTRUCTION

A. CONCEPT DIGEST

Definition is a mode of paragraph development that answers

the questions: What is it? What does it mean? What are its
special features? The word to be defined may be an object,
a concept, a person, a place, or a phenomenon.

Definition is important because it clarifies the meaning of a word or a concept and

it also limits the scope of that particular word or concept. Limiting the scope
controls

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and avoids misinterpretations, vague notions, and/or broad ideas, as what was
presented in the introduction to this chapter.

There are different techniques of defining. The most common is the formal definition
in which you are given a term to be denned and you define the term by giving the
class where the word/term belongs (the genus) and the characteristics that
distinguish the term from other terms, known as the differentia. For example:

Term = genus + differentia

Definition = a mode of paragraph development + that answers the questions:
what is it, what does it
mean,
or what is its special features

In the example, definition, the term to be defined, belongs to the genus mode of
paragraph development. What distinguishes it from other modes of paragraph
development like narration, description, etc. is that it answers the specific questions,
what is it, what does it mean, or what are its special features.

However, not all words or concepts can be defined using the formal definition. For
instance, words like love, equality, democracy cannot be defined by giving their
genus and differentia. You cannot say that love is an emotion that all human
beings feel because that definition would be too vague.

An extended definition is needed to define abstract concepts. It allows you to

broaden your definition by using analogy, metaphors, comparison and contrast,
descriptions, analysis, functions, etymology, and semantic origin.

Below is a sample definition of democracy. Notice how the formal definition is

first used and expanded with the use of the different techniques of defining.

(1) "Democracy is a form of government in which all eligible

citizens participate equally—either directly or through elected
representatives—in the proposal, development, and creation of
laws.

(2) It encompasses social, economic, and cultural conditions

that enable the free and equal practice of political
self-determination.

(3) The term originates from the Greek onuokpatía (dēmokratía)

"rule of the people," which was coined from oñuos (dêmos)
"people" and kpáros (kratos) "power" or "rule" in the 5th
century BCE to denote the political systems then existing in
Greek city-states, notably Athens.

(4) The term is an antonym to ápiotokpatia (aristokratia) "rule

of an elite."

(5) While theoretically these definitions are in opposition, in

practice, the distinction has been blurred historically. (6) The
political system of Classical Athens, for example, granted
democratic
citizenship to an elite class of free men and excluded slaves
and women from political participation.

(7) In virtually all democratic governments throughout ancient

and modern history, democratic citizenship consisted of an
 elite class

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until full enfranchisement was won for all adult citizens in
most modern democracies through the suffrage movements of the
19th and 20th centuries.

(8) The English word dates to the 16th century, from the older
Middle French and Middle Latin equivalents.

(9) Democracy contrasts with forms of government where power is

either held by one person, as in a monarchy, or where power is
held by a small number of individuals, as in an oligarchy.

(10) Nevertheless, these oppositions, inherited from Greek

philosophy, are now ambiguous because contemporary governments
have mixed democratic, oligarchic, and monarchic elements.

(11) Karl Popper defined democracy in contrast to dictatorship

or tyranny, thus focusing on opportunities for the people to
control their leaders and to oust them without the need for a
revolution." (Project Gutenberg Self-Publishing Press)

Democracy was first given a formal definition-a term that belongs to the class, "form
of government.” What distinguishes it from other forms of government is that "all
eligible citizens participate equally either directly or through elected
representatives, in the proposal, development, and creation of laws." The definition
was further extended using analysis by saying that "[democracy) encompasses
social, economic, and cultural conditions that enable the free and equal practice
of political self determination."
To make the definition even clearer, the origin of the word was traced in sentence
3: "The term originates from the Greek Snuospatia (dēmokratía) "rule of the people,"
which was coined from oñuos (dêmos) "people" and kpáros (kratos) "power" or "rule"
in the 5th century BCE to denote the political systems then existing in Greek
city-states, notably Athens." This is what you call definition by etymology. In
sentences 4 and 5, the word is defined by the use of opposites, also called as
definition by contrast. The contrast is further established in sentences 6 and 7 by
giving examples or called definition by example.

Aside from the formal definition, you have added definition by etymology, definition
by analysis, definition by contrast, and definition by example to your reservoir of
knowledge.

Other techniques of defining include definition by synonym (using a similar word or

phrase to define a word); definition by function (stating what the term is for);
definition by analogy (comparing the term to another object/concept/idea that
shares the same characteristic as the term being defined; definition by comparison
and contrast; and definition by negation (defining the term by stating what it is
not). These other techniques will be explored in the sample essay in the next
reading text.

The concept paper defines an idea or a concept and

explains its essence in order to clarify the "whatness" of
that idea or concept. It answers the questions: what is it
and what about it (Dadufalza 1996:183). A concept
paper starts with a definition, either formal or informal, of the term or the concept
and proceeds with an expanded definition and an analytic description of the
aspects of the concept.

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Another purpose of a concept is to stipulate the meaning of a term by limiting,
extending, or redirecting the reference or sense in which the term is commonly
understood or to use in a special way a term borrowed from another field in which
it is made to apply (Dadufalza 1996:184). In this sense, a concept paper can be
subjective because the writer can choose what areas to emphasize, what
explanations and analyses to include and exclude, and what complex ideas have
to be simplified.

You have to remember, however, that in the earlier lesson, we said that a clear
definition of words and ideas is important to make sense of language and in order
to address the differences in the perception of people, especially in dealing with
abstract concepts. Thus, even if the concept paper tends to be subjective, the
writer still has to make sure that concepts are clarified and explained in such a way
that the readers can understand and make sense of the connections.

B. CHECKING FOR UNDERSTANDING/PRODUCTIVE COLLABORATION Work in

pairs and answer the following questions based on the reading text
posted in your Google Classroom:

a. What is Judy Brady's main thesis in the essay?

b. What is the concept being defined in the essay?
c. Why does she want a wife?
d. How was the concept developed? What techniques of defining
were used?
e. What is her definition of a wife or of being a wife?
f. Does the essay have a clear structure? Is there a clear introduction,
body, and conclusion?
g. What is the purpose of the writer in defining the concept?
h. Is there a significant difference between the role of a wife and of
a mother?
i. Is the essay a good sample of concept paper? Why?
j. How would you define a concept paper?

III. INDEPENDENT PRACTICE/PERFORMANCE TASK 2

CONCEPT PAPER
(No format, since you have to input the answers in the Google Form)

IV. INDEPENDENT PRACTICE/PERFORMANCE TASK 2

CONCEPT PAPER
(No format, since you have to input the answers in the Google Form)

Using Brady's concept of a wife, write a concept paper that defines

the concept of "being a woman."

The rubric for evaluating your reaction paper is as follows:

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 • Content (50%): This includes the relevance of the event and your
reaction; the informative and entertainment value of your paper;
the societal importance of your paper.
• Organization (20%): This includes the appropriate use of transitional
markers; the correct use of paragraphs; the logical flow of ideas.
• Language (20%): This includes the use of vocabulary words to heighten
the reader's experience; the use of wit, metaphor, simile, and irony.
• Mechanics (10%): This includes the correct use of grammar, spelling,
punctuation, and sentence sense.

Content (50%):
• is the thesis of the essay clear?
• is there a reason for this essay? What is the significance of the
topic? Is the topic sufficiently researched?
• Are the details relevant to the thesis? Does the writer exhibit a
thorough knowledge of his/her topic as shown in the
presentation of the ideas?
Organization (20%):
• Is the lead interesting?
• Are the major points clear?
• Is there a coherent and logical sequencing of ideas?
• is the conclusion appropriate and satisfying?
• Is the focus clearly defined? (The focus of the report paper and the
concept paper may vary).

Language and Style (30 %)

• Is the language consistent with the content of the essay?
• Is the language consistent throughout?
• Who is the author: Can you "see" him/her? Can you "hear" his/her
voice as a writer?
• Are the sentences well-constructed?
• Are words appropriately used?
• Is grammar-agreement, tense, articles, pronouns, prepositions--
correct?

All done for this Unit! Just like the previous unit, there is no answer key
provided for this module since there are no formative assessments here that
require one.

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UNIT 5: The
Documented Position Paper
 Sessions 1- 4
Topic/s: The Documented Position Paper Week 5 Lesson 1 At the end
of this lesson, you will be able to:
1. understand the importance of persuasion;
2. break down the assertions and evidence of persuasive
materials, like advertisements and the like;
3. construct solid arguments to forward a position paper;
analyze arguments·and create rebuttais for argument as well;
and
relate the arts of argumentation and persuasion to your life.

I. PRIMING ACTIVITIES

A. BRAIN BREAK/ACTIVATION OF PRIOR KNOWLEDGE

Contrary to expectation, arguments are not

the clichéd notion of throwing plates across
the room and screaming at each other.
Arguments, in the classical sense, are
grounded in logic. Crafting a good argument
involves research, the gathering of evidence,
and the creation of plausible assertions that
can be backed up with evidence. It involves
critical thinking and the arsenal of persuasive
skills that can help you persuade a classmate,
draft a law, or change the world.

II. GUIDED INSTRUCTION

A. CONCEPT DIGEST

B. CHECKING FOR UNDERSTANDING

Reading Text 1:

The Importance of Being Persuasive

Marikit Tara Alto Uychoco

The world we live in is filled with people, products, and

movements that aim to persuade individuals and groups toward
their own ends. This is seen in television commercials,
political speeches, election campaigns, and homilies in
church. This is done even in the institutions that are
closest to us,

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 such as the school and the family. Everywhere, everyone
wants us to do something, whether it is to follow the Ten
Commandments, to buy the latest gadget, or to go against an
ideology.

The truth is, many of the arguments and positions that we

are given can be unreasonable, deceitful, or just plain
wrong. Sometimes, we can have the uneasy feeling that we
are being forced into believing or doing something that
isn't right, and many times that feeling would be proven to
be true. It is important to be able to fully articulate the
problems and concerns one may have when it comes to
grappling with several positions to discover their societal
and political significance and to be able to use this skill
in every instance of our lives. According to Walter Lipman,
we need to hear the opinion of
others, since "freedom of discussion improves our own
opinions" (Malaya and Uychoco 1999:8).

You are at the point in your life where your parents can no
longer shelter you from the evils of this world, and the
best weapon you have in this competitive and chaotic
society is your mind. The ability to appreciate and create
sophisticated ·positions in this world' is one that will
guide you in every endeavor, whether it is in choosing the
right university, profession, and later marriage partner.

One does not have to be a 1awyer or a politician to be able

to analyze arguments and positions. These skills regarding
argumentation and persuasion have been put to good use by
parents, teachers, priests, reporters, writers, and
businessmen, in short, anyone. who wants to persuade,
influence, or control anyone else. Among the Greeks, the
art of
argumentation, rhetorike, was an essential part of a liberal
education.

As citizens of the nation, it is imperative that we are

equipped with the skills necessary in understanding,
analyzing, and constructing these different positions. This
is an academic exercise that, when ·acquired correctly,
should be applicable to your understanding of the world.
According to former US President Bill Clinton, "For any
country to succeed in the long term, it is imperative that
citizens understand the workings of government and also
become active participants in it ... We mus� take every
opportunity to examine our political life and to debate the
grand issues of our time" (qtd. in Malaya and Uychoco
1999:13).

Reading Text 2:

How to Build a Position

Marikit Tara Alto Uychoco

EXPLORE
(1)The first thing that you must do when you build a
position is to read widely about the topic. It is not
enough to rely on your common sense or personal
experience. In order

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 to succeed in building a position, you must read what
other people have written about it first.
(2)You may be surprised about how varied these positions
are. These positions have been reached because of
different experiences and worldviews, and each
position must be accorded due respect. They can come
from different takes on morality, concerns about
society, social backgrounds and political ideologies.
(3)Just because you disagree with a position does not
mean that you should ridicule, ignore, or demonize
that position. This is the stance of the ignorant.
For the educated, an open mind is imperative in order
to give way to critical thinking. As Thomas Dewar
once said, "Minds are like parachutes, they only
function when open."

BRAINSTORM
(4)After gathering all the positions and evidences you
need, brainstorm with a friend about the ideas you
have found. The old adage ''Two heads are better than
one" is specially true when it comes to the
construction of arguments. Oftentimes, we can be
blind to our flaws in reasoning, so it is always
better to consult someone about your arguments in
order to see their strengths and weaknesses clearer.

CREATER ASSERTIONS
(5)Assertions are opinions that people may or may not
agree with. They are not general truths; instead,
they are positions on an issue. For example, when it
comes to the issue of whether uniforms should be
required in the school, the assertion is that the use
of uniforms promotes the ideals of equality in the
school. This is a philosophical position that one may
or may not agree with.

(6)An example of a statement that is not an assertion is

that all uniforms look the same. One cannot possibly
disagree with this, because this is a general truth,
a statement of fact, whereas an assertion is a
statement of opinion. Nobody can contest that all
uniforms look the same, but others may disagree that
this promotes the ideals of equality.

(7)For example, uniforms may be made from different

materials, of either inferior or superior quality, and
this is already an indicator of social inequality.
There are different kinds of lunchboxes, bags, and
the meals themselves that may be subject to social
evaluation and inspection. In the end, because
children are often cruel, these can be used as a
basis for ridicule and bullying, despite wearing the
same uniform as their classmates. In this manner, one
can argue on principle that uniforms do not promote
equality, even though all uniforms superficially look
the same.

(8)Upon building arguments, one should, write down

several assertions. After reading one's assertions,
one should evaluate whether all of these assertions
fit a particular

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 theme or main idea. This theme, main idea, or your
thesis statement should be the controlling idea of
your position paper.

For example, in the position. regarding the

requirement of uniforms in the school, one may write
the following assertions:

a. Uniforms promote the ideals of equality

b. Uniforms lessen distractions between the opposite
sex. c. Uniforms unite the student populace in having
a common purpose.
d. Uniforms make people feel that they are part of a
larger institution than themselves.

(9)Given these assertions, one can come out with' the

theme, "Uniforms should be required in the school
because it benefits the greater good in forwarding a
common sense of purpose, unity, and equality among
students.” However, as I have stated before, it is
equally possible to have assertions that are just as
strong, or stronger, than those written above.

GATHER EVIDENCE
(10) Assertions are only as good as the quality of one's
evidence. After writing one's assertions, one must
gather the evidence to prove each point. Although one
already went through preliminary data-gathering in·
the beginning, it is imperative to make sure that
each assertion has strong and compelling evidence.
Evidence can be any of the following: facts;
statistics; interviews· with experts; and perceived
philosophical, socio-political, or psychological
truths. Occasionally, it is good to recount one's
personal experiences as these lend credibility and
have some persuasive impact; however, if not done
skillfully, these may be · questioned as they recount
only one's experiences out of many others.

(11) It is not appropriate to use moral or religious

truths as these differ from, person to person, and
one cannot assume that the person reading has the
same religious background. Hence, it is inappropriate
to cite the Bible or the Koran in order to further
one's argument. It is also inappropriate to call
people that you disagree with as savages, heathens,
or demons; most of the time, those who disagree with
your position have valid-reasons for doing so.

HAVE CREDIBLE RESOURCES

(12) One must make sure that one's sources are credible.
The best sources are bills, laws, and declarations
from government a11d international non-. government
organizations, such as the United Nations. One may
also use scholarly articles from academic journals;
books; articles from reputable newspapers, magazines,
television stations, and other news media sources;
and entries from encyclopedias or dictionaries.
 Should you plan to use

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articles from the Internet, one must double-check
their credibility.
(13) This is true for the most commonly used resource by,
students which is the Wikipedia website. When using
Wikipedia, it is always best to look at its reference
list, and to click on the links, as these articles
will be more credible than the Wikipedia. entry. As
you should know, anyone can edit and create articles
in Wikipedia, which means that, it is open to
mischief and the spread of errors· and -lies. It is
best not to use Wikipedia as your primary source, but
as a source that will help pinpoint you toward the
right source.
(14) Furthermore, the following are not credible at all:
Twitter feeds; Facebook statuses; and threads in chat
rooms, and the like. These are all too often hacked.
It would be a mistake to think that everything in
social media is true, or that the source of the post
is who he says he is. Hoaxes abound in social media,
posted in memes, and shared by those who are fooled
by them; It is a modern frustration how many people
have trouble differentiating between a hoax and the
truth.
(15) One can only hope that the teaching of critical
thinking in the school should extend to knowing which
sources of knowledge are credible and which ones
aren't; the differences between a fact and an
opinion; and the inherent integrity found in print
resources over web resources. In the end, _the
library is still the best place to find the best
resources for your research. Should your school
library prove to be limited, it is suggested that you
try researching in other schools or public libraries,
such as the Main Library of the University of the
Philippines, which only requires an official letter
and a small fee for entrance.

REFINE THE ARGUMENT

(16) An argument is made of three elements: assertion,
evidence, and explanation. Although the logic of the
assertion and the evidence may be clear to you, this
logic may not be clear to your reader. Further
explanation is often needed such as the clarification
between the link of the assertion and the evidence,
the use of further examples and situations, and the
explanation and contextualization of the evidence and
its importance. The best arguments are filled with
nuance and sophistication, arguments that cannot be
quickly discounted or set aside.

(17) As said earlier, a position will always have a

negation of that same position. This is usually
called the opposition. When doing your research, it
 is imperative to read what the opposition has to say
in order to refute them in your position paper.

(18) List down some of their strongest points. Refute each

point. This can be done by finding flaws in their
arguments; checking the quality of their sources
(seeing if they are biased or not credible); and
analyzing whether

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 the logical link between assertion and evidence holds
up under closer inspection.

(19) Therefore, the refutation is not a mere summary of the

opposition's arguments; instead, it is a way to go
against the arguments of the opposition. The greatest
mistake that one can do with the refutation is to
seem like one is agreeing wholeheartedly with the
opposition, without arguing against them. In
debater's parlance, one has
“crossed the house" which means that you have crossed
from your pos1t1on into arguing the position of the
enemy. Believe it or not, this happens a lot.

WRITE THE POSITION PAPER

(20) Everything that has been said prior to this section
was all about the planning of the position paper.
Writing the position paper entails using all of your
persuasive skills. Once you know your theme, and the
arguments you are. about to forward, it will be much
easier to choose what kind of introduction you can
use for your position paper.
(21) You may begin with a startling fact, a personal
experience, or an anecdote. The most important thing
is to catch your reader's attention. In this age of
instant gratification, one must capture the reader
from the first paragraph, or the reader will move on
to more interesting and entertaining texts. By the
end of your introductory paragraph, your stand on the
position must be clear and concise, and, if possible,
your theme should be clear as well.
(22) Next, you should enumerate each of your arguments. A
good position paper should forward at least three
arguments, composed of assertions, evidence, and
explanations. Make sure to write these arguments in
the most persuasive way possible. Some writers can
persuade others using clear and rational thinking;
others can be persuasive by being humorous and
pointing out ironies and incongruities; still others
can be persuasive by couching arguments in emotional
and passionate terms.
(23) As a student, you know who among your teachers are
more persuasive and more interesting, and who seem to
be made to bore one to tears. It is best to emulate
the rhetorical style of the teachers that interest
you, and if you are one of the few that could be
called a wide reader, you may emulate your favorite
writer's style of argumentation as well. Eventually,
you should be able to find your own style of writing;
it is only a matter of practice and the
use of trial and error.

(24) After enumerating your arguments, write your

refutation of the opposition. Sometimes, it is enough
to refute just one argument from the opposition;
however, if this is your decision, you should make
sure that your refutation is airtight, and that the
argument you choose to refute is the opposition's
strongest argument. Sometimes, writers end up
refuting three arguments as well; this is fine as
long as the refutation remains to be shorter than the

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 arguments for your own position. It is always better
to imagine yourself building a strong argument,
instead of hoping to smash your opponent's arguments
to smithereens.

(25) Lastly, write a conclusion. Unfortunately, many

students believe that it is enough to simply
reiterate one's points in the conclusion to the point
that it becomes a tepid summary of one's points. This
is lazy, and is geared toward lazy readers as well,
who may not have been paying attention to the rest of
your paper. Instead, one must think that the
conclusion is your last chance to persuade someone.
Given this mindset, it is best to end your paper with
strong· insights, a recommendation or a call to
action, or even an emotional appeal. Many positions
sway their readers by the strength of their
conclusion, and in an especially well-written
position paper, may be left with the reader long
after he or she has finished reading the essay.

B. CHECKING FOR UNDERSTANDING

1. What are the three parts of an argument?

2. What is the difference between a statement of fact and a statement
of opinion?
3. How can you tell whether your sources are credible?
4. What is the danger when using the internet as a resource?
5. Why are persuasion and the skill of argumentation important
academic exercises in our society?

C. PRODUCTIVE COLLABORATION
Work with a partner and answer the following questions based on
reading text 1

1. Do you agree with the essay? Why or why not?

2. What are the instances when you felt you were doing or believing
something wrong, but was not able to fully explain or say why you felt
that way?
3. What issues do you think are important in your life? Why is it important
to analyze them?
4. Why is it important for citizens of the nation to be able to analyze an
argument?
5. Do you think you should analyze the positions or arguments that
come from one's parents, teachers, or religion? Why or why not?

D. INDEPENDENT PRACTICE/PERFORMANCE TASK 3:

WRITING A FORMAL POSITION PAPER
(No format, since you have to input the answers in the Google Form)

There are many issues in t�day's society that remain unresolved, and
many topics are open to debate. Pick one issue that you are
interested in and choose your position. You cannot choose to be
neutral; you must be either be for or against a side in a certain
policy, belief, or idea. If you cannot think of any topic, you may
choose from the topics below:
 14
1. The reproductive health law should be implemented.
2. Homosexual marriage should be legalized.
3. Uniforms should no longer be a requirement in the school.
4. Religious institutions should pay taxes in the Philippine government. 5.
Physical punishment for children should be considered a crime. 6. There
should be an anti-discrimination law regarding employment concerning.
race, age, or gender.
7. Smart phones should not be allowed in the school.
8. The state should censor the Internet.
9. There should be sex education in schools.
10. Arranged marriages are better than romantic marriages:

The rubrics in the evaluation of your position paper is as follows:

• Argumentation (quality of logic, evidence, and explanation) = 25% •

Persuasion = 25 %
• Language = 20 %
• Organization = 20 %
• Mechanics (This includes the correct use of grammar, spelling,
punctuation, and sentence sense) = 10 %

All
done for this Unit!

15
UNIT 6: The
Report
 Sessions 1- 4
Topic/s: The Report Week 6 Lesson 1 At the end of this lesson, you will
be able to:
1. find ways to gather evidence for a report;
2. write a report in different fields; and
3. write a report for different audiences.

I. GUIDED INSTRUCTION

A. CONCEPT DIGEST

Reading Text 1:

Writing an Effective Report

Marikit Tara Alto Uychoco

There was a time when the report was considered

as the most objective of all academic papers, devoid
of subjective comments and opinions, and believed
to have no particular bias. This is an old
perspective, and has been debunked by those who
believe that it is impossible for anyone to write
anything without bias. Universalists tend to believe that there
is an objective truth, and yet, this is predisposed toward a
Western tradition that stems from the ancient Greeks; once
again biased toward a Western orientation.

Nowadays, the strict rigors of the report have considerably

loosened. One needs only read reports in magazines such as The
National Geographic, The Economist, and Time Magazine to
discover that the writers no longer write in the restrictive
(and alienating) third person point of view (the use of "the
reporter" or "the writer"), and instead they use the more
vigorous first
person point of view, which uses the "I" or the more formal
"one" (as in "One believes that ... "). This is seen in the
modern, ubiquitous use of eyewitness reports, or what some
call i-Reports, where normal citizens are encouraged to use
their smart phones to record natural calamities and current
events that news agencies are not able to cover, reporting
what they see and experience in a personal, subjective way.

Given these developments, how does one write an academic

report? It is probably safe to use the first-person point of
view. Should you worry that your teacher would frown upon its
use, you may use the more conservative "one" instead of "I."
It is always good to make sure that your reports have plenty
of description and context, so that there is a greater
appreciation of your report in the larger scheme of things.
Lastly, your report should have conclusions, which give way to
insights about what you have seen. This is the part of your
report where you are free to use your judgment in observing
the facts and coming up with a generalization that was
objectively reached, given the facts.

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 The parts of the report are the following: contextualization
of the report or situation; the facts or data; the description
of the subjects involved; and your conclusions about it. Since
this is not a position paper, your report is not anchored to
the abstract, and cannot have principles or philosophies to
stand as evidence; instead, one needs concrete data, such as
statistics, observation of phenomena, textual evidence,
interviews, and/or surveys.

The best reports have a combination of qualitative and

quantitative data. Qualitative data is that which is not
anchored to numbers, but is dependent on observation relies
(ethnography), textual analysis, and/or interviews.
Quantitative data, on the other hand, mainly on numbers, such
as statistics, surveys, scientific experiments that use
numbers to prove their conclusions. There was once a bias and
quantitative data in the past; however, this is beginning to
shift as well, as qualitative data for can observe certain
aspects of that quantitative data can miss, and quantitative
data can be manipulated in order to reach false conclusions.

In the end, it is best to maintain an objective tone in the

report, while maintaining a sense of humanity. This is
mentioned because there are reports that seem to be written by
robots, with no particular sense of style and no real interest
in engaging the reader. The more human way of writing the
report was seen in the model reports of this chapter. For
example, the first report was about the Niagara Falls,
describing the place and the people. with a sense of humor and
a certain degree of insight.

Hence, there is a middle ground between an objective tone

and a human approach toward the event you are reporting on. It
is best to be aware of one's biases and to try to guard
against them; or, as is the case in some reporters, admit your
biases and report given your particular perspective, striving
to keep an open mind and be mindful of the facts that you find
as you do so.

After all, one's subject position is important as well; all

too often, an objective, "universal" stance has been
implemented solely as a Western perspective. There is value to
the recognition of where one comes from, and this gives way to
an openness toward cultural diversity and multiple
interpretations of the world. The Filipino view is just as
valuable as the Western view; the female perspective is just
as valid as the male perspective; the homosexual experience is
just as enlightening as the heterosexual experience; and the
Muslim appreciation is just as valid as the Christian
appreciation.

In the end, the report hopes to capture the recognition of a

common experience by using facts as its basis and coming to
grips with it as best as one can. It endeavors to use a more
objective stance, recognizing that it is not possible to be
wholly objective, but trying to do so nonetheless in order to
reach a common understanding with others that have different
experiences or different interpretations of the same
phenomenon. CNN can have a totally different interpretation of
events as Al Jazeera, even when they are both coveting the
same phenomenon and are given the same

17
 facts. However, both adhere to certain standards of
journalistic integrity that hopes to expose truths based on
the facts, all the while recognizing that they do not have a
monopoly on the truth.

Reporting a phenomenon, it turns out, is not as simple as it

seems. It is a balancing act between one's experiences, as
found in objective facts, and one's interpretation of these
experiences. One cannot report what one cannot see, and one
never sees the whole picture, but only glimpses a piece of the
truth. And yet, it is important to report this truth, as it is
something that helps in completing the whole picture; like a
small part of the larger jigsaw puzzle that is the event you
plan to report on.

There are many types of reports. Below are some of them:Reading Text 2: Writing a
Survey Report
English in Philippine Education: Solution or
Problem? (An Excerpt)
Allan B.I. Bernardo

(1) Since the 1980s, the Philippine economy has been

increasingly dependent on remittances of Filipinos who
earn their living in other countries. Overseas Filipino
Workers (or OFWs) are actually the lifeline of the
Filipino nation as their remittances now account for a
significant portion of the country's revenues. In 2003,
for example, OFW remittances amounted to over·us$7.6
billion, which was 6. 3% higher than in 2002, and which
represented about 9% of the country's GNP. In 2004, this
figure increased. another 11% and totaled·· US$8.5
billion. For most jobs available to OFWs, proficiency in
English communication is a prerequisite. As more jobs
become available in a global economy, it is understandable
that government planners are placing greater emphasis on
acquiring such language skills.

(2) The globalization of economies and the rise of

multinational and transnational companies have also had
an effect on the requirements for English language skills
even for local employment. At present, the· purported
English language proficiency of the Filipino worker is
supposed to be one of the competitive advantages of the
Philippines as a possible investment site for foreign
companies. In the past five years, an increasing number
of foreign companies have outsourced their customer
information service operations to the Philippines,
creating a veritable boom industry for "call centers"
mainly because of the relatively good English proficiency
of Filipinos. Data from the country's Department of Trade
and Industry indicate that the call center industry has
generated approximately 40,000 new jobs in the five-year
period from 1999 to 2004, making it the biggest employer
in the country in terms of growth rate. The most
optimistic forecasts for the sector predict 250,000 new
jobs for the next five-year period ending in 2009. The
main requirement

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 for employment in such call centers is the ability to
speak English proficiently, preferably with an American
accent.

(3) It is apparent that English language proficiency will

allow. Filipinos to compete for jobs globally and
lo�ally. Advocates of a more intensive role for. English
in Philippine education propose using English as the
medium of instruction so that the English language
proficiency of the Filipino workforce will be guaranteed,
making Filipinos more globally competitive.

Reading Text 3: Writing a Scientific Report

The Drive to Love: The Neutral Mechanism for

Mate Selection
(Excerpted and Abridged)
Helen Fisher

(1) "Since the heaven and the earth were created, you were made
for me and I was made for you and I will not let you go,"
declared Chang Po to his beloved Meilan (Yutang, 1954, p.
73). The Chinese still cry over this 12th century Chinese
fable, "The Jade Goddess," their version of _. Romeo and
Juliet. "My beloved, the delight of my eyes," exclaimed
Inanna of her beloved Dumuzi in a Sumerian poem recorded
some four thousand years ago (Wolkstein; 1991, p. 51). An
anonymous Kwakiutl Indian of southern Alaska recited
these words in 1896: "Fire runs through my body-· the
pain of loving you" (Hamill, 1996).
(2) Paris and Helen, Orpheus and Euridyce, Abelard and Elois,
Troilus and Cressida, Shiva and Sati: thousands of
romantic poems, songs, and stories come across the
centuries from Europe, the Middle East, Japan, China,
India, and every other society that has left written or
oral records. In a survey of 166 varied cultures,
anthropologists found evidence of romantic love in 147
(Jankowiak and Fischer, ·1992). There were no negative
data; in the remaining nineteen societies, scholars had
simply failed to examine this aspect of people's lives.
(3) "What 'tis to Love?'' Shakespeare asked in "As You Like
It." From the ancient Greeks to contemporary scholars,
hundreds have offered theories about the components of
love and the styles of loving (Lee, 1998; Fehr, 1988;
Aron and Westbay, 1996; Hatfield and Sprecher, 1986;
Critelli, Myers, and Loos, 1986; Hendrick and Hendrick,
1986; Zick, 1970; Hazan and Shaver, 1987; Sternberg,
1986). And for good reason: love has myriad variations.
Nevertheless, neuroscientists believe that the basic
human emotions and motivations arise from distinct
systems of neural activity, networks that derive from
mammalian precursors (Davidson, 1994; Panksepp, 1998).
(4) (4)Psychological studies indicate that romantic love · is
associated with a discrete constellation of emotions,
motivations, and behaviors (Liebowitz, 1983; Hatfield and
Sprecher, 1986; Tennov, 1979; Harris, 1995). Romantic love
 begins as an individual comes to regard another as
special,

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even unique. The lover then intensely focuses his or her
attention on this preferred individual, aggrandizing the
beloved's better traits and overlooking or minimizing his
or her flaws. Lovers experience extreme energy,
hyperactivity, sleeplessness, impulsivity, euphoria, and
mood swings. They are goal-oriented and strongly
motivated to win the beloved. Adversity heightens their
passion, in what is known as the Romeo and Juliet effect
or "frustration attraction" (Fisher, 2004). Lovers become
emotionally dependent on the relationship. They reorder
their daily priorities to remain in contact with their
sweetheart, and experience separation anxiety when apart.
And most feel powerful empathy with their amour; many
report they would die for their beloved.
(5) A striking property of romantic love is "intrusive
thinking." The lover thinks obsessively about the
beloved. And, perhaps most central to this experience,
the lover craves emotional union with his or her
sweetheart. Plato wrote of this in ''The Symposium" some
twenty-five hundred years ago, saying the God of Love
"lives in a state of need." Love-smitten individuals feel
intense sexual desire, as well as extreme possessiveness
of the beloved. Yet, their craving for emotional union
supercedes their longing for sexual contact. As a result,
rejected lovers often go to extraordinary, inappropriate,
even dangerous efforts to win back their sweetheart. Many
spurned lovers suffer "abandonment rage" and depression as
well, culminating in feelings of hopelessness, lethargy,
resignation� and' despair" (Fisher, 2004)- Last, romantic
love is involuntary, difficult to control, and impermanent
(Tennov, 1979; Hatfield and Spetcher, 1986; Harris, 1995).
(6) To further establish that the above assemblage of
characteristics is accurate, 'I used these traits in a
questionnaire on romantic passion; 437 Americans and 402
Japanese answered my questionnaire. The results indicate
that romantic love does not vary considerably with age,
gender, sexual orientation or ethnic group. For example,
for people over age forty-five and those under age
twenty-five showed no statistical differences on 82
percent of the statements. On 87 percent of the queries,
American men and women responded virtually alike.
Heterosexuals and homosexuals gave statistically similar
responses to 86 percent of the questions. American
�whites" and "others" responded similarly on 82 percent
of the questions. And where the above groups showed
statistically significant differences in their responses,
one group was usually just a little more passionate �han
the other. The greatest differences were between the
Americans and the Japanese. On most of the forty-three
questions where they showed statistically significant
variations, these differences were small, however. And the
 twelve queries showing dramatic variance appeared to have
cultural explanations (Fisher, 2004.
(7) World poetry, myths and legends, many anthropological and
psychological reports, and this questionnaire suggest that
romantic love is a human universal (Janowiak and Fischer,
1992; Fisher, 1998; Hatfield and Rapson, 1996). In fact, I
have come to believe that romantic love is one of three,
discrete, interrelated emotion/motivation systems that all
birds and mammals have evolved to direct courtship,
mating,

20
 reproduction, and parenting. The other two are the sex
drive and attachment. Each brain system is associated
with different feelings and behaviors; each is associated
with a different (and dynamic) constellation of neural
correlates; each evolved to direct a different aspect of
reproduction; and each interacts with the other two in
myriad combination to produce the range of emotions,
motivations, and behaviors associated with all types of
love (Fisher, 2004).

B. CHECKING FOR UNDERSTANDING /PRODUCTIVE COLLABORATION: Work

in pairs and answer the following questions based on reading text 3

1. Why does the report frequently refer to famous love stories? What is
the author trying to say?
2. What do you think the author is trying to prove in the report?
3. What is the author's preliminary evidence in trying to prove number
two?
4. Do you think this is good evidence? What are the strengths and
weaknesses of the questionnaire and the author's analysis of the
data?
5. What do you expect from the rest of the paper? Why do you expect
this?
6. What can you say about the way the paper was written? Explain
your answer.
7. Do you agree with the author in her discussion of love-that it is
universal, and that our experiences of love can be categorized in a
universal way?
8. Why is culture an important variable in the experiment? ·,
9. Do you think romantic love is ·a social construct? Or is it a biological
need? Explain your answer.
10. Have you ever fallen in love? Do you think it is the same experience
with everyone else's experience of romantic love? How does this
affect your appreciation ·of the report?

PERFORMANCE TASK 4

CREATE A SCIENCE MAGAZINE

In a group, create a science magazine with different feature

articles. Make sure that you have good illustrations/photographs
and infographics (charts, tables, etc. made interesting with the use
of graphics). Have a good-looking cover with the different titles
featured. It would be good to look at science magazines, like
Psychology Today, National Geographic, or Discovery to study how
magazines look like. Save the magazine in JPEG format and upload
it on our FB group page. Photo dimensions in completely up to your
choosing.

The rubric for the magazine should be the following:

Science Content of Articles (20%)

Content and Language (30%)
Use Graphics and Design (30%)
 All done for this
course! Until we
meet again!
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Reference: Saqueton, G.M. & Uychoco, M.T. (2016). English for academic and
professional purposes. Rex Book Store Inc., Sampaloc, Manila City
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