Reading and

Writing
Quarter 4 – Module 3:
Features of Book and Literature
Review and Research Report
Reading and Writing - Grade 11
Quarter 4 – Module 3: Features of Book and Literature Review and Research Report
First Edition, 2020

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 Senior High School

Reading and
Writing
Quarter 4 – Module 3:
Features of Book and Literature
Review and Research Report
Introductory Message
For the facilitator:
As a facilitator, you are expected to orient the learners on how to
use this module. You also need to keep track of the learners' progress
while allowing them to manage their own learning at home.
Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module be
reminded of the following:
1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer Let Us Try before moving on to the other
activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking
your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.
If you encounter any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator. Always
bear in mind that you are not alone. We hope that through this material,
you will experience meaningful learning and gain deep understanding
of the relevant competencies. You can do it!

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 Let Us Learn

Most Essential Learning Competency:

ü Identifies the unique features of and requirements in composing texts that are
useful across disciplines:
o Book Review (EN11/12RWS-IVdg-12)
o Literature Review (EN11/12RWS-IVdg-12.1)
o Research Report (EN11/12RWS-IVdg-12.2)

After going through this module, you are expected to:

ü Identify the unique features of book review, literature review, and research
report; and
ü Fill out the information by writing the introduction, body and conclusion of a
book report.

Let Us Try

DIRECTIONS: Read the following items carefully. Write the letter corresponding the
best option on a separate sheet of paper.

1. Which among the options below is considered as a commentary of a book?

a. Book Review c. Literature Review
b. Position Paper d. Research Report
2. What part of the book review do you need to write the author and the title of
the book?
a. Body c. Introduction
b. Conclusion d. References
3. Which among the options relate to the study of a larger and ongoing dialogue
in the literature?
a. Book Review c. Literature Review
b. Position Paper d. Research Report
4. What part of the research report describes the most important aspects of the
study?
a. Abstract c. Methods
b. Introduction d. Results
5. Which among the options is considered as a systematic conduct of the study
including methodologies, discussion and conclusion?
a. Book Review c. Literature Review
b. Position Paper d. Research Report
6. Which among the sources is NOT considered in making a book report?
a. Biography c. Non-Fiction
b. Fiction d. Research Report

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7. Which among the statements below is NOT a characteristic of a literature
review?
a. To discover what has been written about a topic already
b. To determine what each source contributes to the topic
c. To critic the content and point out strengths and weaknesses
d. To understand the relationship between the various contributions
8. What part the book do you need to write your summary in writing a book
report?
a. Body c. Introduction
b. Conclusion d. References
9. What part of the research report lists all the sources alphabetically?
a. Conclusion c. Recommendations
b. Discussion d. References
10. What part of the literature review do you need to link your research to
existing knowledge and outline areas for future study?
a. Body c. Introduction
b. Conclusion d. References
11. Which among the options is considered as the purpose in writing literature
review?
a. build bridges between related topics
b. question the accuracy of the topic
c. relate personal experience to bridge the gap
d. makes personal judgments based from the reader’s point of view
12. Which among the options best defines the recommendation’s part of the
research report?
a. It interprets the results.
b. It includes research sample.
c. It contains related literature.
d. It provides suggestion to the best course of action.
13. Which among the options is NOT considered as concluding part of a
literature review?
a. establish the problem
b. summarize important aspects
c. outline areas for future study
d. state the demand in conducting the research
14. Which among the options is NOT considered as an effective research report?
a. accuracy c. quickness
b. clarity d. conciseness
15. How important is gathering sources from writing the literature review?
a. It describes how the propose research is related to prior research.
b. It gives guidelines to choose sound method that is right for the research.
c. It interprets the describes the significance of the findings in light of what
was already known.
d. It provides closure for the reader while reminding the reader of the
contents and importance of the paper.

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 Lesson Features of Book Review,
Literature Review, and
1 Research Report
Academic writing or scholarly writing is nonfiction writing produced as part of
academic work. Writing that reports on university research, and output produced by
scholars analyze culture or propose new theories are all sometimes described as
academic writing.
The simplest type of academic writing is descriptive. Its purpose is to provide
facts or information.
Book review is a form of literary criticism in which a book is analyzed based
on content, style, and merit. A literature review is a scholarly paper that presents the
current knowledge including substantive findings as well as theoretical and
methodological contributions to a particular topic. A research report is a publication
that reports on the findings of a research project or alternately scientific observations
on or about a subject.

Let Us Study

BOOK REVIEW

Features:
ü It is an academic writing that helps to explain and critically appraise the
subject matter, value, sense, and importance of a book.
ü It helps the readers to decide whether or not to read, buy, or recommend a
book.
ü It is considered as commentary on the book not a summary.
ü It is a personal reflection of the reviewer’s opinion of the book.
ü It is supposed to be your own review however it is recommended to avoid first
person like “I think,” or “I believe.”
ü It is a combining of skills of describing what is on the page, analyzing how the
book tried to achieve its purpose, and expressing ideas.

Writing a Book Review

1. Introduction
a. identifies the author, title, and if possible the publishing company
b. specifies the type of book (non-fiction, fiction, biography)
c. describes the main theme and contribution of the book in the field
d. explains what the book is about

2. Body
a. describes key points of the book

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 b. critics the book and point out the strengths and weaknesses
c. reflects on the following questions:
i. Is it interesting, memorable, entertaining?
ii. What do you agree or disagree with?
iii. Is the purpose of the book accomplished?
iv. Is the book worth reading?
d. include remarkable quotes or phrases
e. provide a short summary
3. Conclusion
a. restates your thesis and overall impression and recommendation
b. provides examples and quotations to prove assessment
c. includes what field does it contribute
d. sums up ideas to provide the reader with something to reflect on

Sample Book Report

Behind Closed Doors is an inside look at what goes on

behind the doors of the Exclusive Brethren. The book answers the
question of what it is like to be a member of a select group who
believe they are chosen to maintain the only pure path of Introduction
Christianity. The author, Ngaire Thomas, was born into the church
in the 1940s and left in the 1970s.

The book begins with Ngaire’s childhood. She is different

from the other children with her long dresses and strict upbringing.
She loves school because it is the only place that she can be her
real self. Worldly things are forbidden: there are no radios (because
Satan rules the airwaves) or non-Brethren books. Life revolves
around the Bible, and when Ngaire brings friends home from school
her mother preaches to them about the end times in Revelation.
In the next chapter, Ngaire meets her future husband, Summary
Denis. They marry in the 1960s during the church’s notorious “no
compromise” era in which the rules are tightened. Members are not
allowed to eat and drink with outsiders, and cannot be part of
another association, such as a library. Even beloved pets are
deemed to be idols, and are destroyed, given away or just
disappear. There are rules for Ngaire too: she must limit her
conversation to 10% of her husband’s(which proves difficult as he
is generally silent).

The family’s adjustment is massive. They are unused to

their new freedom and do not know how to act in normal society.
The two eldest sons end up in prison. (The boys love the prison
discipline, and when they earn a reduced sentence they choose to Evaluation
stay instead.) Denis dies of liver cancer, and Ngaire goes to
University. Readers, especially those familiar with Fowler’s stages
of faith, will be interested in following Ngaire’s shifts in faith
throughout, as she ultimately finds the kingdom of heaven within.

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 It is difficult not to like the author with her unpretentious
forgiving style. To be sure, there are some weaknesses in the book.
The structure is a little unpolished (some later sections would be
better as appendices), and there is a small printing error on the
inside cover. Also, while the author answers many questions, she Weaknesses
invites even more. Why, for example, is the most serious abuse
limited to only a few passing sentences?

Nevertheless, the book provides a valuable and absorbing

window into a religion that is for most of us inaccessible. As
religious autobiographies go, Behind Closed Doors may not have
the theological complexities of St Augustine’s Confessions, or the
mystical insights of Teresa of Avila’s Life, but there is something
almost archetypal about one woman’s courage to speak her own Impression
truth.
As one such ex-member account, Ngaire Thomas’ book is
compelling. Her style is non-judgemental; she describes her
experiences while acknowledging the Exclusive Brethren’s right to
follow a religious path in which they find meaning.

Ngaire Thomas, privately published, 2 Alaska Court, www.behind-closed-doors.org, 2004. 294pp. ISBN
0646499106. NZ$34

Activity 1: Identification
Directions: After learning some features of a book review, you are now about to take
the challenge of identifying the theme of the following literature reviews below. Write
only the letter from the column presented below.
A. According to a theory by Goodman (1995), readers who are capable to use the
English language make use of semantic cues or word meaning using writing
and speaking cues by adapting several approaches.
B. Du Boulay (1999, in Khateeb, 2010) assures that weakness in reading ability
constitutes one of the biggest problems encountered by students at all
educational levels.
C. Readers need to give interpretation, conclusion and other implicit ideas from
a text in order to test the learner’s reading comprehension competence (Kispal,
2008)
D. This competency refers to a language facility influencing acquisition and
getting hold of reading ability and it includes words, understanding of
sentence structure or syntax and usage or grammar competence (Gao, 2001).

Grammar Proficiency Reading Comprehension

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 LITERATURE REVIEW

ü It is a written argument that supports a thesis position by building a case

from credible evidence obtained from previous research.
ü It provides the context and the background about the current knowledge of
the topic and lays out a logical case to defend the conclusions it draws.
ü It relates a study to the larger, ongoing dialogue in the literature, filling in gaps
and extending prior studies (Cooper, 2010; Marshall & Rossman, 2016.)
ü It provides a framework for establishing the importance of the study as well
as a benchmark for comparing the results with other findings.

Cooper (2010) discussed four types of literature review:

1. integrate what others have done and said,
2. criticize previous scholarly works,
3. build bridges between related topics, and
4. identify the central issues in a field.

Why write a literature review?

1. to discover what has been written about a topic already,
2. to determine what each source contributes to the topic, and
3. to understand the relationship between the various contributions, identify and
(if possible) resolve contradictions, and determine gaps or unanswered
questions.

Writing a Literature Review:

1. Introduction
a. defines your topic and provide an appropriate context for reviewing the
literature
b. establishes your reasons
c. reviews the literature
d. states the scope of the review

2. Body
a. organizes the literature according to common themes
b. provides insight into the relation between your chosen topic and
subject area
c. moves from general, wider view of the literature being reviewed

3. Conclusion
a. summarizes the important aspects of the existing body of literature
b. evaluates the current state of the literature reviewed
c. identifies significant flaws or gaps in existing knowledge
d. outlines areas for future study
e. links you research to existing knowledge
f. states the demand in conducting further research of the study

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 Sample Literature Review

English, as a global or a universal language, is widely used in

building and strengthening relationships. Learning English
will open various paths to professional opportunities locally
and internationally, to social networking and relationships, to
entertainment and cultural understanding, to research and
academics, and to a wide access to knowledge through internet
(Pike, 2013).
In many countries, students study English since their
elementary years. Thus, they are expected to have high level of Introduction
competence in using the language by the time they reach high
school. However, a great number of these students are still
observed to be incompetent in using the language in the
classroom and in many other contexts.
Many of these learners still need to develop their
communicative competence which is defined as the ability of
learners to interact meaningfully and which comprises four
areas of knowledge and skills: grammatical, strategic,
sociolinguistic, and discourse competence (Canale and Swain,
1980 as cited by Ohino, 2011)

In many countries, grades can be expressed

quantifiably using the Grade Point Average (GPA) (Carter,
2003).
Lou (2013) in his study of high school students in
China has found that students in high school study English
mainly for the purpose of written tests and overlooks its use in
actual communicative situations. As a result, they struggled in
using the language in college level studies. He proposed that
in order to develop students’ communicative competence,
Body
especially in large-size classes, consistent group or pair work
using diverse communicative activities should be applied.
In the Philippines, a study of Lasala (2013) in Cebu,
shows that there is a wide gap between the current level of
communicative skills of students and the ultimate goal of
English language teaching which is to produce high school
graduates who are good manipulators of the language. She
believes that communicative competence will be improved if
the students are made to feel that they are working on
communicative skills within a social context, not just
accumulating knowledge of word and sentence level
structures.

The study does not seek to distinguish which is better

compared to the other. The results from the analysis of the
data collected were used as bases to create intervention plan
which was the output of this study. Conclusion
Some studies mentioned are concerned with
communicative competence and academic performance with
varying focus. The researcher believes that urgent conduct of
this study is essential in order to plan for appropriate actions.

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The literature review was taken from the study entitled “Communicative Competence and Academic
Performance of Students: Basis for a Comprehensive Intervention Plan” conducted by Donna Rose
C. Mayola in her thesis writing at the University of the Immaculate Conception last March 2016.

In this part, you are about to learn some features of another academic writing
which is a research report. Examples are provided to widen the scope of learning and
to visualize what is meant by the topic.

RESEARCH REPORT

ü It is a recorded data prepared by researchers or statisticians after analyzing

information gathered by conducting research.
ü It is a reliable source to recount details about a conducted research and is
most often considered to be a true testimony of all the work.
ü It is a systematic investigation into study of a natural phenomenon or
materials or sources or existing condition of the society.
ü It is a production process, which needs a number of inputs to produce new
knowledge and application of new and existing knowledge.
ü Simply, a research report is a systematic write up on the findings of the study
including methodologies, discussion, and conclusions.

Characteristics of an Effective Research Report

Ø Focus – an effective report emphasizes the important information
Ø Accuracy – an effective report does not mislead the reader
Ø Clarity – an effective report does not confuse the reader
Ø Conciseness – an effective report does not waste the reader’s time

Contents of a Research Report

Abstract ü It describes the most important aspects of the study,
including the problem investigated.
ü It tells about the problem being concluded without
prior research or simply an assumption of the result of
the action.
Introduction ü This concerns to the practical and/ or theoretical
importance of the topic as well as the description of the
research program.
ü The statement of research problem is intended to
indicate what the general purpose of the study is.
ü Related literature should be integrated with, and
weaved into, the material in this section.
Methods ü It includes a description of the research sample, data
collection method (tests, questionnaires, interview or
observation forms, measurement instruments, and data
analysis procedures.
Results ü It contains a description about the main findings of a
research.

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 ü It contains tables and figures that are used to present
analyses results in summary and/or graph form and to
add clarity to the presentation.
Discussion ü It interprets the results for readers and provides the
significance of the findings.
ü It explains any new understanding or fresh insights
about the problem as reflected from the results.
Conclusion ü It summarizes the study’s findings in an easy to
understand manner.
ü It explains the practical implication of those findings.
Recommendations ü It is a critical suggestion regarding the best course of
action in certain situation.
ü It provides beneficial guide that will not only resolve
certain issues, but result in a beneficial outcome.
References ü It lists all the sources, alphabetically by author’s last
names, that were directly used in writing the report.

Sample Research Report

The aim of this report was to investigate UniLab
staff attitudes to personal mobile phone use in staff and
team meetings. A staff survey on attitudes towards the ABSTRACT
use of mobile phones in the staff / team meetings was
conducted. The results indicate that the majority of staff
find mobile phone use a major issue in staff meetings. The
report concludes that personal mobile phones are
disruptive and should be turned off in meetings. It is
recommended that UniLab develops a company policy
banning the use of mobile phones except in exceptional
circumstances.

There has been a massive increase in the use of personal

mobile phones over the past five years and there is every
indication that this will continue. According to Black (2002) by INTRODUCTION
2008 almost 100% of working people in Australia will carry
personal mobile phones. Black describes this phenomenon as
‘serious in the extreme, potentially undermining the
foundations of communication in our society’ (2002, p 167).
Currently at UniLab 89% of staff have personal mobile phones.
Recently a number of staffs have complained about the
use of personal mobile phones in meetings and asked what the
official company policy is. At present there is no official company
policy regarding phone use. This report examines the issue of
mobile phone usage in staff meetings and small team meetings.
It does not seek to examine the use of mobile phones in the
workplace at other times, although some concerns were raised.
For the purposes of this report a personal mobile phone
is a personally funded phone for private calls as opposed to an
employer funded phone that directly relates to carrying out a
particular job.

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 This research was conducted by questionnaire and
investigated UniLab staff members’ attitudes to the use of mobile
phones in staff / team meetings. A total of 412 questionnaires were METHODS
distributed with employees' fortnightly pay slips. The questionnaire
used Likert scales to assess social attitudes to mobile phone usage
and provided open ended responses for additional comments.
Survey collection boxes were located in every branch for a four-week
period. No personal information was collected; the survey was
voluntary and anonymous.

There was an 85% response rate to the questionnaire. A

breakdown of the responses is listed below in Table 1. It can be
clearly seen from the results that mobile phones are considered to RESULTS
be disruptive and should be turned off in meetings.
Table 1
Personal mobile phone Strongly Agree % Disagree % Strongly
usage in staff and team Agree % Disagree
meetings is: %
Not a problem 5 7 65 23
An issue 40 45 10 5
Disruptive 80 10 7 3
Phones should be
permissible 6 16 56 22
Phones should be turned
off 85 10 3 2
Allowed in some
circumstances 10 52 24 14
The survey also allowed participants to identify any
circumstances where mobile phones should be allowed in meetings
and also assessed staff attitudes towards receiving personal phone
calls in staff meetings in open ended questions. These results
showed that staff thought that in some circumstances, e.g. medical
or emergencies, receiving personal phone calls was acceptable, but
generally receiving personal phone calls was not necessary.

It can be seen from the results in Table 1 that personal

mobile phone use is considered to a problem; however, it was DISCUSSION
acknowledged that in some situations it should be permissible. 80%
of recipients considered mobile phones to be highly disruptive and
there was strong support for phones being turned off in meetings
(85%). Only 12% thought that mobile phone usage in staff and team
meetings was not a problem, whereas 85% felt it was an issue. The
results are consistent throughout the survey. Many of the
respondents (62%) felt that in exceptional circumstances mobile
phones should be allowed, eg medical, but there should be protocols
regarding this.
These findings are consistent with other studies. According
to Smith (2005) many companies have identified mobile phones as
disruptive and have banned the use of mobile phones in meetings.
Havir (2004) claims that 29% of staff meeting time is wasted through
unnecessary mobile phone interruptions. This affects time
management, productivity and team focus.

The use of mobile phones in staff meetings is clearly CONCLUSION

disruptive and they should be switched off. Most staff felt it is not
necessary to receive personal phone calls in staff meetings except

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 under certain circumstances, but permission should first be sought
from the team leader, manager or chair.

It is recommended that UniLab develops an official policy

regarding the use of mobile phones in staff meetings. The policy RECOMMENDATIONS
should recommend:
• mobile phones are banned in staff meetings
• mobiles phone may be used in exceptional circumstances
but only with the permission of the appropriate manager or chair.
Finally, the policy needs to be applied to all staff in the
company.

Black, V.H. (2002). The Effects of Phone Use in Workplace, 7, 753 -

769. REFERENCES
Havir, S.M.S., Amanullah, A.S.M., & Karim, S.F. (2004).
Digitalization of Working Place. The Dhaka University Journal
of Commerce, 32, 9- 20.
Kabir, S.M.S. & Mahtab, N. (2013). Connecting to the World:
Challenges and Strategies in Effective Meeting. Empowerment
of Technology, Vol. 20, 1-12.
Smith, D.L. & L.L. Jackson. (2005). Connecting to the World: Phone
Use. Washington, D.C.: Island Press.

After learning the research report’s characteristics, structure, and its content,
you may now take the challenge in responding to the questions that would develop
your critical thinking skills.

Let Us Practice

Activity 2: QR - CODE

Question - Response
Checking Of Diverse Erudition
Directions: Based on the given Research Report sample above, answer the following
questions.

1. What is the research about?

2. Why is it relevant or important?
3. What are issues or problems discussed?
4. What is the proposed solution/s or approach/es?

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 Let Us Practice More

Activity 3: Book Review Analysis

Directions: Extract details found in the book analysis written below. Fill out the box
with the necessary details (Introduction, Body, and Conclusion) considering the
writing process of a book review.

On Writing Well: The Classic Guide to Writing Nonfiction by William Zinsser (New York, NY:
Harper Perennial, 1998), 6th Edition, 308 pages, ISBN: 0-0627-3523-3

On Writing Well: The Classic Guide to Writing Nonfiction is a broadly sweeping

guide for writers in any nonfiction genre: from science to sports, travel to technology,
memoir to management. The author, William Zinsser, spent 13 years as a writer and
editor for the New York Herald Tribune and developed this book out of a nonfiction
writing course he taught at Yale in the 70s.
If you expect books about writing to be boring, condescending, or riddled with
obscure grammatical rules, you’ll be pleasantly surprised by this one. Zinsser writes
with refreshing simplicity, humor, and encouraging candor. He’s not one of these
writers who pretends that the words just flow; he readily admits to procrastination,
paralysis, and even perspiring over challenging projects. “Writing is hard
work…Remember this in moments of despair. If you find that writing is hard, it’s
because it is hard.” .This author is on your side.
This classic reference encompasses the entire process of writing. Chapters
address a spectrum of central issues: principles, methods, forms, and attitudes. The
sections on principles and methods include the usual suspects—conceiving a
compelling opening paragraph, focusing on the audience, achieving unity of voice,
choosing words carefully, ending with a punch, and (everyone’s favorite) revising. His
chapters on forms offer guidelines for writing in specific fields—business, science,
sports, humor, the arts.
The final chapters on attitude discuss psychological aspects of writing:
embracing the sound of your authentic voice; enjoyment, fear, and confidence; how
an infatuation with the idea of a finished product can impede your progress; a
writer’s decisions; and finally, an exhortation to write the highest quality work you
can. The chapter on a writer’s decisions offers a glimpse into Zinsser’s critical
thought process for his own writing: he parcels out paragraphs of an article he wrote
for a travel magazine, annotated with blow-by-blow commentary about the editorial
choices he made as he wrote.
The style he preaches is direct and simple, free of clutter, the product of
ruthless pruning and self-restraint. Interspersed with the author’s insights and
anecdotes are plentiful samples of writing both strong and weak, varying in style and
genre, to illustrate the principles discussed in a given section. In addition to
numerous excerpts of his own work, he shares selections from highly regarded
writers like Joan Didion, E.B. White, Joseph Mitchell, John Updike, and Cynthia
Ozick.
My one quibble with the book is this: I do not agree with Zinsser’s advice on
dealing with gendered pronouns (he favors masculine pronouns when there is no

12
graceful way to avoid choosing a gender—somehow using an occasional “she” fails to
occur to him) and he sporadically refers to collective humanity as “man.” However,
beyond that, I find his advice flawless and his writing an excellent model of the
principles he espouses.

INTRODUCTION BODY CONCLUSION

Let Us Remember

ü ABook Review is an academic writing that helps to explain and critically

appraise the subject matter, value, sense, and importance of a book. It has an
Introduction, Body, and Conclusion.

ü A Literature Review is a written argument that supports a thesis position by

building a case from credible evidence obtained from previous research. It has
an Introduction, Body, and Conclusion.

ü A Research Report is a systematic write up on the findings of the study

including methodologies, discussion, and conclusions. It has the following
parts: Abstract, Introduction, Method, Results, Discussion, Recommendation,
and References.

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 Let Us Assess
Test I.
DIRECTIONS: Read and answer the following questions. Choose the best option.
1. What part of the book review critics the books and point out the strengths
and weaknesses?
a. Body c. Introduction
b. Conclusion d. Reference

2. Which among the options help the readers to decide whether the book is
worth reading or not?
a. Book Review c. Literature Review
b. Position Paper d. Research Report

3. What part of the research report gives suggestion to the best course of action
in the study?
a. Discussion c. Methods
b. Conclusion d. Recommendations

4. Which among the options supports a position by citing credible sources?

a. Book Review c. Literature Review
b. Position Paper d. Research Report

5. Who helped the researcher in analyzing numerical data?

a. researcher c. grammarian
b. respondents d. statistician

6. What part of the literature review do you write the scope of the study?
a. Body c. Introduction
b. Conclusion d. Reference

7. Which among the statements is NOT considered as part of the

methodological part of research?
a. It describes the most important aspects of the study.
b. It includes a description of the research sample, and data collection.
c. It includes tests, questionnaires, interview or observation forms and
measurement.
d. It provides scientific tools and techniques relevant for the problem
chosen.

8. What part of the book review do you need to write your summary?
a. Body c. Introduction
b. Conclusion d. Reference

9. How important is gathering sources from writing the literature review?

a. It describes how the propose research is related to prior research.
b. It gives guidelines to choose sound method that is right for the research.

14
 c. It interprets the describes the significance of the findings in light of what
was already known.
d. It provides closure for the reader while reminding the reader of the
contents and importance of the paper.

10. Why do you need to restate your thesis statement in the conclusion part?
a. to point out the strength
b. to explain what the book is about
c. to provide a remarkable remark
d. to prove your point and stand on the topic

11. Which among the statements below is NOT a characteristic of a literature

review?
a. To discover what has been written about a topic already
b. To determine what each source contributes to the topic
c. To critic the content and point out strengths and weaknesses
d. To understand the relationship between the various contributions

12. Which among the options is considered as the purpose in writing literature
review?
a. question the accuracy of the topic
b. build bridges between related topics
c. relate personal experience to bridge the gap
d. makes personal judgments based from the reader’s point of view

13. Which among the options is NOT considered as concluding part of a

literature review?
a. establish the problem
b. summarize important aspects
c. outline areas for future study
d. state the demand in conducting the research

14. How do you interpret results from quantitative data?

a. provide literature review
b. make a critical suggestion
c. provide graphs, tables and charts
d. write statistical computations

15. How do you determine if a source is credible?

a. check TV ads for verification
b. verify through blogs of famous artists
c. consider bloodlines of the source’s relative
d. examine the source’s and author’s credentials and affiliations

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 Let Us Enhance

Activity 4: EXPECTATION VS. REALITY

Directions: Based from the research and fact-finding being conducted, choose one among
the two REALITY and write your own EXPECTATION about the facts being presented. You
can search for literary reviews to support your answer.

EXPECTATION VS. REALITY

DTI recommends to let children aged 10 to

14 to go out for economic reasons.
“Restrictions on the demand side notably on
the mobility of children and hence families
prevented the private consumption from
making a stronger comeback. The Philippines
has a young population, where the median age
is 25 years old, 40% of our population is below
20 years old. Economic growth would be hard
pressed to make a stronger recovery if children
and families are restricted from participating in
the economy,”
- statement of Karl Kendrick Chua,
acting secretary of NEDA during a
recorded speech from CNN Philippines
last January 28, 2021.

Philippines ranks the lowest in reading

comprehension among 79 countries
according to a global survey.
“Reading proficiency is essential for a wide
variety of human activities – from following
instructions in a manual; to finding out the
who, what, when, where and why of an event;
to communicating with others for a specific
purpose or transaction,
- statement from the Organization for
Economic Co-operation and
Development (OECD). (Facts taken from
CNN Philippines website dated Dec. 3,
2019.)

Let Us Reflect

In this module, you have learned the features of Book Review, Literature
Review, and Research Report. You may be able to use this knowledge in
writing academic papers for which ever purpose.

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