CO QAH + MELC LW

HANDOUT No. 4
Course Outline & Quality Assured
Handouts paired with MELC-
Based Learner’s Worksheet in Reading and Writing

MELC: Identify the unique features of and requirements in composing texts that are useful across disciplines
a. Book Review or Article Critique EN11/12RWS-IVdg-12
b. Literature Review EN11/12RWS-IVdg-12.1
c. Research Report EN11/12RWS-IVdg-12.2
Semester: 2nd FINAL TERM Week No. 4 Day: 1-4

LESSON: PURPOSEFUL WRITING IN THE DISCIPLINES AND FOR PROFESSIONS

Landing a job, starting a business or continuing your studies in college maybe one of the many choices you
decide to pursue. For this endeavour, job hunters, business seekers and students are required to present specific letters
to inform the person you wish to be granted with or taken in for a specific request so that you will surely get the
attention and or the position you wanted to be part of. The five lessons will teach you the basics in writing a letter
depending on the purpose.
TOPIC 1: Book Review or Article Critique

A book review or article critique is a specialized form of academic writing in which a reviewer evaluates
the contribution to knowledge of scholarly works such as academic books and journal article. A book review or article
critique, which usually ranges from 250 to 750 words, is not simply a summary. It is a critical assessment, analysis, or
evaluation of a work. However, take care not to equate the word “critique” to cynicism and pessimism. As an advance
form of writing, it involves your skills in critical thinking and recognizing arguments. A book review or article critique
is different in movie review that you see in a newspaper. Although movie reviews involve the analysis of one’s work,
they are written for a general audience and primarily aim to offer a persuasive opinion. An academic book review or
article critique, on the other hand, addresses a more specific audience and usually offers a critical response to a
published scholarly work. Moreover, book review must not be mistaken for book reports. Book reports focus on
describing the plot, characters, or idea of a certain work.
Book and article reviewers do not just share mere opinion; rather, they use both proofs and logical reasoning
to substantiate their opinions. They process ideas and theories, revisit and extend ideas in a specific field of study, and
present analytical responses.

Structure of a Book Review or Article Critique

Parts of Book Description/ Feature Example Review:
review Let’s Roll by K H.,Carmel,IN
 (around 5% of the paper)  Let’s Roll! Ordinary People, Extraordinary
 Title of the book/article Courage is a biography written by Lisa Beamer
Introduction  Writer’s name with Ken Abraham. Beamer’s husband, Todd, was
 Writer’s thesis statement one of the brave heroes on United Flight 93 on
September 11, 2001. This is not the typical 9/11
story, though. Already the mother of two boys,
Lisa was pregnant when Todd died. Unlike some
Americans who dealt with the tragedy simply by
despising the terrorists and seeking vengeance,
Lisa relied on her faith in God to help her through
this horrific experience.
 (around 10% of the paper)  This memoir not only features the life of the
 Writer’s objective or Beamer family, it gives shocking details of all the
Summary purpose events of that day. Looking back, I never knew
 Methods used (if what actually happened. Now, after reading Let’s
applicable) Roll!, I have deeper empathy for those lost lives.
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  Major findings or claims
 (in no particular order)
Review/ (Around 75% of the paper)
Critique  Appropriateness of
methodology to support the
arguments
 Theoretical soundness
 Soundness of explanation
in relation to other available
information and experts
 Sufficiency of explanation
 Other perspectives in
explaining the concepts and
ideas
 Coherence of ideas
 (around 10% of the paper)
 Overall impression of the
Conclusion work
 Scholarly value of the
reviewed article/book
 Benefits to the intended
audience
 Suggestion for future
directions
This book has made me question my faith, and
what my actions would be in a similar situation.
 You might be curious as to how the title of the
book connects with the story. Throughout Todd’s
life, “Let’s roll” was his personal phrase. His sons
knew when Daddy said “Let’s roll,” they better be
ready to head out the door. “Let’s roll” also
happened to be Todd’s last words as he followed
through with the plan to attack the terrorists
aboard his plane
 I read this book when a friend recommended it,
and now I know why she did! You become
addicted to it from page one. Beamer uses
language that is easy to comprehend yet creates
vivid images. You too will return to what you
were doing in the moments the terrorists attacked.
All Americans could benefit from reading this
book. Too many of us stay hooked on the past,
yet Lisa is using this tragedy as a way to move
forward. This book taught me to always move on,
yet never forget.

In writing a review/critique you must:

(1) provide a summary of the contents of the contents of the piece of writing under review;
(2) provide a general evaluation of the text;
(3) discuss each point you want to make about the text; and
(4) conclude by telling the readers if the text is worth reading or not. In addition, you must polish your writing by
considering the properties of a well written text.

TOPIC 2: Literature Review

A literature review is a type of academic writing that provides an overview of a specific topic. It surveys
scholarly work such as academic books , computerized databases, conference proceedings, dissertation’s/theses,
empirical studies government reports, historical records, journal article, monographs, and statistical handbooks.
As an advance form of academic writing, a literature review critically analyzes the relationship among the
scholarly works and the current work. It can be written as a stand-alone paper or as part of a research paper explaining a
theoretical framework and related studies. Unlike an annotated bibliography which presents a summary and synthesis
(i.e., linking different sources).
Doing a literature review will test your ability to seek literature efficiently and identify useful scholarly work.
It will also test your ability to evaluate studies for their validity and reliability. Hence, writing a literature review
involves research, critical appraisal, and writing.

Structure of a Literature Review

 Purpose for writing literature review and the importance of the topic being
reviewed
 Scope the review
Introduction  Criteria used for selecting the literature
 Organizational pattern of the review

 Historical background
Body  Relevant theories

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  Relationship between and among the studies, and how each study advanced a
theory
 Strengths and weaknesses of each paper
 Various viewpoints on the topic
 Restatement of the main argument or thesis
 Main agreements and disagreements in the literature
 If stand-alone paper: conclusions; implications; and direction for future studies
Conclusion  If part of a thesis or research paper: linking of the literature review to the research
questions
 Overall perspective on the topic.

Literature Review Sample

Kram (1985) has proposed that mentoring relationships develop and mature over time, providing
different levels of mentoring functions as they progress through a sequence of four distinct phases: initiation,
cultivation, separation, and redefinition. During the initiation phase, the mentor and the protégé begin initial
interactions that involve learning the other’s personal style and work habits. He described the first six to 12 months of
a relationship as characterized by musings that protégés and mentors providing coaching, challenging work and
visibility, the mentor embodies as fantasized role model with whom the protégé begins to identify and develops
positive expectations about career development. If the relationship matures past the initiation phase, it then
progresses to the cultivation phase, in which career development, role modeling and psychosocial mentoring
functions are proposed to be at their highest. Kram (1985) further proposed that the emotional bond between the
mentor and protégé deepens and intimacy increases during this phase. This phase may last from two to five years as
the protégé learns from the mentor and the mentor promotes and protects the protégé. Protégés gain knowledge
from the mentor, and the mentor gains loyalty and support of the protégé and feelings that his or her values, ideas
and work habits may be passed on to the protégé during the cultivation phase. The third phase, separation, involves a
structural and psychological disconnection between the mentor and the protégé when functions provided by the
mentor decrease, and the protégé becomes independent. In the redefinition phase, the mentor and protégé
frequently develop a relationship that is more peer-like, characterized by mutual support and informal contact.
While career and psychosocial functions are less evident, sponsorship from a distance, occasional
counseling and coaching and ongoing friendship continue. Hay (1995) believes that mentoring process is underpinned
by the following principles: recognizing that people are okay, realizing that people can change and want to grow,
understanding how people learn, recognizing individual differences, empowering through personal and professional
development, developing competence, encouraging collaboration not competition, encouraging scholarship and What
is it? 25 a sense of inquiry, searching for new ideas, theories and knowledge and reflecting on past experiences as key
to understanding. According to Mackimm, et al (2003) mentoring relationship is a special relationship where two
people make real connection. It is a protected relationship in which learning and experimentation occur through
analysis, examination, reexamination and reflection on practice, situations, problems, mistakes and successes (of both
the mentors and the mentees) to identify learning opportunities and gaps.
According to Yang (2006), mentoring relationships range from loosely defined, informal collegial
associations in which a mentee learns by observation and example to structured formal agreements between expert
and novice co-mentors where each develops professionally through the two-way transfer of experience and
perspective. Whether the relationship is formal or informal, the goal of mentoring is to provide career advice as well
as both professional and personal enrichment. It is important that the mentor and the mentee have a clear grasp of
the mentoring process for maximum benefits of this special relationship. For mentoring to be effective, the mentee
together with the mentor needs to reflect on the experiences in school and attempts to understand the experience
through analysis and conceptualization. The individual makes choices based on analyzing the implications. She/he
identifies options, decides on what to do next and undergoes another experience.
Mentoring relationship is classified as formal or informal, and short term or long term (Goodyear, 2006).
Formal mentoring is usually mandatory and institutionalized by the school or agency. The meetings are determined,
monitored and evaluated based on clearly articulated goals and milestones. Informal mentoring relationship is more
spontaneous and springs from the mentee’s intrinsic desire to become better. The choice of the mentor is based on
trust and confidence. Another type of mentoring is the duration of the relationship which can be short term and long
term. A short term mentoring usually addresses a set of specific needs. Long term mentoring is based on the broad
based goals incorporated in the professional development career of the institution or agency. Whether the mentoring
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 relationship is formal or informal, short term or long term, literature proves that mentoring has improved the
teacher’s personal artistry and professional skill in the workplace.
Source: (taken from the research article of Dayagbil, et al.)

A literature review is a synthesis of whatever professionals or researchers in the field are saying about a particular
topic in the area. It can be written separately from a research paper. It must updated, and it must supply new
interpretations of the issue or subject matter based on the information presented.

TOPIC 3: Research Report

A research report is an expanded paper that presents interpretations and analyses of a phenomenon based
on experiments and previous information so that the readers can better understand it. It is a laborious work produced
through formal investigation and scientific inquiry.
Parts of a Research Report
-contains an informative title that describes the content of the paper, the name of author/s,
addresses or affiliations, and date of submission. Examples of an informative title are the
Title Page following:
a. Effects of Facebook on the Academic Achievement of first Year Students
b. Development and Validation of a Software for Detecting Plagiarism
-contains the summary of the research findings and conclusions. It briefly presents the context
Abstract of the study, research questions or objectives, methodology, major findings, conclusions, and
sometimes implications. An abstract does not contain any citation or a great deal of statistical
results. Its length ranges from 100 to 250 words.
-explains the current state of the field and identifies research gaps. It is also the part where the
Introduction research focus is presented by addressing the identified gaps in the topic. It puts the research
topic in context. It is usually three to five paragraphs long.
-contains the summary and synthesis of all available sources directly related to the study. In a
research report, the literature review is divided into two sections: related concepts and related
Literature Review studies.
Related concepts present some of the fundamental concepts needed by the readers to better
understand the study. Concepts and theories are defined, explained, and described.
-describes how the experiments or tests in the research were conducted. It presents the context
within which the study was conducted, the participants, the instruments used, data gathering
Methodology procedure, and the data analysis. In discussing the context of the study and the participants,
the number and the demographic profiles of the participants are explained as well as the place
where the study was conducted.
-factually describes the data gathered and the tables and graphs that summarize the collected
data. Along with the tables and graphs are their respective interpretations. The flow of the
Results results section should follow the flow of the research questions/problems/objectives. It is
expected that for each research problem or objective, corresponding results are presented.

– provides an explanation of all the results in relation to the previous studies presented in the
literature review. In this section, the research problems or objectives, as well as the major
Discussion findings, are restated in the first paragraph. The succeeding paragraphs should explain whether
the study supports or rejects the previous findings and explain the reasons for this. New
findings uncovered in the research should also be stated. Similar to the flow of the results, the
discussion part follows the flow of the research problems or objectives.
-contains the restatement of the major findings, the limitations of the study, the
Conclusion recommendations, and the implications. Note that in some cases, the conclusion is integrated
into the discussion.
References -contains the different sources used in the study. These may be academic books, journals, and
other online sources. Its format depends on the school, teacher, or field of study.

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 Conclusions

In writing a research report, you must (1) choose a topic that is interesting and relevant to your audience; (2) use the
accepted format; (3) accomplish the purpose of each part of the report; (4) acknowledge the sources of the information
you used in your report; and (5) be consistent with the citation style that you use. You must also keep in mind the
properties of a well-written text to make your writing appear more academic.

REFERENCES

https://drive.google.com/drive/mobile/folders/1dZWLgAPcYlOGdpJdv7VUBUWxWz2zryb5?fbclid=lwaR0-
uX9qC4KnmbqlCTSgY0VAya46UTm8OaglaOobpw7D4gBeWlhrQ

WRITERS:
GILDA O. SALOMON TRINHS 09566238480
RONALYN T. BALOMA MAG-UBAY NHS 09997301491
JONALYN T. MORACA PILAR NHS 09971433175

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Sample Project Proposal

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In writing a research report, you must (1) choose a topic that is interesting and relevant to your audience; (2) use the
accepted format; (3) accomplish the purpose of each part of the report; (4) acknowledge the sources of the information
you used in your report; and (5) be consistent with the citation style that you use. You must also keep in mind the
properties of a well-written text to make your writing appear more academic.

REFERENCES

https://drive.google.com/drive/mobile/folders/1dZWLgAPcYlOGdpJdv7VUBUWxWz2zryb5?fbclid=lwaR0-
uX9qC4KnmbqlCTSgY0VAya46UTm8OaglaOobpw7D4gBeWlhrQ

WRITERS:
GILDA O. SALOMON TRINHS 09566238480
RONALYN T. BALOMA MAG-UBAY NHS 09997301491
JONALYN T. MORACA PILAR NHS 09971433175

 Includes the project title that is concise and informative

Title Page  Includes the lead organization, place and date of project, client’s or donor’s
name, proponent’s name and the department or organization he/she represents,
and date of submissions
 Includes the objectives, implementing organization, major project activities and
Abstract of total project cost
Executive  Usually composed of 200 to250 words and highlights only the major points; some
Summary abstract may be longer depending on the culture of the funding agency
 Uses a paragraph format

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 Context of the  Describes the socio-economic, cultural, and political background in which the
Proposal proposal is situated.
 Presents data collected from other sources that are relevant to the planning
stage
 Provides a rationale for the project
 Includes the problem statement that specifies the problem addressed by the
project
 Points out why the problem is an issue that requires immediate attention
 Specifies the target group’s needs that arise from the adverse effect of the
described problem
Project Justification  Presents the approach or strategy that will be used to address the problem
 Describes the capability of the implementing organization or group by stating its
track record
Note: When writing this section, justify why your organization or group is the best
group to implement the project.

Personnel Involved  List the people involved in the project, their corresponding roles, and their summary of
qualifications
Project  Is divided into an activity plan which specifies the schedule of activities and a
implementation resource plan which specifies the items needed to implement the project
 Describes the activities and resource allocation in detail, as well as the person in
charge of executing the activities
 Indicates the time and place of activities
Budget  Presents the expected income and expenses over a specified time period
 Itemizes the budget
Monitoring and  Specifies when and how the team will monitor the progress of the project
Evaluation  Specifies the method for monitoring and evaluation
 Specifies the personnel in charge of monitoring and evaluation
Reporting Scheme  Specifies the schedule for reporting the finances and progress of the project

Conclusion  Briefly describes the project, the problem it addresses, and its benefits to all
stakeholders through a summary
 Directs the readers back to the good features of the project
 Urges the readers to contact the proponent to work out the details of the project
proposals
References  Lists all the references used in drafting the project proposal using the format
required the funding agency

A project proposal is basically a problem-solution text that aims to persuade its reader to grant funding on the
project or the accomplishment of the solution to the problem. It has five basic parts, namely, title page, project
summary, qualification budget justification, and project narrative. It includes visual such as Gantt charts, for
timetable, and tables for budget justification and avoids confusing terms such as jargons, acronyms, and abbreviations
specific to a field of study.

TOPIC 5: POSITION PAPER

A position paper is a type of academic writing that presents one’s stand or viewpoint on a particular issue.
The main objective of writing a position paper is to take part in a larger debate by stating your arguments and
proposed course of action.

Parts of a Position Paper

 Uses a lead that grabs the attention of readers.
Introduction  Defines the issue and provide a thorough background.
 Provides a general statement of your position through a thesis statement.

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  State your main arguments and provide sufficient evidence (e.g., statistics, interviews
Body with experts, and testimonies) for each argument.
 Provides counterarguments against possible weaknesses of your arguments.
 Restates your position and main arguments.
Conclusion  Suggests a course of action.
 Explains why your position is better than any other position.
 Ends with a powerful closing statement (e.g., a quotation, a challenge, or a question).

Choosing an Issue
1. The issue should be debatable. You cannot take any position if the topic is not debatable.
2. The issue should be current and relevant.
3. The issue should be written in a question form and answerable by yes or no.
4. The issue should be specific and manageable

In writing a position paper, you should (1) describe the issue and your position; (2) present both sides of
the issue; (3) refute counterclaims; and (4) use some figurative language and analogies to explain a point. You should
keep in mind the properties of a well-written text to make your writing easy to read.

REFERENCES

https://drive.google.com/drive/mobile/folders/1dZWLgAPcYlOGdpJdv7VUBUWxWz2zryb5?fbclid=lwaR0-
uX9qC4KnmbqlCTSgY0VAya46UTm8OaglaOobpw7D4gBeWlhrQ

WRITERS:
GILDA O. SALOMON TRINHS 09566238480
RONALYN T. BALOMA MAG-UBAY NHS 09997301491
JONALYN T. MORACA PILAR NHS 09971433175

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 REFERENCES

(follow Chicago Manual of Style)

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