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Reading and, Writing Skills, Quarter 4 – Module 8:, Composing Academic Writing

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Reading and Writing Skills, Alternative Delivery Mode, Quarter 4 – Module 8: Composing Academic Writing, First Edition, 2020, Republic Act 8293, section 176 states that: No copyright shall subsist in any work, of the Government of the Philippines. However, prior approval of the government agency or, office wherein the work is created shall be necessary for exploitation of such work for profit., Such agency or office may, among other things, impose as a condition the payment of, royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,, trademarks, etc.) included in this module are owned by their respective copyright holders., Every effort has been exerted to locate and seek permission to use these materials from, their respective copyright owners. The publisher and authors do not represent nor claim, ownership over them., Published by the Department of Education, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, Development Team of the Module, Writers: Emerson T. Armero, Ana Rose I. Colarina, Editors: Shiela Niña L. Rea-Santes, Reviewers: Cyril E. Sales, Louie Grace G. Margallo, Laila R. Maloles, Jonathan H., Marquez, Jhonathan S. Cadavido, Illustrator: Rhodora B. Crisologo, Layout Artists: Mark Joseph O. Torres, Management Team: Regional Director: Wilfredo E. Cabral, CLMD Chief: Job S. Zape Jr., Regional EPS In Charge of LRMS: Eugenio S. Adrao, Regional ADM Coordinator: Elaine T. Balaogan,, Schools Division Superintendents: Daisy Z. Miranda,, Doris DJ. Estalilla, Assistant School Division Superintendent/s: Neil G. Angeles,, Elvira B. Catangay, CID Chief/s: Vincent Emmanuel L. Ilagan, Edna F. Hemedez, Division EPS/s In Charge of LRMS: Henry P. Contemplacion,, Jackie Lou A. Almira, Printed in the Philippines by ________________________, Department of Education – Region IV-A CALABARZON, Office Address:, Telefax:, E-mail Address:, , Gate 2 Karangalan Village, Barangay San Isidro, Cainta, Rizal 1800, 02-8682-5773/8684-4914/8647-7487, [email protected]

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Reading and Writing, Skills, Quarter 4 – Module 8:, Composing Academic Writing

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Introductory Message, For the facilitator:, Welcome to the Reading and Writing Skills 11 Alternative Delivery Mode (ADM), Module on Composing Academic Writing!, This module was collaboratively designed, developed and reviewed by educators, both from public and private institutions to assist you, the teacher or facilitator in, helping the learners meet the standards set by the K to 12 Curriculum while, overcoming their personal, social, and economic constraints in schooling., This learning resource hopes to engage the learners into guided and independent, learning activities at their own pace and time. Furthermore, this also aims to help, learners acquire the needed 21st century skills while taking into consideration, their needs and circumstances., In addition to the material in the main text, you will also see this box in the body of, the module:, , Notes to the Teacher, This contains helpful tips or strategies, that will help you in guiding the learners., , 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. Furthermore, you are expected to encourage and assist, the learners as they do the tasks included in the module., , For the learner:, Welcome to the Reading and Writing Skills 11 Alternative Delivery Mode (ADM), Module on Composing Academic Writing!, This module was designed to provide you with fun and meaningful opportunities, for guided and independent learning at your own pace and time. You will be, enabled to process the contents of the learning resource while being an active, learner., This module has the following parts and corresponding icons:, What I Need to Know, , This will give you an idea of the skills or, competencies you are expected to learn in, the module.

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What I Know, , This part includes an activity that aims to, check what you already know about the, lesson to take. If you get all the answers, correct (100%), you may decide to skip this, module., , What’s In, , This is a brief drill or review to help you link, the current lesson with the previous one., , What’s New, , In this portion, the new lesson will be, introduced to you in various ways such as a, story, a song, a poem, a problem opener, an, activity or a situation., , What is It, , This section provides a brief discussion of, the lesson. This aims to help you discover, and understand new concepts and skills., , What’s More, , This comprises activities for independent, practice to solidify your understanding and, skills of the topic. You may check the, answers to the exercises using the Answer, Key at the end of the module., , What I Have Learned, , This, includes, questions, or, blank, sentence/paragraph to be filled in to process, what you learned from the lesson., , What I Can Do, , This section provides an activity which will, help you transfer your new knowledge or, skill into real life situations or concerns., , Assessment, , This is a task which aims to evaluate your, level of mastery in achieving the learning, competency., , Additional Activities, , In this portion, another activity will be given, to you to enrich your knowledge or skill of, the lesson learned. This also tends retention, of learned concepts., , Answer Key, , This contains answers to all activities in the, module., , At the end of this module, you will also find:, , References, , This is a list of all sources used in, developing this module.

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The following are some reminders in using this module:, 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 What I Know before moving on to the other activities, included in the module., 3. Read the instruction 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 through with it., 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!, , What I Need to Know, This module was designed and written with you in mind. It is here to help, you identify the unique features of and requirements in composing texts that are, useful across disciplines. The scope of this module permits it to be used in many, different learning situations. The language used recognizes the diverse vocabulary, level of students. The lessons are arranged to follow the standard sequence of the, course. But the order in which you read them can be changed to correspond with, the textbook you are now using., The module is divided into five lessons, namely:, , , , , , , Lesson, Lesson, Lesson, Lesson, Lesson, , 1, 2, 3, 4, 5, , –, –, –, –, –, , Book Review or Article Critique, Literature Review, Research Report, Project Proposal, Position Paper, , After going through this module, you are expected to:, , , , identify the unique features, parts and requirements in writing a book, review; and, write a book review following the process approach to writing, , To achieve these, you are expected to do tasks and activities independently which, will help you master the above-mentioned competency.

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What I Know, Choose the letter of the best answer. Write the chosen letter on a separate sheet of, paper., 1. It is a sneak peak of the content of the book that includes relevant description as, well as its overall perspective and purpose., A. Book review, B. Movie Review, C. Newspaper review, D. Encyclopedia review, 2. The following are the focus of reviewing a book, EXCEPT:, A. Purpose of the Author B. Content of the Book or Novel, C. Relevance of the Issues D. Title of the Book or Novel, 3. Which of the following parts of a review provides the author’s name, book, article’s name, source and their statement?, A. Introduction, B. Body, C. Conclusion, D. Synthesis, 4. How long should a book review be?, A. 50 words, C. strictly 500 words, C. 500 words or more, D. strictly 100 words, 5. The following skills are enhanced when one writes a book review, EXCEPT:, A. Describing, C. Expressing, B. Analyzing, D. Assessing, 6. What is your best basis in creating titles for a book review?, A. Background of the Author, C. Book’s Impression, B. Book Illustrations, D. Book’s Sales and Popularity, 7. Which of the following are identified first in writing a book review?, A. Author and Title, C. Page and Number, B. Publication House, D. Audience, 8. Which of the following is a strong book review title?, A. Hilarious, C. Student Reviewer Went Viral, B. Five Thumbs Up!, D. Millennial Philosophy to the Highest, Level, 9. Which of the following shows a weak book review title?, A. Quite Tough, C. A nerve-wracking thriller to date, B. She is a rose among thorns, D. Pinoy frontliners honored insanely, 10. In reviewing fiction books, what elements should be paid with most attention by, the reviewer?, A. Setting and plot only, C. Language and audience, B. Setting, plot and characters D. Language and genre, 11. Which should be given particular treatment in reviewing nonfiction materials?, A. Argument and sources, C. Style and diction, B. Content and context, A. Audience and relevance, 12. The following are categorized as fiction, EXCEPT:, A. Poetry, C. Novel, B. Biography, D. Sci-fi, 13. Which of the following cannot be classified as nonfiction?, A. Fantasy, C. Documentary, B. History, D. Autobiography, 14. What do we mean by this book review warning, “Do not give away the story?”, A. Avoid distributing the story, C. Avoid the story

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B. Avoid telling the entire story D. Avoid reading the story, 15. What should reviewers do first in revising the draft?, A. Allowing time to elapse before revising, B. Correcting grammatical mistakes and punctuation, C. Verifying quotations for accuracy, D. Checking the format of the references, , Lesson, , 1, , Book Review, , Have you experienced frowning and arguing over a reading material as if it will, respond and defend itself from your judgment? I’m pretty sure you would like to, know and understand what you were doing in instances like that., , What’s In, In the previous module, you learned about determining textual evidence to validate, assertions and counterclaims made about a text read. This time, you will, understand the requirements of composing academic writing., , What’s New, Read the sample book review below and complete the matrix with information, about the text on a separate sheet of paper., Handbook of Disaster Risk Reduction & Management, Climate Change and Natural Disasters, By Yingigba Akenyemi, Climate change is increasingly of great concern to the world community. The earth, has witnessed the build-up of greenhouse gases (GHG) in the atmosphere changes, in biodiversity, and more occurrences of natural disasters. Recently, scientists have, begun to shift their emphasis away from curbing carbon dioxide emission to, adapting to carbon dioxide emission. The increase in natural disasters around the, world is unprecedented in earth’s history and these disasters are often associated, to climate changes. Many nations along the coastal lines are threatened by massive, floods and tsunamis. Earthquakes are increasing in intensity and erosion and, droughts are problems in many parts of the developing countries. This book is, therefore to investigate ways to prepare and effectively manage these disasters and, possibly reduce their impacts. The book takes an in-depth look at climate change, and its association to socio-economic development and cultures especially in, vulnerable communities; and investigates how communities can develop resilience, to disasters. A balanced and a multiple perspective approach to manage the risks

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associated with natural disasters is offered by engaging authors from the entire, world to proffer solutions., (Worldscientific 2020), Main Idea, Purpose, Your Evaluation of the Text, Answer the following questions and write them on a sheet of paper:, 1. What skills did you apply in the activity?, 2. How were you able to come up with responses needed for the activity?, , What is It, A book review describes and evaluates a work of fiction or nonfiction and offers the, book’s overall purpose, structure, style of narration to the unknown readers. It tells, not only what a book is about, but also how successful it is at what it is trying to, do. It is a sneak peek at a book, not a summary., As a reviewer, you bring together the two strands of accurate, analytical reading, and strong, personal response when you indicate what the book is about and what, it meant to readers. Hence, in writing a book review, you combine your skills of, describing the content of the pages, analyzing how the book achieved its purpose,, and expressing your most personal comments, reactions and suggestions., But before you start writing a book review, you have to read the book first and ask, yourself these questions: What are the author’s viewpoint and purpose? What are, the author’s main points? What kind of evidence does the author use to prove his, or her points? How does this book relate to other books on the same topic? Does, the author have the necessary expertise to write the book? What are the most, appropriate criteria by which to judge the book? How successful do you think the, author was in carrying out the overall purposes of the book?, If it is a short review, you may not be able to fulfill your purpose. If it is too long, it, may stray too much of the plot or of the content, you may lose the interest of your, readers. Take this general guideline: the length of the review depends upon the, length of the book itself, and a review should not be less than 100 words. Longer, books usually asks for more than 500 words., A book review title should be based on your total impression of a book. Similar to, creating passwords, strong titles might be “Drew girl power to new height”, “A night, owl that seldom sleeps even during daytime,” “Beautiful illustrations with a story to, match,” “Perfect for a weekend getaway” while weak titles are: “State of the art, book,” “Five stars,” “A breath of fresh air,” “Fast and furious.”

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How do you START writing a book review?, 1. Identify the book by author, title, and sometimes publishing information., 2. Specify the type of book (for example: fiction, nonfiction, biography, and, autobiography). Help your readers to review with perspective., 3. Mention the book’s theme., 4. Include background, if necessary, to enable reader/s to place the book into a, specific context., 5. You may also use an interesting quote, an interesting fact, or an explanation, of a concept or term., What do you DO with the content?, 1. For nonfiction books like biography, history and the like: pay primary, attention to the major points (the argument) the author is putting forth and, to the sources the author has drawn upon to back up his/her point of view., 2. For fictional works such as novels, chic lit, graphic novels, manga: Pay, attention primarily to the novel or book’s setting, plot, style, characters,, theme/s, use of language and voice. Caution: Do not give away the story for, no one appreciates a spoiler!, 3. Provide your reactions to the book., 4. Describe the book., 5. Respond to the author’s opinions and analyze it., 6. Explore issues the book raises., How do you CONCLUDE?, 1. Relate your argument to other books or authors., 2. Relate the book to larger issues., 3. Tie together issues raised in the review., 4. Briefly restate your main points and your thesis statement., 5. Indicate how well the book has achieved its goal, what possibilities are, suggested by the book, what the book has left out, how the book compares, to others on the subject, what specific points are not convincing, and what, personal experiences you’ve had related to the subject., How do you REVISE the draft?, 1. Allow time to elapse, at least a day, before starting your revision., 2. Correct grammatical mistakes and punctuation as you find them., 3. Read your paper through again looking for unity, organization and logical, development., 4. If necessary, do not hesitate to make major revisions in your draft., 5. Verify quotations for accuracy and check the format and content of, references., , What’s More, Following the process in book reviewing, write a rough draft on Dr. Jose Rizal’s, novel, “Noli Me Tangere.” Focus only on the author’s portrayal of the main, characters Ibarra, Maria Clara, Sisa, Padre Damaso, and the like.

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What I Have Learned, , In your own words, write at least five pointers for writing a book review., , What I Can Do, Write a book review on a novel or a book that you like. You may choose to upload, your output to your class group chat or to your school’s Facebook page., Book Review Rubric, Components, Introduction, Plot, Summary, , Opinion/, Commentary, , Spelling/, Mechanics, , Distinguished, (5 points), Book review “grabber” is, very interesting or, catchy., Reviewer does a good job, of leaving the reader in, suspense about conflict, resolutions while, painting a clear,, interesting portrait of, the novel or book’s, story., Reviewer offers his/her, opinion on the book’s, aspects. Reviewer also, writes a, recommendation to, readers., , Proficient, (4 points), Book review, “grabber” is mildly, interesting., Reviewer offers a, little too much plot, summary, but, paints a fair picture, of what the novel is, about., , Apprentice, (3 points), Book review, “grabber” lacks, interest., Reviewer offers, way too much plot, summary, leaving, the reader little, reason to read the, book or novel., , Novice, (2 points), No attempt was, made to catch the, reader’s attention., Reviewer gives, away the ending., , Reviewer offers a, little of his or her, opinion on the, book’s aspects., Reviewer writes a, recommendation to, readers., , Reviewer consist, of plot summary, and offers no, opinion of or, commentary on, the book or novel., , No errors., , Somewhat, errorless., , Reviewer offers, very little of, his/her opinion, on the book’s, aspects. Reviewer, also writes, recommendation, to readers, Some errors., , Error-filled all, throughout the, text., , (Myenglishclass 2020), , Assessment, Choose the letter of the best answer. Write the chosen letter on a separate sheet of, paper., 1. It is a sneak peek of the content of the book that includes relevant description as, well as its overall perspective and purpose., A. Fiction Review, B. Movie Review, C. Newspaper Review, D. Book Review, 2. The following are the focus of reviewing a book, EXCEPT:, A. Purpose of the Author, B. Title of the Book or Novel

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C. Relevance of the Issues, , D. Content of the Book or Novel, , 3. Which of the following parts of a review provides the author’s name, book, article’s name, source and their statement?, A. Introduction, B.Body, C. Conclusion, D. Synthesis, 4. How long should a book review be?, A. 50 words, B. strictly 500 words, C. 500 words or more, D. strictly 100 words, 5. The following skills are enhanced when one writes a book review, EXCEPT:, A. Describing, B. Expressing, C. Analyzing, D. Assessing, 6. What is your best basis in creating titles for a book review?, A. Background of the Author, B. Book’s Impression, C. Book Illustrations, D. Book’s Sales and Popularity, 7. Which of the following are identified first in writing a book, review?, A. Author and Title, B. Page and Number, C. Publication House, D. Audience, 8. Which of the following is a strong book review title?, A. Hilarious, B. Student Reviewer Went Viral, C. Five Thumbs Up!, D. Millennial Philosophy to the Highest Level, 9. Which of the following shows a weak book review title?, A. Quite Tough, B. A nerve-wracking thriller to date, C. She is a rose among thorns, D. Pinoy frontliners honored insanely, 10. In reviewing fiction books, what elements should be paid with, most attention by the reviewer?, A. Setting and plot only, B. Language and audience, C. Setting, plot and characters D. Language and genre, 11. Which should be given particular treatment in reviewing nonfiction materials?, A. Argument and sources, B. Style and diction, C. Content and context, D. Audience and relevance, 12. The following are categorized as fiction, EXCEPT:, A. Poetry, B. Novel, C. Biography, D. Sci-fi, 13. Which of the following cannot be classified as nonfiction?, A. Fantasy, B. Documentary, C. History, D. Autobiography, 14. What do we mean by this book review warning, “Do not give away the story?”, A. Avoid distributing the story, B. Avoid the story, C. Avoid telling the entire story D. Avoid reading the story, 15. What should reviewers do first in revising the draft?, A. Checking the format of the references, B. Correcting grammatical mistakes and punctuation, C. Verifying quotations for accuracy, D. Allowing time to elapse before revising

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Additional Activities, Analyze a book review to be given by your teacher. Examine how it was written, using the process which you learned from the lesson. Comment on the good points, and bad points of the book review. Write your answer on a separate sheet of paper., , Notes to the Teacher, , Answer Key, You may choose to provide your learners with strandspecific book review sample., , Answer Key, , Additional, Activities, (Answer may vary), 1. D, 2. B, 3. A, 4. B, 5. D, 6. C, 7. A, 8. D, 9. A, 10. B, 11. A, 12. B, 13. A, 14. B, 15. D, , Assessment, , (Answer may, vary), , What I Can Do, (Answer may, vary), What I Have, Learned, (Answer may, vary), What’s New, , 1. A, 2. D, 3. A, 4. B, 5. D, 6. C, 7. A, 8. D, 9. A, 10.B, 11.A, 12.B, 13.A, 14.B, 15.A, What I Know

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What I Need to Know, This lesson was designed and written to help you identify the unique features of a, Literature Review and its requirements that are useful across disciplines. It is here, to help you create a Literature Review following the properties of well-written text, and process approach to writing. Thus, in this lesson, you are expected to write a, simple yet comprehensive literature review., , What I Know, Choose the letter of the best answer. Write the chosen letter on a separate sheet of, paper., 1. Which of the following does not describe the nature and purpose of a literature, review?, A. It is a type of an academic essay., B. It synthesizes and evaluates the relevant scholarly paper on a topic., C. It contains some of the major concerns and debates within a discipline., D. It attempts to develop a new argument., 2. Why should students write a literature review?, A. to show knowledge of the topic, B. to keep current or abreast with the times, C. to serve as stepping stone for further research, D. all of the above, 3. This system provides a mean of identification for managing information on digital, networks., A. DOI, B. DTI, C. STI, D. FTI, 4. Which of the following does not describe the literature review accurately?, A. It is a summary of existing literature, B. It is a synthesis of the arguments of others, C. It is a critical or analytical account of a finished research, D. It is an account of a selection of writing relevant to your work, 5. This part of a literature review defines the topic and the scope being considered., A. Introduction, B. Main Body, C. Conclusion, D. References, 6. It offers the reviewer’s justification of the conducted research., A. Introduction, B. Main Body, C. Conclusion, D. References, 7. Which part is the organization of the evaluation of sources chronologically?, A. Introduction, B. Main Body, C. Conclusion, D. References, 8. This is the part that accurately contains in-text citations., A. Introduction, B. Main Body, C. Conclusion, D. References, 9. Relational words and phrases are used in writing the literature to achieve ______, A. Coherence, B. Cohesion, C. Inference, D. Reference, 10. What literature review strategy should be applied when you state the, arguments and main points of the research?, A. Summary, B. Synthesis, C. Analysis, D. Evaluation, 11. This is a literature review strategy that combines ideas in order to form an, integrated theory or system through critical evaluation., A. Summary, B. Synthesis, C. Analysis, D. Evaluation

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12. When one closely examines the elements or structure of the research, it is, called _______., A. Summary, B. Synthesis, C. Analysis, D. Evaluation, 13. This is a literature review strategy that assesses the research based on criteria, that you chose., A. Summary, B. Synthesis, C. Analysis, D. Evaluation, 14. It is a literature review is simply a summary of what existing scholarship knows, about a particular topic., A. Book Review, B. Article Critique C. Literature Review D. Book Report, 15. The following are sources for a good literature review, EXCEPT:, A. Databases, B. Websites, C. Textbooks, D. All of the Above, , Lesson, , 2, , Literature Review, , Literature review is one of the components of the research process. Aside from that,, a student researcher like you should have the ability to determine what you should, read and include in your study., , What’s In, In the previous lesson, you were introduced with the process of writing a book, review. However, in this lesson you will be required to read a lot and learn how to, write a literature review faithfully following a few guidelines and an attached rubric., , What’s New, List down the sources that you used in your Grade 10 Science Investigatory, Project. Separate the sources taken from databases, websites, or textbooks., , What is It, A literature review (LR) is a type of academic essay that examines what has, already been written about a topic. As a collection of published research about your, topic by recognized scholars and researchers, it is a way for you to examine also, what has already been done in regard to your research question or problem., Likewise, it summarizes and synthesizes the conducted research driven by guiding, principles. Although, it is not a research paper, it provides background for your, problem and a rationale for your research (Abadiano 2016, 51-52).

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Literature reviews consist of the following components and its purposes:,  Introduction, o Defines the topic and the scope being considered, o Notes intentional exclusions, o States the general findings of the review and the availability of the sources,  Main Body, o Organizes the evaluation of the sources whether chronologically or, thematically, o Showcases the critical summary and evaluation of the research’s premise,, methodology, and conclusion, o Uses grammatical connectors, relational words or phrases and transitional, devices,  Conclusion, o Summarizes the key findings of the review, o Offers the reviewer’s justification of the conducted research,  References, o Reflects the in-text citations, o Contains complete and correct citations, Here are four literature review strategies:, Summary, Synthesis, State briefly the argument and Combine ideas in order to form an integrated, main points of relevant research, theory or system through critical evaluation,, compare/contrast, etc., Analysis, Evaluation, Examine closely the elements or Assess the research based on the criteria or, structure of the research, rubric that you choose, state, and explain., Support it with another similar research., , What’s More, Read the literature review of your previous research outputs (like your Grade 10, science investigatory project or any research in English). Rate the said review based, on the rubric below., , Content, , Target, The inquiry question was well, established in the broader, context of an educational, topic. (2 points), At least five articles were, selected and each specifically, related to the initial inquiry, question. (5 points), The findings/results of articles, were thoughtfully compared,, contrasted and/or connected, to each other. (5 points), , Acceptable, The inquiry question, was established in, the context of an, educational topic. (21point, At least five articles, were selected and, related to the initial, inquiry question. (5-4, points), The findings of, articles were, compared,, contrasted and/or, , Not acceptable, The inquiry question was, not established in the, context of an educational, topic. (0 point), At least five articles were, selected; some minimally, related to the inquiry, question. (3-0 points), The findings of articles, were mentioned with little, and or no comparison or, connection to each other.

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Organization, , Mechanics, , The conclusion of the review, summarized the knowledge, found from this review and, related the knowledge gain to, the inquiry question. (2, points), The references were cited, using CMOS or the Chicago, Manual of Style. (2 points), The review was organized, using subheadings. The review, was suitably organized, considering the contents of, the selected articles. (2 points), There were no grammatical,, spelling and/or punctuation, errors and transitional, phrases were used to guide, the reader throughout the, text. (2 points), , connected to each, other. (4 points), The conclusion of the, review summarized, the knowledge found, from this review. (1, point), , (3-0 points), , The references were, listed. (1 point), , The references were not, listed. (0 point), , The review was, suitably organized, considering the, contents of the, selected articles. (1, point), There was an, occasional, grammatical, spelling, and/or punctuation, error that did not, distract the reader., (1 point), , The review was minimally, organized and writing was, difficult to follow, throughout. (0 point), , The conclusion of the, review did not summarize, the knowledge found from, this review. (0 point), , There were many, grammatical, spelling, and/or punctuation errors, that distracted the reader, from the content of the, writing. (0 point), , What I Have Learned, 1. The basic parts of a literature review are: _______________., 2. The four literature review strategies are: ____________., , What I Can Do, Improve the literature review that you have evaluated in What’s More. Please refer, to the previous rubric for your guidance. Don’t forget to include the output in your, portfolio., , Assessment, Choose the letter of the best answer. Write the chosen letter on a separate sheet of, paper., 1. Which of the following does not describe the nature and purpose of a literature, review?, A. It attempts to develop a new argument., B. It synthesizes and evaluates the relevant scholarly paper on a topic., C. It contains some of the major concerns and debates within a discipline., D. It is a type of an academic essay.

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2. Why should students write a literature review?, A. to show knowledge of the topic, B. to keep current or abreast with the times, C. to serve as stepping stone for further research, D. all of the above, 3. This system provides a means of identification for managing information on, digital networks, A. AOI, B. FOI, C. DOI, D. FTI, 4. Which of the following does not describe the literature review accurately?, A. It is a summary of existing literature, B. It is a synthesis of the arguments of others, C. It is a critical or analytical account of a finished research, D. It is an account of a selection of writing relevant to your work, 5. This part of a literature review defines the topic and the scope being considered, A. Introduction, B. Main Body, C. Conclusion, D. References, 6. It offers the reviewer’s justification of the conducted research, A. Introduction, B. Main Body, C. Conclusion, D. References, 7. Which part is the organization of the evaluation of sources chronologically?, A. Introduction, B. Main Body, C. Conclusion, D. References, 8. This is the part that accurately contains in-text citations, A. Introduction, B. Main Body, C. Conclusion, D. References, 9. Relational words and phrases are used in writing the literature to achieve, ________, A. Coherence, B. Cohesion, C. Inference, D. Reference, 10. What literature review strategy should be applied when you state the, arguments and main points of the research?, A. Analysis, B. Evaluation, C. Summary, D. Synthesis, 11. This is a literature review strategy that combines ideas in order to form an, integrated theory or system through critical evaluation., A. Analysis, B. Evaluation, C. Summary, D. Synthesis, 12. When one closely examines the elements or structure of the research is called, ____________., A. Analysis, B. Evaluation, C. Summary, D. Synthesis, 13. This is a literature review strategy that assesses the research based on the, criteria that you chose., A. Analysis, B. Evaluation, C. Summary, D. Synthesis, 14. It is a literature review is simply a summary of what existing scholarship knows, about a particular topic, A. Book Review B. Article Critique C. Literature Review D. Book Report, 15. The following are sources for a good literature review, EXCEPT:, A. Databases, B. Websites, C. Textbooks, D. All of the Above, , Additional Activities, Write a literature review on the topic of your choice (like Facebook Page Netiquette,, Cyberbullying in Your School, Courtship among Millennials, etc.). Please refer to the, rubric in What’s More.

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Assessment, 1. D, 2. D, 3. C, 4. A, 5. A, 6. C, 7. B, 8. D, 9. A, 10.C, 11.D, 12.A, 13.B, 14.B, 15.D, , What’s New, (Answer may vary), , What’s More, (Answer may vary), , What I Have Learned, 1., , 2., , The basic parts of, a literature review, are: Introduction,, Main Body,, Conclusion, and, References, The four literature, review strategies, are: Summary,, Analysis,, Synthesis, and, Evaluation, , What I Can Do, , What I Know, 1. A, 2. D, 3. A, 4. A, 5. A, 6. C, 7. B, 8. D, 9. A, 10.A, 11.B, 12.C, 13.D, 14.C, 15.D, , (Answer may vary), , Additional Activities, (Answer may vary), , Answer Key

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What I Need to Know, , This module will help you to identify the unique features, parts, requirements and, how to write a Research Report as a part of academic writing and professional, correspondence. Thus, in this lesson, you are required to prepare and write a, research report on recent and relevant topics such as natural disasters., , What I Know, Choose the letter of the best answer. Write the chosen letter on a separate sheet of, paper., 1. Which of the following is a long, formal essay, usually five to fifteen pages in, length that presents the writer’s views and findings on a chosen subject?, A. Book Report, B. Research Report, C. Formal Report, D. Informal Report, 2. It allows the readers to evaluate the quality of the research and provides the, details by which another researcher may replicate and validate the findings., A. Abstract, B. Discussion, C. Methodology, D. Results, 3. It contains the interpretation of data and perhaps a short introduction., A. Abstract, B. Discussion, C. Methodology, D. Results, 4. It is an overview of the research study and is typically two to four paragraphs in, length., A. Abstract, B. Discussion, C. Methodology, D. Results, 5. It is where the results of the study are interpreted and evaluated against the, existing body or research literature., A. Abstract, B. Discussion, C. Methodology, D. Results, 6. This should reflect the content and emphasis of the project described in the, report, A. Abstract, B. Title, C. Introduction, D. References, 7. The abstract is limited to ________ number of words?, A. 50-100, B. 100, C. 150, D. 200-300, 8. What is the other term for a research format?, A. Type, B. Structure, C. Mechanics, D. Style, 9. Which of the following is not the physical format of a research report?, A. Margins, B. Length, C. Width, D. Vlog, 10. Who should evaluate the research report best?, A. Researcher B. Teacher, C. Parent, D. Principal, 11. Which of the following is not found in a research report?, A. Results, B. Discussion, C. Recommendations D. Abstract, 12. The introductory part of a research report should aim to:, A. Identify the specific focus of the study, B. Provide a rationale of the study, C. Grab the readers’ attention

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D. All of the above, 13. What is the purpose of the conclusion in a research report?, A. Summarizes what the research conducted already said, B. Summarizes the key findings, C. Contains a useful review, D. It outlines the methods, 14. Which of the following could be considered as the biggest enemy of students in, preparing and writing of research reports?, A. Time, B. Money, C. Commitment, D. All of the Above, 15. Who is the main intended audience of a research report?, A. Unknown reader B. Teacher C. Personnel D. Principal, , Lesson, , 3, , Research Report, , As a student, research has always been gradually explained to you by your, subject teachers. You most likely received activities or homework at school in which, you are asked to surf online on concepts related to the topics that you discussed, and learned in class. In this lesson, you will be instructed on how to write a, research report., , What’s In, Previously, you learned about writing a literature review. This time, you will be introduced into the writing of a research report. Caution:, This lesson requires a tremendous amount of your patience and the, application of your reading skills., , What’s New, Surf a research report on the effects of ash falls in your barangay. Cite your, sources well. Then, read it in advance to supplement your knowledge in the next, part of this lesson., , Notes to the Teacher, Research topics other than the one given above can be, considered. You may provide list of topics that learners can, choose from.

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What is It, Research Report is a long, formal essay, usually five to fifteen pages in length,, which presents the writer’s views and findings on a chosen subject. However, it is, not just a long composition which follows the principles of good writing. It is a, scholarly work and not just a collection of notes lifted from many different sources, and strung together, one after the other., The components of a research report are as follows:, Title, It reflects the content and emphasis of the project described in the report., Similarly, it should be as short as possible, including essential key words., Abstract, It is an overview of the research study and is typically two to four, paragraphs in length containing 200-300 words. Think of it as an executive and, technical summary that distills the key elements of the remaining sections into a, few sentences., Introduction, It provides the key question that the researcher is attempting to answer and, a review of any literature that is relevant. In addition, the researcher will provide a, rationale of why the research is important and will present a hypothesis that, attempts to answer the key question. Lastly, it should contain a summary of the, key question following the completion of the research., Methodology, This is arguably the most important section for two reasons: (1) it allows, readers to evaluate the quality of the research, and (2) it provides the details by, which another researcher may replicate and validate the findings. Typically, the, information in the methodology section is arranged in chronological order with the, most important information on top of each section., Results, In longer research papers, the results section contains the data and perhaps, a short introduction. Ideally, the interpretation of the data and the analysis is, reserved for the discussion section., Discussion, This section is where the results of the study are interpreted and evaluated, against the existing body or literature. In addition, should there be any anomalies, found in the results, this is where the authors point them out. Finally, it is an, attempt to connect the results to the bigger picture and show how the results might, be applied., References, This section provides a list of each author and paper cited in the research, report. Any fact, idea, or direct quotation used in the report should be cited and, referenced., How do you format a research report?, There is no one best format for all reports for a format depends on several relevant, variables. You must employ a suitable format to create a desirable impression with

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clarity. Report must be attractive. While you should write systematically, you must, use the format (or often called structure) that best fits the needs and wants of its, readers., Below is an example of senior high school students’ research report:, Utilization of Used Electrical Wires as Accessories, Rommel Abarte, Ferdinand Genaga and Jana Mae Clemente, Southville 1 Integrated National High School, Abstract, This study aims to find out the utilization of electrical wires as accessories among, Grade 12 TVL Electrical Installation and Maintenance (EIM) students for the school year, 2019-2020., The descriptive-developmental design was used to deal with the variables. Using, purposive sampling, the consolidated data were determined, employed to statistical analysis, and utilized as inputs to the development of the finished products – the accessories., With an obtained weighted mean of 3.76 interpreted as Utilized, the findings revealed that, the students could use the materials and had mastery to create such products., The research is a first in Southville 1 Integrated National High School for it, enlightened the respondents on the concept of designing with an attention to originality, , and creativity., , The study covers one group of respondents composed of twenty-seven (27) Grade 12, TVL-EIM students with 25 male and two female participants respectively, Keywords: Utilization, Electrical Wires, Accessories, Introduction, The study focuses on the utilization of used electrical wires as accessories of Grade, 12 Electrical Installation and Maintenance (EIM) students of Southville 1 Integrated, National High School. Making accessories with electrical wires is one way of reusing and, recycling electrical wires as future entrepreneurs. Likewise, the creation of accessories with, such materials is a recreational activity that enhances skills in the proper handling of, electrical tools in order to produce pieces such as earrings, bracelets, necklaces, rings and a, crown enhanced by an LED (Light Emitting Diode)., This in in cognizance to RA 10679, “An Act Promoting Entrepreneurship and, Financial Education among Filipino Youth” or “Youth Entrepreneurship Act of 2014” which, declares that it is the policy of the State to promote the sustained development of young, Filipinos whose aptitude and skill in the field of finance and entrepreneurship shall be, encouraged and honed through education and specialized training programs. Towards this, end, the State shall establish, maintain, and support a complete, adequate, and integrated, system of education and training to encourage the entrepreneurial spirit among our youth, as well as support and promote the growth of young entrepreneurs nationwide., The researchers conducted this study to determine whether accessories using, electrical wires are feasible to the EIM students during their free time and start a business, out of it., Research Questions, 1. What is the level of utilization of used electrical wires as accessories among Grade 12, TVL-EIM students in terms of:, 1.1. usage of electrical tools and, 1.2. skill mastery?, 2. How do the Grade 12 TVL-EIM students utilize electrical wires as accessories in terms of:, 2.1. creativity and, 2.2. originality?, 3., Based on the results of the study, what can be proposed?, Methodology

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The methods used by the researchers are sampling, data collection and analysis. Likewise,, they employed the descriptive-developmental research to determine the utilization of used, electrical wires., Results and Discussion, 1. On the level of utilization of used electrical wires as accessories among Grade 12, TVL-EIM students in terms of usage of electrical tools shows that the highest mean, of 4 is achieved by indicator #1(Uses appropriate tools and equipment in making, accessories) interpreted as Utilized is followed by the mean of 3.92 gained by, indicator #2 (Uses electrical wires economically) interpreted as “Utilized”. The overall, mean of 3.90 indicates that the level of utilization of electrical wires in terms of, usage of electrical tools is “Utilized”., 2. Apparently, the level of utilization of used electrical wires as accessories in terms of, skill mastery shows that the highest mean of 4.14 was gained by indicator #4 (Has, the ability to use tools and equipment properly) with an interpretation of “Utilized” is, followed by the mean of 3.77 gained by indicator #1 (Knows how to create innovative, designs (with same interpretation. On the other hand, indicator #2 (Creates, accessories with enough speed) gained the lowest mean of 3.37 interpreted as, “Moderately Utilized” and the overall mean of 3.71 which indicates that the level of, utilization in terms of skill mastery is “Utilized”., 3. In addition, the utilization of used electrical wires as accessories in terms of, creativity reveals that the highest mean of 3.74 is gained by indicator #3 (Shows, spontaneous and cognitive attitude) and indicator #4 interpreted as “Mastered” is, followed by a mean of 3.70 for indicator #2 (Shows deliberate and emotional, aptitude) with a similar interpretation. With that, the overall mean of 3.69 indicates, that the utilization of electrical wires in terms of creativity is “Mastered”., 4. Finally, in terms of originality the participants rated the proponents with the highest, mean of 3.85 as revealed by indicator #1 (Designs are unique) interpreted as, “Mastered” followed by a mean of 3.81 as seen in indicator #2 (Designs cater to the, millennials) with a similar mean and interpretation. However, indicator #3 (Designs, are personally selected by the proponents) has the lowest mean of 3.62 interpreted, as “Mastered”. Interestingly, the overall mean of 3.76 indicates that the grade 12, TVL-EIM students’ utilization of used electrical wires as accessories in terms of, originality was “Mastered”., Conclusions, 1. Based on the findings, the proponents are skilled enough to utilize electrical wires, as accessories. Their acquired skill can be useful if they plan to put up their own, accessories business applying it real-life business situations., 2. Although their developed products were approved by a school-based electrical, engineer and by a panel of research examiners, the proponents should obtain, permission from a local DTI representative, have it registered in the local SEC and, then secure permits from the barangay, the city hall and the BIR. This is in case, they aspire to venture into the accessories business., 3. The results also indicated that the proponents demonstrated their competence in, utilizing electrical tools and equipment without the guidance of their EIM teachers., Their initiative and independence satisfy the law on youth entrepreneurship which, clearly advocates the putting up of a microbusiness strongly honed while in school., 4. The grade 12 researchers are capable of creating original designs with an attention, to details and safety., References, Babbie, E. (2018) The Practice of Social Research, 8th ed: Wadsworth Publishing., Ghani, A. (2014) Experimental Research Methods for Students in Built Environment and, Engineering., https://www.researchgate.net/publication/274618610_Experimental_Research_Method, s_for_Students_in_Built_Environment_and_Engineering.

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Lazatin, H (2019) The Best New Fashion and Accessory Brands You Should Discover in, Manila, https://www.townandcountry.ph/style/fashion/new-fashion-and-accessorybrands-in-the-philippines-a00184-20190726-Ifrm., , What’s More, Read the sample student research report in What’s New. Then rate it using the, rubric that follows. Provide comments as well., Scoring Rubric for Research Report, Name __________________________________________, Date ____________, Organization, , Elements of, Research, Reports, , 4 points, The report is, both accurate, and compelling, , The writers, provide facts, and quotations, from a variety, of sources., Grammar,, There are few or, Usage,, no errors in, Mechanics,, mechanics,, and Spelling, usage,, grammar, or, spelling., (Wordpress 2012), , 3 points, The report is, accurate and, clear., The writers, provide facts, and quotations, from several, sources., There are minor, errors in, mechanics,, usage,, grammar, or, spelling., , 2 points, The report is, factual and shows, evidence of some, work., The writers, provide facts and, quotations from, more than one, source., There are, numerous errors, in mechanics,, usage, grammar,, or spelling., , 1 points, The report is, generally, confusing and, hard to follow., The writers, provide a mixture, of opinions,, facts, and, statements., Numerous errors, in mechanics,, usage, grammar,, or spelling may, hinder, comprehension., , Comments:, , What I Have Learned, Research reporting is one of the academic activities in senior high school. That is, why, critically thinking a problem, processing the problem, and proposing possible, solutions to that problem may offer a huge leap to effect positive changes to your, school and to your community. Now, recall the parts of a research report. Which of, the parts is the most difficult to do, and why?

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What I Can Do, Write the complete components of a research report about natural disasters that, have recently affected your school. You may use the rubric in What’s More as a, guide for this task., , Assessment, Choose the letter of the best answer. Write the chosen letter on a separate sheet., 1. Which of the following is a long formal essay with the length of five to fifteen, pages presenting the writer’s views and findings., A. Book Report, B. Formal Report, C. Research Report, D. Informal Report, 2. It allows the readers in evaluating the quality of the research which another, researcher may replicate., A. Abstract, B. Discussion, C. Methodology, D. Results, 3. It contains the interpretation of data and perhaps a short introduction., A. Abstract, B. Discussion, C. Methodology, D. Results, 4. It is an overview of the research study measuring two to four paragraphs., A. Abstract, B. Discussion, C. Methodology, D. Results, 5. This is where the outcome of the study is interpreted and evaluated against the, existing body of research literature., A. Abstract, B. Discussion, C. Methodology, D. Results, 6. It reflects the content and emphasis of the project described in the study., A. Abstract, B. Title, C. Introduction, D. References, 7. The abstract is limited to ___________ number of words., A. 50, B. 100, C. 150, D. 200-300, 8. What is the other term for research format?, A. Mechanics B. Style, C. Structure, D. Type, 9. Which of the following is not a physical format of a research report?, A. Margins, B. Length, C. Vlog, D. Width, 10. Who should evaluate the research report best?, A. Parent, B. Principal, C. Researcher, D. Teacher, 11. Which of the following is not found in a research report?, A. Abstract, B. Recommendations, C. Results, D. Discussion, 12. The introductory part of a research report should have the aim to:, A. Identify the specific focus of the study., C. Grab reader’s attention, B. Provide a rationale of the study, D. All of the above, 13. What is the purpose of the conclusion in a research report?, A. It contains a useful review of the research report., B. It outlines the research methods., C. It summarizes the conducted research., D. It summarizes the key findings of the research report., 14. Which of the factors below could be considered as the biggest enemy of, students in the preparation and in writing research reports?, A. Time, B. Money, C. Commitment, D. All of the above

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Assessment, 1. C, 2. C, 3. D, 4. A, 5. B, 6. B, 7. D, 8. C, 9. C, 10. D, 11. B, 12. D, 13. D, 14. D, 15. D, , What’s New, , What I Know, , (Answer may vary), , What’s More, (Answer may vary), , What I Have, Learned, (Answer may vary), , What I Can Do, (Answer may vary), , 1. B, 2. C, 3. D, 4. A, 5. B, 6. B, 7. D, 8. B, 9. D, 10.B, 11.C, 12.D, 13.B, 14.D, 15.A, , Additional Activities, (Answer may vary), , Answer Key, Write a research report on a researchable topic of your choice. Use the attached, rubric in What’s More. Don’t forget to file your output in your portfolio., , Additional Activities, 15. Who is the main intended audience of a research report?, A. Personnel B. Principal, C. Teacher, D. Unknown Reader

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What I Need to Know, Have you experienced standing in front of the class, trying to convince your teacher, or your classmate to get their approval of your suggestion or point of view? That’s, what we call persuasion. Hence, this lesson is written to help you identify the, unique features of Project Proposal and its requirements that are useful across, disciplines; and create Project Proposal following the properties of well-written text, and process approach to writing., , What I Know, Choose the letter of the best answer. Write the chosen letter on a separate sheet., 1. Which part of the Project Proposal provides the background necessary for, understanding the project?, A. Project Introduction, B. Project Description, C. Project Methodology, D. Project Revision, 2. Which section gives specific information about the project itself?, A. Project Introduction, B. Project Description, C. Project Methodology, D. Project Revision, 3. Which of the following presents an analysis of all the costs anticipated in the, project?, A. Benefits, , B. Methods, , C. Schedule, , D. Budget, , 4. What part of the proposal reveals what the project intends to achieve in terms of, results?, A. Rationale, B. Objectives, C. Benefits, D. Introduction, 5. Which shows what the reader target audience can gain from the proposal, like, improvements on systems or a change in behavior of the beneficiaries?, A. Introduction, B. Rationale, C. Benefits, D. Objectives, 6. Which document is written for problem solving, service provision, event planning, or, equipment selling?, A. Research Report, B. Project Proposal, C. Book Report, D. Position Paper, 7. Which details the different activities the project will take on that includes the, manpower?, A. Budget, B. Schedule, C. Methodology, D. Objectives, 8. Which part of the project description discusses the task duration and expected start, and end dates of each activity in the project?, A. Budget, B. Schedule, C. Methodology, D. Objectives, 9. Which identifies the problem to be addressed and shows the need to solve it?, A. Rationale, B. Objectives, C. Benefits, D. Introduction, 10. Which guideline in writing the proposal do you collect data from primary and, secondary sources?, A. Gathering the data, B. Organizing the data, C. Writing the proposal, D. Revising the proposal, 11. In doing a project proposal, when do you use an outline to structure your, discussion more effectively?, A. Gathering the data, B. Organizing the data, C. Writing the proposal, D. Revising the proposal

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12. What do you do when you review your proposal for accuracy and organization, before you send it out?, A. Gathering the data, B. Organizing the data, C. Writing the proposal, D. Revising the proposal, 13. What do you do when you fill out the parts of the proposal with the relevant data?, A. Gathering the data, B. Organizing the data, C. Writing the proposal, D. Revising the proposal, 14. In stating the proposal’s objective, you should clearly state the issue, the target, group, time and place of the program., A. Specific, B. Measurable, C. Achievable, D. Results oriented, 15. What is a detailed description of a series of activities which aim to solve a certain, problem?, A. Research Report, B. Project Proposal, C. Book Report, D. Position Paper, , Lesson, , 4, , Project Proposal, , Knowing how to convince people of your perspective is a valuable skill. More so, if, you are equipped with the strategies suitable for a particular audience. A project, proposal is a tool which you can use to influence people to achieve what you want., , What’s In, A research report is a form of communication that describes, analyses,, summarizes, criticizes/praises or makes predictions about a subject. It is based on, an analysis of current or past events. In order to achieve its objective, it should be, properly formatted with the following parts:,  Title,  Abstract,  Introduction,  Methodology,  Results and Discussion,  Conclusion,  References

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What’s New, Think of the barangay from where you are presently residing. Then do the following, on a separate sheet of paper:, A. Brainstorm and list down the different problems that exist in your, barangay., B. Select the top three problems which you think should be resolved., Problems in the Barangay, , Description, , What is It, , A project proposal is a document that is written for problem solving, service, provision, event planning, or equipment selling. Generally, proposals are used to, convince the reader to do what the proposal suggests, such as buying goods or, services, funding a project, or implementing a program. Proposals in the, professional world are used for internal (within an organization) and external (from, one organization to another) purposes. They are ways of generating income for, companies or seeking funding for projects. This is provided to the sponsor of the, project for approval., A proposal stands out depending on its ability to clearly answer questions, about what is being proposed, how the plan will be carried out, when it will be, implemented, and how much money will be needed or spent. In other words, they, are persuasive documents that need to do the following: highlight reader benefits,, prove your credibility in carrying out the project, and allow the reader to respond, easily., As a student, you have been familiarized with writing proposals - maybe, even without you knowing it. Whenever you envision, plan, and complete a project, for your science class or your club outreach, you are thinking about fulfilling a, need for something. This process may involve writing a paper or doing a, presentation in front of an audience to get their approval. While proposal writing, may seem like an intimidating task, they can be made easier by following the, guidelines in writing and familiarizing yourself with the parts of a project proposal., (Projectmanager 2018), , Guidelines in Writing the Proposal, 1. Gathering the Data. One of the characteristics of an effective proposal is being, well- researched. It needs concreted data to back up its claims so it can become, more credible. You can gather data from primary and secondary sources, and, apply the strategies that you learned in writing a research paper in the, previous lessons.

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2. Organizing the Data. A proposal becomes more effective if the information on it, is clearly organized. You can use the parts of the proposal to guide you in your, organization, or use an outline to structure your discussion more effectively., 3. Writing the Proposal. Fill out the parts of the proposal with the relevant data., 4. Revising the Proposal. Make sure to review your proposal for accuracy and, organization before you send it out. A good proposal will be comprehensive and, will put your organization in the best light., , (Tiongson and Rodriguez 2016), , Formatting the Project Proposal, Proposals are primarily categorized according to their length. An informal, proposal is about 2-4 pages long. Meanwhile, a formal proposal has 5 or more pages., Regardless of their purpose and audience, they have standard parts such as the, following:, 1. Introduction. This part provides the background necessary for understanding the, project, which is done by telling your reader the following:,  Rationale - this identifies the problem to be addressed and shows the need to, solve it.,  Objectives - these reveal what the project intends to achieve in terms of, results. It also gives the reader an idea of the intended solution. Good, objectives are SMART (Specific, Measurable, Attainable, Results oriented, and, bound within a realistic Time frame).,  Benefits - these show what the reader or the target audience can gain from, the proposal, which may be improvements in processes or systems, an, increase in revenue, or a change in behavior of the beneficiaries of the, proposal., 2. Project Description. This section gives specific information about the project itself., It indicates how the project will address the identified problem through the following, parts:,  Methodology – this entails the different activities, the project will take on,, including the manpower (i.e., the people involved and their duties), resources, to be utilized and the expanded output.,  Schedule - this discusses the task duration and expected start and end dates, of each activity in the project.,  Budget - this presents an analysis of all the costs anticipated in the project,, which can be itemized or shown as a whole, depending on the needs of the, project., Note: Organizations usually provide interested parties with a required format, for project proposals, so make sure that you follow the prescribed format., (Brighthubpm 2009), , What’s More, Conceptualize a solution related to the number one problem listed in What is It., Then, write a Project Proposal outline. Highest point for each criterion is indicated, below, but one (1) point will be deducted to your score if you fail to meet the given, requirements.

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Description, Has appropriate quality of well-organized points to, support the topic., Has clear and specific details., Grammar, spelling and punctuation marks are correct., Total, , Highest Point, 5 points, 3 points, 2 points, 10 points, , What’s More, Complete the following statements to summarize what you have learned in this, lesson:, 1. A project proposal is a ____________________ which aim to solve a certain, problem, 2. Proposals are used to convince the reader ____________________, such as, buying goods or services., 3. The introductory part of the proposal provides the background necessary for, understanding the project, which tell the reader of the ____________________,, ____________________, and ____________________., , What I Can Do, Supply the necessary details of the Project Proposal format below, you may use the, ideas/details of your Barangay’s top most problem. The rubric in What I Have, Learned may still apply to this activity., Project Title: _________________________________, Part of the Introduction, Rationale (What prompted the project? Is there an existing, concern or potential problem that you want to address?), Objectives (What does the project hope to achieve?), Benefits (Who are the project beneficiaries? How will they benefit?), II. Project Description, Methodology (Who are the people involved in the project? What are, their duties? What are the resources needed? What is the expected, output?), Schedule (What is the date of implementation and its duration?), Budget (What is the estimated amount of budget requirement?, Budget sources?), , (Sampletemplates 2020), , Content

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Assessment, Write the letter of your answer on a separate sheet of paper., 1. Which part of the Project Proposal provides the background necessary for, understanding the project?, A. Project Introduction, B. Project Description, C. Project Methodology, D. Project Revision, 2. Which section gives specific information about the project itself?, A. Project Introduction, B. Project Description, C. Project Methodology, D. Project Revision, 3. Which of the following presents an analysis of all the costs anticipated in the, project?, A. Benefits, B. Methods, C. Schedule, D. Budget, 4. What part of the proposal reveals what the project intends to achieve in terms of, results?, A. Rationale, B. Objectives, C. Benefits, D. Introduction, 5. Which shows what the reader target audience can gain from the proposal,, like improvements on systems or a change in behavior of the beneficiaries?, A. Introduction, B. Rationale, C. Benefits, D. Objectives, 6. Which document is written for problem solving, service provision, event planning, or, equipment selling., A. Research Report, B. Project Proposal, C. Book Report, D. Position Paper, 7. Which details the different activities the project will take on that includes the, manpower?, A. Budget, B. Schedule, C. Methodology, D. Objectives, 8. Which part of the project description discusses the task duration and expected start, and end dates of each activity in the project?, A. Budget, B. Schedule, C. Methodology, D. Objectives, 9. Which identifies the problem to be addressed and shows the need to solve it, A. Rationale B. Objectives C. Benefits, D. Introduction, 10. Which guideline in writing the proposal do you collect data from primary and, secondary sources?, A. Gathering the data, B. Organizing the data, C. Writing the proposal, D. Revising the proposal, 11. In doing a project proposal, when do you use an outline to structure your, discussion more effectively?, A. Gathering the data, B. Organizing the data, C. Writing the proposal, D. Revising the proposal, 12. What do you do when you review your proposal for accuracy and organization, before you send it out?, A. Gathering the data, B. Organizing the data, C. Writing the proposal, D. Revising the proposal, 13. What do you do when you fill out the parts of the proposal with the relevant data., A. Gathering the data, B. Organizing the data, C. Writing the proposal, D. Revising the proposal, 14. In stating the proposal’s objective, you should clearly state the issue, the target, group, time and place of the program., A. Specific, , B. Measurable, , C. Achievable, , D. Results-oriented, , 15. What is a detailed description of a series of activities which aim to solve a certain, problem?, A. Research Report B. Project Proposal C. Book Report, D. Position Paper

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Additional Activities, Assuming you are the Supreme Student Government (SSG) President and you, would like to convince the School Principal about a particular project (i.e. tutorial, sessions, school fair, etc.), write a one-page project proposal observing the required, format., , Answer Key, 1.Letter of Transmittal, 2.Title Page, 3.Table of Contents, 4.Executive Summary, 5.Introduction, What’s In, , 6., 7., 8., 9., , Methodology, Research Findings, Conclusion/Recommendation, Appendix, , 1., 2., 3., 4., 5., , A, B, D, B, C, , 6. B, 7. C, 8. B, 9. A, 10. A, , 11.B, 12. D, 13. C, 14. A, 15. B, , What I Know/Assessment, , What I Need to Know, In the previous lesson, you have learned what a project proposal is. In this one,, you will identify the unique features, parts, requirements and how to write a, Position Paper as a part of academic writing., , What I Know, Choose the letter of the best answer. Write the chosen letter on a separate sheet of, paper., 1. Which composition highlights the opinion of the author or specific entity about an, issue?, A. Research Report, B. Article Critique C. Project Proposal D. Position Paper, 2. The following criteria are considered in choosing the issue on problem to be, discussed, EXCEPT:, A. Pervasiveness, B. Argument, C. Urgency, D. Demonstrability, 3. Which of the following is the supporting evidence that is valid and verifiable?, A. Factual Knowledge, B. Statistical Inferences, C. Informed Opinion, D. Personal Testimony, 4. Which knowledge relies on evidence instead of limited personal experience?

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A. Factual Knowledge, B. Statistical Inferences, C. Informed Opinion, D. Personal Testimony, 5. What is called the first-hand experience of the writer on knowledgeable parts?, A. Factual Knowledge, B. Statistical Inferences, C. Informed Opinion, D. Personal Testimony, 6. Which is referred as the conclusions drawn from data gathered?, A. Factual Knowledge, B. Statistical Inferences, C. Informed Opinion, D. Personal Testimony, 7. Which component of the proposition paper contains the main argument which can, be further broken up into sections?, A. Introduction, B. Body, C. Conclusion, D. Summary, 8. Which part of the proposition paper restates the key points and suggests resolution, to the issue., A. Introduction, B. Body, C. Conclusion, D. Summary, 9. This identifies the issue that will be discussed and states the author’s position on, that issue., A. Introduction, B. Body, C. Conclusion, D. Summary, 10. Which part of the paper suggests a course of action?, A. Introduction, B. Body, C. Conclusion, D. Summary, 11. Which part of the paper defines the issue and discusses its background?, A. Introduction, B. Body, C. Conclusion, D. Summary, 12. What is an idea that disagrees or contradicts with your given position?, A. Argument, B. Counter-argument, C. First Claim, D. Support, 13. Why is a topic like “The pandemic Covid-19 shakes the world” not a good idea for a, position statement?, A. It’s too controversial., B. It’s a long, complicated topic., C. There is nothing to debate about., D. It’s a good topic for a position, statement, 14. Which of the following statements is false?, A. A position statement can be based upon your opinion, B. You will need to choose a side when writing a position statement, C. You don’t need to offer any options when writing a position statement, D. You should always write a conclusion that sums up your position, 15. Which of the following is not included in the introduction of the position paper?, A. counter-argument, B. background of the topic, C. relevance of the topic, D. position statement, , Lesson, , 5, , Position Paper, , You most likely received activities or homework at school in which you are asked to, explain a concept or prove a point. In this lesson, you will be taught on how to win, an argument over an issue or a problem with the help of your writing skills.

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What’s In, Project proposals have elements which construct the proposal’s foundation. Match, the descriptions from the left to the elements on the right. Write the letter of your, answer on a separate sheet of paper., 1. institution information, title, author, date, A. Introduction, 2. background, rationale, objectives, B. Schedule, 3. date of implementation, duration, start date, C. Title Page, 4. gain, increase in revenue, improved processes, D. Project Description, 5. methodology, schedule, budget, E. Benefit, , What’s New, “Maharlika”, a word originally meaning warrior class, is proposed to replace the, name of our country Philippines. Given its history and its meaning, do you agree, that our country will be renamed Maharlika? What is your stand on this matter?, Write your answer on a separate sheet., , What is It, The position paper is a composition that highlights an opinion of an author or, specified entity about an issue. As a debate, it presents one side of an arguable, opinion and persuades the readers or audience that the author has a well-founded, knowledge about the issue., In writing the Position Paper, your goal as a writer is not only to state and defend, your position on the issue but also to show how your stance relates to other, position. Do remember that arguments should be supported with reasons and, evidences?, Writing Center of the University of Hawaii, stated that in choosing the issue or, problem to be discussed, you may ask yourself the following questions as issue, criteria to ensure that you will be able to present a strong argument:, 1. Is it the actual and real issue?, 2. Can you clearly identify two positions?, 3. Are you an advocate of one of these positions?, 4. Is the issue narrow enough to be manageable?, After choosing the argument to take, you must present relevant supporting, evidence like:, 1. Factual knowledge, which valid and verifiable information

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2. Statistical inferences, which are conclusions drawn from data gathered, 3. Informed opinions, which are based on knowledge of the facts and, carefully considered principle, and rely on evidence instead of limited, personal experience, 4. Personal testimony, which are personal or first-hand experience of the, writer or knowledgeable party, (Rutgers 1998), Now, here are the components of a position paper., I. The Introduction – identifies the issue that will be discussed and states the, author’s position on that issue., A. Introduce your topic with background information, B. Build up your thesis statement which asserts your position,  Fast food restaurants are bad for our health.,  Fast food packages should contain warning labels., II. The Body – contains the central argument and can be further broken up into, sections:, A. Possible objections to your position (counter argument),  Whose job is it to determine which restaurants are bad?,  Such labels would affect the profits of major corporations., B. A discussion of both sides of the issue, which addresses and refutes, arguments that contradict the author’s position (your argument),  It would be difficult and expensive for any entity to determine which, restaurants should adhere to the policy.,  Nobody wants to see the government overstepping its boundaries., C. Explain that your position is still the best one, despite the strength of, counter-arguments. This is where you can work to discredit some of the, counter-arguments and support your own.,  Restaurants might improve the standards of food if warning labels were put, into place.,  The role of the government is to keep citizens safe., III. Conclusion – restating the key points and when applicable, suggest resolution, to the issue., A. restate your position, B. provide Plan of Action, (Thoughtco 2020), , What’s More, Your position paper should have a clear and relevant claim or argument. Choose, between A and B which you think is the better thesis statement., 1., A. Milktea is delicious., B. Milktea tastes better than other drinks because of its creamy and refreshing, flavor., 2., A. The governor is a bad and ungrateful man., B. The governor has continually done the community a disservice by failing to, listen to his constituents.

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3., A., B., 4., A., B., 5., A., , Reading to babies is the best predictor of academic success., Babies are born with the ability to swim., Drug use is detrimental to society., Illegal drug use is dangerous because it encourages gang violence., , We should vote for candidates who are willing to make the necessary changes, because our education system is in need of reform., B. In this essay, I will persuade you to vote for candidates who support education, reform., , What I Have Learned, Is social media helpful or harmful? Brainstorm and list down your claims using the, format below., Issue/argument: __________________________________________, Helpful, Harmful, (include details/evidences), , (include details/evidences), , What I Can Do, Do you feel ready to try writing it on your own now? Create an outline showing, your position on the topic: Children below 10 years old should not be given access, to social media., Please be guided by the score sheet below. A deduction of one (1) point each, criterion if you fail to meet the given requirements., Description, Highest, Your, Point, Score, Has appropriate quality of well-organized points, 5 points, to support the topic, Has clear and specific details, 3 points, Grammar, spelling and punctuation marks are correct, 2 points, Total, 10 points

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Assessment, Choose the letter of the best answer. Write the chosen letter on a separate sheet of, paper., 1. Which composition highlights the opinion of the author or specific entity about an, issue?, A. Research Report, B. Article Critique C. Project Proposal D. Position Paper, 2. The following criteria are considered in choosing the issue on problem to be, discussed, EXCEPT:, A. Pervasiveness, B. Argument, C. Urgency, D. Demonstrability, 3. Which of the following is supporting evidence that is valid and verifiable?, A. Factual Knowledge, B. Statistical Inferences, C. Informed Opinion, D. Personal Testimony, 4. Which knowledge relies on evidence instead of limited personal experience?, A. Factual Knowledge, B. Statistical Inferences, C. Informed Opinion, D. Personal Testimony, 5. What is called the first-hand experience of the writer on knowledgeable parts?, A. Factual Knowledge, B. Statistical Inferences, C. Informed Opinion, D. Personal Testimony, 6. Which is referred as the conclusions drawn from data gathered?, A. Factual Knowledge, B. Statistical Inferences, C. Informed Opinion, D. Personal Testimony, 7. Which component of the proposition paper contains the main argument which can, be further broken up into sections?, A. Introduction, B. Body, C. Conclusion, D. Summary, 8. Which part of the proposition paper restates the key points and suggests resolution, to the issue., A. Introduction, B. Body, C. Conclusion, D. Summary, 9. This identifies the issue that will be discussed and states the author’s position on, that issue., A. Introduction, B. Body, C. Conclusion, D. Summary, 10. Which part of the paper suggests a course of action?, A. Introduction, B. Body, C. Conclusion, D. Summary, 11. Which part of the paper defines the issue and discusses its background?, A. Introduction, B. Body, C. Conclusion, D. Summary, 12. What is an idea that disagree or contradict with your given position?, A. Argument, B. Counter-argument, C. First Claim, D. Support, 13. Why is a topic like “The pandemic Covid-19 shakes the world” not a good idea for a, position statement?, A. It’s too controversial, B. It’s a long, complicated topic, C. There is nothing to debate about D. It’s a good topic for a position statement, 14. Which of the following statements is false?, A. A position statement can be based upon your opinion, B. You will need to choose a side when writing a position statement, C. You don’t need to offer any options when writing a position statement, D. You should always write a conclusion that sums up your position, 15. Which of the following is not included in the introduction of the position paper?, A. counter-argument, B. background of the topic, C. relevance of the topic, D. position statement

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Additional Activities, , Write a five-paragraph essay and try to win your readers’ vote by clearly stating, your claim and providing strong evidences. Choose one among the topics below:, 1. Can smoking be prevented by raising the price of cigarettes?, 2. Are we too dependent on computers?, 3. Do young people’s behavior better or worse than it was years ago?, , Please be guided by the score sheet below. A deduction of one (1) point each, criterion if you fail to meet the given requirements., Description, Has a clear, arguable thesis statement, Has strong and relevant claims and evidences, Grammar, spelling and punctuation marks are, correct, Total, , Highest Point, 3 points, 5 points, 2 points, 10 points, , Answer Key, , Your Score, , 1., 2., 3., 4., 5., , B, B, A, B, A, , What’s More, , 1., 2., 3., 4., 5., , C, A, B, E, D, , What’s In, , 1., 2., 3., 4., 5., , D, D, A, C, D, , 6. B, 7. B, 8. C, 9. A, 10. C, , 11., 12., 13., 14., 15., , A, C, C, D, A, , What I Know/Assessment

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References, Books, Babbie, E., The Practice of Social Research. 8th ed: Wadsworth Publishing, 2018., John W. Creswell, Educational Leadership 4 th Edition Massachusetts: Pearson,, 2012, 79-80., Mark N. Abadiano, Research in Daily Life 1: Qualitative Research Method, Quezon, City: Cronica Bookhaus, 2016, 51-52., Nelia G. Prieto, Victoria C. Naval, and Teresita G. Carey, Practical Research for, Senior High School 1 Qualitative, Quezon City: Lorimar Publishing, Inc., 2017, 9798., Tiongson, Marella Therese A. Tiongson and Rodriguez, Maxine Rafaella C. Reading, and Writing Skills: REX Book Store 1st edition. Manila, Philippines, 2016, Yingigba C. Akenyemi, “Handbook of Disaster Risk Reduction & Management, Climate, Change, and, Natural, Disasters,”, accessed, June, 8,, 2020,, https://www.worldcientific.com/worldscribooks/10.1142/10392., , Unpublished Research Paper, Rommel Abarte, Jana Mae Clemente, and Ferdinand Genaga, “Utilization of Used, Electrical Wires as Accessories,” Senior high school research paper presented at the, 2019 Division Research Festival, Cabuyao City, Laguna, November 21-22, 2019., , Electronic Resources, “Academic Writing: Position Paper Bowie State University,” last updated Aug 20,, 2019, accessed June 6, 2020. https://bowiestate.libguides.com/academicwriting, “Book, Review, Original,”, accessed, June, 8,, 2020, https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/bookreview.original.pdf., “Book, Review, Rubric,”, accessed, June, 8,, 2020, https://Nthurston.k12wa.us/cms/lib/WA01001371/Centricity/Domain/2655/Bo, ok%20Review%20rubric%20destiny.pdf, Bowen, Ronda. “How to Write a Project Proposal: What Components Should a, Project Proposal Include?” Published November 30, 2009, accessed June 5, 2020, https://www.brighthubpm.com/project-planning/57947-how-to-write-a-projectproposal/, Fleming, Grace. "5 Steps to Writing a Position Paper." ThoughtCo, accessed June 6,, 2020. https://www.thoughtco.com/how-to-write-a-position-paper-1857251