English

Quarter 2 - Module 2.1

Which Side Are You On?

LETTER TO THE EDITOR

Take scientists, not politicians, seriously

Philippine Daily Inquirer / 04:01 AM June 10, 2020

In these tough times, we must not forget one thing. The closer we stand together and
help each other, the sooner we will see the light at the end of the tunnel. COVID-19
is dangerous, but it is not Ebola. We need discipline, mutual respect, and solidarity
so we can endure the crisis together. The nightmare will end. Let us not forget the
words of a great philosopher: “Even the darkest hour has only 60 minutes.”

One should take statements from scientists and doctors seriously — but politicians,
not very much. Let us not look too much into every politician’s remarks because that
would only cause migraines. Men are more moral than they think, and far more
immoral than they can imagine.

In my opinion, a civilization that leaves a large number of its people unsatisfied and
drives them into revolt cannot last. Not in its current shape.

Jürgen Schöfer, Ph.D.

[email protected]
Source:
https://opinion.inquirer.net/130623/take-scientists-not-politicians-seriously

In this part of the module you are going to read about the language features
and structures of an Exposition. You must take note of the important points in writing
an exposition.

Language Features and Structure of an Exposition

Purpose of an exposition
The purpose of an exposition is to present one side of an argument and
persuade the reader or listener to agree or take action to solve the problem.

An exposition persuades a reader or listener by presenting one side of an

argument by taking a point of view and justifying a way to convince others to see
only that side of an issue. Some expositions speculate as to what might be and
persuade others as to what should be.

Exposition or arguments can be presented as:

• Essays
• Editorials
• Letters to the Editor
• Speeches

Language Features
An exposition or argument includes particular language features. Aim to
include some of these features in your exposition.

Structure of an Exposition
There are three main parts to an exposition. Your writing will be clear if you
follow this structure.

Exposition text generally begins with an introductory statement of position

giving the author's opinion or point of view. This previews the argument that will
follow. The next section has a series of logical arguments that convince the audience
why this position has been taken. A conclusion ties it all together by reinforcing or
summarizing the author's point of view.

Statement of Position

Introduce the topic and make it clear what your position is. You need:
• a strong opening sentence that provokes your reader's interest or captures your
reader's
attention
• an overview of your thesis (or argument) on the topic and the points you will make.

Provide a brief outline of the key points to be covered by your argument. This
gives your reader a preview of where you are going to take them. This also enables
you to show the reader that your exposition is structured logically.

Argument
In this section you can make a number of points. Begin each paragraph with a
key statement or general statement. Give supporting reasons in the rest of the
paragraph. Then make a new point in the opening sentence of the next paragraph
and give supporting reasons, and so on.

A number of points are generally made in the argument stage. The number of
arguments is flexible and varies in each exposition. Arguments need to be logically
developed and supported, and justified with reasons, examples, expert evidence,
and statistical information.

Each argument begins with background information followed by points that

relate back to the statement of position and justify or elaborate on the statement. For
arguments to be as effective as possible they should include supporting facts
examples fables visual images quotes or evidence so that they appear convincing. Vague terms
such as the general public or a large group should be used carefully as
the accuracy of these observations, needs to be assessed.

Reinforcement of the Statement of Position

Sum up your argument. You could make a statement about what you see as a
solution to the problem or what might happen if the situation is not resolved. You
could call for some form of action from the audience.
This is where the argument is emphasized the summing up of the position in the light
of the argument that has been presented reinforces the statement of position and
often calls for some type of action on the part of the audience.

Sample of “Letter to the Editor”

SHORT STORY-a story with a fully developed theme but significantly shorter and less elaborate
than a novel.a story with a fully developed theme but significantly shorter and less elaborate than
a novel.
ESSAY -a short piece of writing on a particular subject.
NOVEL-a fictitious prose narrative of book length, typically representing character and action with
some degree of realism.
LETTERS TO THE EDITOR -Letters to the Editor are found in newspapers. They are written by
members of the public, as opposed to newspaper staff, and give somebody's opinion about a
current issue. Letters to the Editor have a similar structure to other persuasive forms of writing,
like an essay.
POETRY -literary work in which special intensity is given to the expression of feelings and ideas by
the use of distinctive style and rhythm; poems collectively or as a genre of literature.
SPEECH-the expression of or the ability to express thoughts and feelings by articulate sounds.
NEWS -newly received or noteworthy information, especially about recent or important events.
EDITORIAL-a newspaper article written by or on behalf of an editor that gives an opinion on a
topical issue.

Judge-To form an opinion through careful weighing of evidence and testing

of premise
Analytical listening-Listening focused more around the interpretation and meaning of
the actual sound.
Evaluate-To determine or fix the value of
Argument-A coherent series of reasons, statements, facts intended to support
or establish a point of view
 English
Quarter 2 - Module 2.2
3 Reasons to Convince Me

Argumentative-essay presents arguments about both sides of an issue

thesis statement- main argument of an essay stated in a single sentence
Rumors- not a valid supporting information to convince the reader with a stance
Counterclaim-an argument that refutes earlier claims
Main goal of an argumentative essay-to get reader to acknowledge that your side is valid and
deserves consideration as another point of view

An exposition can be presented as a letter to the editor.When you introduce the topic in an
exposition, you will need an overview of your thesis on the topic.
When you reinforce your statement of position, you need to sum up your
argument.

E x t r i c a t e- freed someone or something from a constraint or difficulty

T o r s o- the trunk of the human body
G r u e s o m e - causing repulsion or horror; extremely unpleasant
F r u i t i o n - the point at which a plan or project is realized
H a m p e r e d- hindered or impeded the movement or progress of
E n g e n d e r- be the cause of, give rise to, bring about, lead to a feeling or condition
D e t e r r e n t- a thing that discourages or is intended to discourage someone from doing
something
R e c t i f i c a t i o n-the act of making something right

ARGUMENT

Motivation

What would you do if your loved one or somebody close to you is a victim of a
heinous crime? Would you also seek vengeance? Why? Why not?

You will be reading an editorial entitled A Life for a Life that was taken from the
Philippine Daily Inquirer.

A life for a life?

Philippine Daily Inquirer / 05:24 AM March 16, 2019
Gruesome indeed were the details that emerged following the discovery of the body of
Christine Lee Silawan, 16, in Lapu-Lapu City, Cebu.
Half of the skin on her face had been peeled away, down to the bone. Internal organs
from her neck were extricated, with, as a news item put it: “precise incisions and cuts.”
She had been stabbed 30 times in her torso and arms, and her body dumped in a field
with her underwear missing.
Criminologists say that stabbing is such an “in your face” way of killing that often there is
anger and a personal grudge fueling the assailant. But what could a teenage girl—who
was, according to her mother, on her way home after helping out in their parish church—
have done to engender such hate?
Alarmed and outraged by Christine’s fate in the hands of her killer, netizens and other
concerned citizens have aired calls for the restoration of the death penalty, something that
President Duterte and his allies have repeatedly called for especially in relation to crimes
supposedly committed by drug addicts.
This is expected in the immediate wake of any horrific crime. Good citizens who would
otherwise hesitate before calling for others’ blood jump on the capital punishment
bandwagon and start baying for the life of the perpetrators, even before any such
suspects have been identified, tried and convicted. This is in the belief that bringing the
killer to justice, preferably by taking his or her life,would even things up.

There is a sense of relief among ordinary folks who feel that the mere threat of capital punishment
would literally put the fear of God in the hearts and minds of the criminally inclined. Then, too,
there is the sense of justice felt by many, who think the taking of a life (especially in such a
bloodcurdling manner as Christine underwent) is only fairly compensated by the taking of another.
But will executing killers—every time the State is able to track them down, try them and then kill
them—truly a guarantee of the safety and security of the rest of us?

Unfortunately, no. Decades of research have proven that the death penalty does not deter crime,
with
88 percent of criminologists interviewed for a study disagreeing that “death penalty can act as a
deterrent or can lower the murder rate.” The same study showed that there is little or no
difference
between the deterrent effect of life imprisonment and of the death penalty. Other studies show
that it
is not the fear of being put to death that makes a criminal hesitate, but rather the certainty that
he or
she will be caught, prosecuted and punished.

In a 2004 decision, the Philippine Supreme Court acknowledged a staggering 71.77 percent rate of
judicial error in death penalty cases in local courts—meaning, three out of four Filipinos on death
row shouldn’t even be there. And we can’t discount the impact of power and social status on a
person’s stint in prison or in court. Thousands of poor suspects spend years behind bars without
even so much as a hearing, hampered in large part by incompetent or nonexistent legal assistance.
No mystery why the majority of prisoners, including those on death row, belong to the poor.

Another problem with the death penalty is that it is beyond correction or rectification. Once a
person
is put to death, he is dead, with no room left for second thoughts, for further tests, or
reconsidering
the arguments used by the judge who ordered that execution.

Certainly, Christine, whose life was taken in a particularly gruesome manner, deserves justice. Her
family and friends, too, are deserving of some form of consolation, or the comfort of knowing that
whoever was responsible for her death will pay the price.

But even the horrors of her death will not and cannot justify the taking of another life. And
indeed,
using the violence used on Christine to whip up sentiment for the restoration of the death penalty
is
itself a violation of Christine’s memory.

We honor best her short life by ensuring that the society we build after her demise is safe, secure
and
just. This means working on the institutions that can best bring this to fruition, not least of them a
clean and competent police force and an efficient, equitable court system.

What is an argument?

An argument is a claim or proposition put forward along with reasons or evidence

supporting it.
What kind of essay was the editorial “A Life for a Life”?

Yes, it is an argumentative essay.

An argumentative essay is a type of essay that presents arguments about both
sides of an issue. It could be that both sides are presented equally balanced, or it could be
that one side is presented more forcefully than the other. It all depends on the writer, and
what side he or she supports the most.

What are the characteristics of an argumentative essay?

Characteristics of an Argumentative Essay

1. It is highly persuasive and logical.

2. It usually assumes that the reader disagrees with the writer, but it should be noted that the
reader is no less intelligent than the writer.
3. It includes the following:
⚫ Presents and explains a debatable issue or claim
⚫ Gives reasons and supports these reasons to prove important points
⚫ Refutes (proves wrong) opposing arguments

What are the key elements of an argument?

Elements of an Argument:

1. Claim- What do you want the reader to believe?

The thesis in an argument paper is often called a claim. This is usually found in the last
sentence of your first paragraph. This is a statement of position, a thesis in which you take a
stand on a controversial issue. A strong claim is one that has a valid counter-claim — an
opposite or alternative that is as sensible as the position that you take in your claim.

2. Background: What background information about the topic does the reader need?
Before you get into defending your claim, you may need to offer some context to your
argument. When you offer the background of the problem, you start with an introduction
which is your first paragraph. It starts with an attention getter sentence that is called a
hook. Some of this context may be offered in your intro paragraph, but often there are other
definitions, history about your topic or the controversy that surrounds it, or other
elements of the argument’s contextual that need additional space in your paper. This
background can go after you state your claim.

3. Reasons: Why should a reader accept your claim?

To support your claim, you need a series of “sub-claims” or reasons. Like your claim, this is
your thinking – your mini-argumentative points that support the core argumentative claim.
This is NOT evidence. This is not data or statistics or quotes. A reason should be your idea that you
use to support claim. We often say that three reasons – each distinct points – make
for a well rounded argument structure.

4. Evidence: What makes your reasoning valid?

To validate the thinking that you use in your reasons, you need to demonstrate that your
reasons are not only based on your personal opinion. Evidence can come from research
studies or scholarship, expert opinions, personal examples, observations made by yourself or
others, or specific instances that make your reason seem sound and believable. Evidence only
“works” if it directly supports your reason — and sometimes you must explain how the
evidence supports your reason (do not assume that a reader can see the connection between
evidence and reason that you see).
5. Counterargument: But what about other perspectives?
In a strong argument, you will not be afraid to consider perspectives that either challenge or
completely oppose your own claim. In a counterargument, you may do any of the following
(or some combination of them):
⚫ summarize opposing views
⚫ explain how and where you actually agree with some opposing views
⚫ acknowledge weaknesses or holes in your own argument
You have to be careful and clear that you are not conveying to a reader that you are rejecting
your own claim; it is important to indicate that you are merely open to considering alternative
viewpoints. Being open in this way shows that you are an ethical arguer – you are
considering many viewpoints.

6. Response to Counterargument: I see that, but…

Just as it is important to include counterargument to show that you are fair-minded and
balanced, you must respond to the counterargument that you include so that a reader clearly
sees that you are not agreeing with the counterargument. Failure to include the response to
counterargument can confuse the reader.

A. DISCUSSION- EXPLAIN IT TO ME

Let us take a look at the editorial that you have just read!

What was the hook? Is it easy to spot? This was the hook sentence from the
editorial.

Gruesome indeed were the details that emerged following the discovery of the body of
Christine Lee Silawan, 16, in Lapu-Lapu City, Cebu.

What was the topic all about?

The topic of the argumentative essay was about the restoration of the death penalty.

What was the claim of the argument?

The writer was against the restoration of the death penalty.

What three reasons were provided by the writer?

Reasons:
1. Death penalty does not deter crime
2. Judicial error in death penalty cases are rampant.
3.Death penalty is beyond correction.

What pieces of evidence supported his reasons?

Evidences:
1. Death penalty does not deter crime, with 88 percent of criminologists interviewed for
a study disagreeing that “death penalty can act as a deterrent or can lower the murder
rate.”
2. Seventy-one point seventy-seven percent (71.77%) rate of judicial error in death
penalty cases in local courts—meaning, three out of four Filipinos on death row
shouldn’t even be there.
3. Death penalty is beyond correction or rectification. Once a person is put to death, he is
dead.
What was the writers’ counterclaim/ counterargument?

People believe that bringing the killer to justice, preferably by taking his or her life,
would even things up.

What was his response to counterarguments?

He refuted the counterclaim as invalid as shown in the following statement. “But even
the horrors of her death will not and cannot justify the taking of another life. And
indeed, using the violence used on Christine to whip up sentiment for the restoration of
the death penalty is itself a violation of Christine’s memory.

Aggressive Driving Should be Avoided

(1)Aggressive driving is a phenomenon, which has only recently got the public worried.
(2)The National Highway Traffic Safety Council (NHTSC) defines aggressive driving
as “the operation of a motor vehicle in a manner that endangers or is likely to endanger
persons or property”.
(3)Actions such as running red lights, improper passing,
overtaking on the left, improper lane change, failing to yield, improper turns, running
stop signs, tailgating, careless driving and speeding are examples of aggressive driving..
(4)Such actions are dangerous to other road users.
(5)Aggressive driving
should be avoided because it causes crashes, injuries and fatalities.
(6)The first reason why aggressive driving should be avoided is it causes
crashes.
(7)According to NHTSC between 78 percent (excessive speed) and 100
percent (improper passing) of the cases of aggressive driving resulted in traffic
crashes and 96 percent of the drivers cited for “following too closely” or tailgaitng
caused crashes as a result of their aggressive driving.
(8)Moreover, “running red light”,
“improper passing”, and “overtaking on the left” topped other categories of aggressive
driving in contributing to traffic crashes.
(9)Another reason why aggressive driving should be avoided is it causes
injuries.
(10) NHTSC states that the percentages of the injuries caused by aggressive
driving are, in almost all categories of aggressive driving, above 100 percent.
(11)Furthermore, the Department of Highway Safety (DHS) reports that this is due to
the fact that each motor vehicle crash accounts for one or more injuries.
(12) It was
found that of the ten categories of aggressive driving, “running red light”, “failing to
yield”, and “running stop signs” are the most serious factors contributing to injuries.
(13)Yet another reason why aggressive driving should be avoided is it causes
fatalities.
(14)”Overtaking on the left” appears to be the most important contributing
factor in traffic fatalities as it relates to aggressive driving.
(15) “Improper lane change”,
“running stop sign” and “running red light” rank second through four in terms of their
contribution to traffic fatalities (DHS, 2008).
(16)The above evidence shows that aggressive driving causes crashes,
injuries and fatalities.
(17) Hence, aggressive driving should be avoided. (18)Since the
opening of the North-South Highway, the number of kilometers of roads in the country
has increased by one percent while the number of vehicle miles driven has increased
by 35 percent.
(19) More cars and more drivers are also on the road, leading to more
aggressive drivers.
What is an argumentative essay?

An argumentative essay is a type of essay that presents arguments about

both sides of an issue. It could be that both sides are presented equally balanced, or
it could be that one side is presented more forcefully than the other. It all depends on
the writer, and what side he or she supports the most.

What are the characteristics of an argumentative essay?

1. It is highly persuasive and logical.

2. It usually assumes that the reader disagrees with the writer, but it should be
noted that the reader is no less intelligent than the writer.
3. It includes the following:
⚫ presents and explains a debatable issue or claim
⚫ gives reasons and supports these reasons to prove important points
⚫ refutes (proves wrong) opposing arguments

What are the elements of an argument?

1. Claim
2. Background
3. Reason
4. Evidence
5. Counterclaim/ Counterargument
6. Response to argument

Mobile Phones Should Be Banned While Driving

The risk of getting into a car accident while talking on a mobile phone while driving
is growing as the number of mobile phone subscribers increases. Engaging in a phone
conversation on a mobile phone while driving distracts the brain and delays reaction
times which are more likely to cause drivers to swerve between lanes, slow down and
miss important signs. Mobile phones should be banned while driving because they are
risky.

An Australian study conducted in 2005, estimated that the risk of a collision when
using a mobile phone was four times higher than the risk when a mobile phone was
not being used. 456 drivers who owned phones, were involved in crashes. By
collecting these drivers’ mobile phone records, scientists determined those who made
telephone calls just before the time of the crash. Case crossover analysis of mobile
phone habits enabled the scientists to calculate the increase in risk. Even hands-free
devices were not that safer.

An earlier study in 2003, integrated data from questionnaires, mobile phone

companies and crash records kept by the police. It found that the overall relative risk
(RR) of having an accident for mobile phone users when compared to non-mobile
phone users averaged 1.38 across all groups. The RR was then adjusted for
kilometers driven per year and other crash exposures. When this was done RR was
1.11 for men and 1.21 for women. The study also revealed that increased mobile
phone use correlated with an increase in RR.

However, there are some objections to the call for the ban of mobile phone use
while driving. According to the Associated Press, CTIA – The Wireless Association, a
mobile phone trade group in America, objected to a complete ban. Its vice-president,
John Walls, is reported as saying, “We think that you can sensibly and safely use a
mobile phone to make a brief call.”
Although there are objections, there is sufficient evidence to prove that using a
mobile phone while driving is risky. Using a mobile phone while driving, taxes the
cognitive skills of the brain at the expense of driving. The vast majority of drivers have
no idea that using the mobile phone while driving is risky.
 English
Quarter 2 - Module 1.1
Research Problem Matters

Presentation

The ability to develop a good research topic is an important skill. Most often
you are the one allowed to select a topic of your interest. The research topic must be
narrow and focused enough to be significant or interesting yet broad enough to find
adequate and comprehensive information.

So how are you going to select and limit your topic for research? Let us find
out.

Here are the steps in selecting and limiting a research topic:

1. Brainstorm for Ideas – Choose a topic that interests you.

What local treasure or heritage in the community would you like to research
on? Why does it interest you and what would you like to know more about it?
Do you have an opinion about the local treasure or heritage?
2. Identify the Sources of General Background Information – Choose
sources where you can gather information about your topic.
What sources of information can you use to gather information? Who can help
you in providing information about the topic? Can you use the library,magazines, journals,
periodicals, or the internet to collect information? Do you
know any organization that can help you in gathering information?
3. Focus on Your Topic – A topic will very difficult to research if it is too broad
or too narrow. Some common ways to limit a topic are: by geographical area,
by culture, by time frame, by discipline and by population group.
What specific area or factor of a local treasure or heritage in the community
would you focus your research on? Why did you decide to focus on that
specific area or aspect? Who is affected by the topic?
4. Make a List of Useful Keywords – Find key concepts to widen your search
capabilities.
What are the keywords that you can use to best describe your topic?
5. Be Flexible – It is common to modify your topic during the research process.
You may find too much and need to narrow your focus, or too little and need
to broaden your focus.
What are the considerations or adjustments that you would do if ever there is
a need to modify your research topic?
6. Define your topic as a Focused Research Question – You will often begin
with a word, develop a more focused interest in an aspect of something
relating to that word, and then begin to have questions about the topic.
What the primary question that your research topic wants to answer?
7. Formulate a Thesis Statement- This may be the answer to your research
question and/or a way to clearly state the purpose of your research. Your
thesis statement will usually be one or two sentences that states precisely
what to be answered, proven, or what you will inform your audience about
your topic.

What is the thesis statement of the study that you would like to conduct?
You may already think of answers for the given guide questions in selecting and
limiting a good research topic.

This time you are going to read a paragraph. Analyse it carefully for you will
be answering the questions that follow on a one-fourth sheet of paper.

Child Labour takes such a huge figure in India especially due to the rapid
growth of population and corresponding increase in the number of people below the
poverty line. The immediate effect of these global and social problems is that
children, mostly of the age of 7 – 14 years, are forcefully pushed to take up difficult
and dangerous jobs, often at the risk of their tender lives, just to earn some extra
money for the family. This problem needs to be dealt with at the earliest, to ensure a
proper childhood that is the fundamental right of every child. Some of the major
problems faced during the research have been:

 Most families are unwilling to give out details of the child labour, if any.
 Despite of details being shown of the adverse effects of child labour, they are not
willing to sacrifice this source of income.
 Even the children are happy earning from these tasks and have no wish to gather
knowledge or go to school for learning, etc.

The problem thus remains at the ground level and awareness needs to be created at
the earliest.

1. What is the paragraph about?

______________________________________________________________
2. What information does the paragraph give us?
______________________________________________________________
3. What kind of text is it?
______________________________________________________________

The paragraph you have just read is an example of a research problem.

A research problem is a statement about an area of concern, a condition to be

improved, a difficulty to be eliminated, or a troubling question that exists in scholarly
literature, in theory, or in practice that points to the need for meaningful
understanding and deliberate investigation.

Now analyze the characteristics of a good research problem and tell if the sample
research problem has these.

1. Stated clearly and concisely

The best way to test the problem statement is to write it into a concise
sentence or paragraph and to share it with others. If the problem cannot be stated in
a clear paragraph it has difficulties and will not endure as a suitable problem. Of
course, it is not easy to express complex issues in simplistic terms and it may take
many weeks and countless drafts before the statement is satisfactory.
2. Generates research questions
The problem should generate a number of more specific research questions.
These turn the problem into a question format and represent various aspects or
components of the problem. The research questions make the more general
statement easier to address and provide a framework for the research.
3. Grounded in theory
Good problems have theoretical and/or conceptual frameworks for their
analysis. They relate the specifics of what is being investigated to a more general
background of theory which helps interpret the results and link it to the field.
4. Related to academic fields of study
Good problems relate to academic fields which have adherents and
boundaries. They typically have journals to which adherents relate. Research problems which do
not have clear links to one or two such fields of study are
generally in trouble. Without such a field it becomes impossible to determine where,
in the universe of knowledge, the problem lies.
5. Based in the research literature
Related to the former points, a well-stated problem will relate to a research
literature. Tight problems often relate to a well-defined body of literature, written by a
select group of researchers and published in a small number of journals.
6. Potential significance
This is the important ‘so what’ question: Who cares once you solve the
problem? Assume that you have solved the problem and answered the questions
and then ask yourself if you are any further ahead. At the very least, the problem
must have importance to the researcher, but ideally it should also be of consequence
to others.
7. Doable within the time frame & budget
There are logistic factors in terms of your ability actually to carry out the
research. There is no point pursuing a problem which is not feasible to research. Do
not do a study of education in India, Japan, Canada or any other country, unless you
have the means to go there and collect data which may require years to collect.
8. Data is available/obtained
In some cases, there are insufficient data to address the problem. Historical
persons may have died, archival materials may be lost, or there may be restrictions
on access to certain environments. As noted, it is difficult to conduct research on a
distant country unless you can go there and collect local data. One under-used
approach is to use an existing database. Some data banks have been developed
over many years and contain many opportunities for exploration of new questions
and issues.

These are some of the characteristics of a good research problem. Not all the
characteristics will be present in every good research problem. Most of these
characteristics are useful in conduction

In addition to our discussion, a good research problem must have the following
components:
• It should answer the 5 WH questions of the research, i.e., what, who, where,
why and when
• It should explain purpose of the research
• It should explain the scope of the study
• It should identify the major variables of the problem
Considering these factors, let us have another example of a research problem for
better insight.

Example:

Step 1: State the current and ideal situation:

School is a forum where students are preparing themselves for the future life.
Through the school activities, they gain self-confidence and skills that will help them
in being successful later in life. Interest of parents in a child‘s schooling life also
plays an important role in his self-confidence. The more parents participate in a
child‘s life, the more secure child will feel which in turn will raise his self-confidence.
It is one of the ideal conditions where children‘s personality can be built for future in
a manner that they can tackle the challenges successfully.
Step 2: State the 5 WH questions of the study:
The aim of the research is to determine the impact of a parent‘s participation
in a child‘s school activities to boost his self-confidence. We plan to study here that
the more interest parent‘s show, the more self-confident the child will be.

Step 3: State the scope and method for investigative study:

To conduct this research, we will gather the data from all the local schools in the
area and attempt to conduct this research through the help of questionnaires and
personal interviews that will be filled out by the students and their parents.

1. How is the research problem written?

______________________________________________________________
2. What are the steps in writing the research problem?
______________________________________________________________
3. Does it provide you with the significant information?
______________________________________________________________

Formulation of research problem refers to stating the problem in researchable

manner. It means to portray the topic in a way that it becomes ready for scientific
investigation. A research problem is simply research topic. A researcher needs to
refine the topic and clearly state what is intended to explore about the topic.
Formulation of the research problem basically includes narrowing down the research
area and formulating the objectives.

The formulation of a research problem consists of the following steps:

1. Identify a broad research area of your interests – You should first select a
major area which you want to investigate. Such area must have a wide
significance and must be according to your interest, knowledge and specialty.
Example: Domestic Violence
2. Dissect the broad area into sub-areas – You need to narrow down the area
into a specific topic that is researchable and manageable for the researcher.
Examples: Causes of Domestic Violence
Impacts of Domestic Violence on children
Services available to the victims of Domestic Violence
3. Select one of the sub-areas – Select one sub-area that interests you more
and is more feasible and manageable for you.
Example: Impacts of Domestic Violence on Children
4. Raise research questions – Raise important questions about the chosen
sub-area which you need to answer on your research. Choose the most
important and relevant ones.
Example: How Domestic Violence affects the child’s academic
performance?
5. Formulate Objectives – the objectives of the study basically stem out of the
research questions. The difference between research questions and objective
is the way they are written.
Example: To examine the influence of Domestic Violence on the child’s
academic performance