VIA MARIELL CABALAN ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

12- ABM PRODUCTIVE QUARTER 2, MODULE 8

WRITING THE REPORT SURVEY FIELD REPORT/LABORATORY/SCIENTIFIC TECHNICAL REPORT

WHAT I KNOW

1. A

2. B

3. C

4. D

5. C

6. D

(TRUE OR FALSE)

1. T

2. F

3. T

4. T

WHAT’S NEW

To arrive at correct conclusions about your consumer base, you should carefully study the data. There must be a
standard means of processing incomplete surveys or missing data, as well as a consistent and methodical method of
arranging and tallying numbers.

LESSON 1

WHAT’S MORE

1.

2.

AGE TALLY FREQUENCY

1-10 II 2
11-20 IIIII IIII 9
3.

21-30 IIIII II 7
31-40 IIIII I 6
41-50 IIIII II 7
51-60 III 3
61-70 II 2

4.

5.

WHAT I HAVE LEARNED

LESSON: DISSEMENATING INFORMATION FROM SURVEYS

WHAT I WANT TO SAY ABOUT THIS LESSON:

Because it incorporates numbers, this lesson was difficult for me to grasp.

WHAT I FOUND OUT:

I discovered that data may be structured in a variety of ways. The method chosen is primarily
determined by the type of data being collected.

LESSON 2
WHAT’S NEW

1. MAIN POINTS

2. SKIM

3. IRRELEVANT IDEAS

4. PARAPHRASE

5. SUMMARY
WHAT’S MORE

B. STRESS SOLUTION

a. Depression To succeed academically, students need a

variety of tools to help them learn how to
b. Risky Behavior manage stress.

WHAT I HAVE LEARNED

LESSON: SUMMARIZING FINDINGS END EXECUTING THE REPORT THROUGH SURVEYS

WHAT I WANT TO SAY ABOUT THIS LESSON:

This lesson assisted me in understanding the steps in writing a research summary and the
factors to consider when doing so.
WHAT I FOUND OUT:

Summarizing helps students how to recognize the most significant concepts in a text, disregard
irrelevant information, and integrate the central ideas in a meaningful way. Students' memory
for what they read improves when they are taught to summarize.

LESSON 3
WHAT’S NEW (BITE THE APPLE SURVEY)
- QUESTIONNAIRE
- ANALYSIS
- INVESTIGATION
- RESEARCH
- OBSERVATION
- EXPLANATION
- STUDY
- NAMES
WHAT’S MORE

WORD DEFINITION USE IN A SYNONYM ANTONYM

SENTENCE
1. Hefty quite heavy he was a tall, heavy, light,
hefty man. massive, weightless
ponderous,
weighty
2. Obese having excessive body fat the basset blubbery, lean, skinny,
hound was chubby, slender, slim,
so obese that corpulent, fat, spare, thin
its stomach
touched the
floor

3. Euphoric marked by a feeling of but flight ecstatic, depressed

great happiness and controllers in elated,
excitement : characterized Baltimore were elevated,
by, based on, or euphoric after enrapt
producing euphoria
chalking up
another
success.
4. Culprit one accused of or the police criminal, Hero, saint
charged with a caught the crook,
crime/problem culprit a mere lawbreaker,
two blocks malefactor,
from the scene miscreant,
of the crime offender
5. Validate to put a mark on A judge still argue, attest, disprove,
(something) to show that it needs to authenticate rebut, refute
has been checked and is validate the
official or accepted election.
See More

ACTIVITY 3.3

1. THE MAIN TOIC OF THE INTRODUCTORY PARAGRAPH IS THE LIMITES STATES CONSTANT TOPIC INCREASE IN
EVERY DATA CONCERNING DWELLING OBESITY WHICH SAME EXPERTS FIND IT AS ALARMING AS IT IS.

2. IN THE SURVEY REPORT, THE TWO CULPRITS WERE MENTIONED, NAMELY SUGAR AND FAT WHICH ARE
TYPES OF CARBOHYDRATES AND LIPIS, RESPECTIVELY.

3. AS MENTIONED IN THE SURVEY REPORT, IN ONE SERVING, THERE IS AN APPROXIMATE OF 2000 CALORIES
IN IT.

4. SAME EXPERTS SAY THAT THESE TWO ADDICTIVE PORTIONS AFFECTS THE BRAIN BY TRIGERRING IT AND AT
THE SAME TIME, THE CALORIE CONTENT EACH SERVING HAS NEEDS THE REQUIREMENTS OF A FULL DAILY
CALORIE AVERAGE. ADDITIONALY, THIS SERVING ALSO EXCEEDS THE DAILY ALLOWANCES FOR ANY ADULT
REGARDLES OF WHAT GENDER THEY HAVE.

5. HE CONCLUDED THEM BY SUPPORTING HIS OWN IDEAS WITH PUBLISHED RELIABLE SOURCES WHICH
FURTHER STRENGTHEN HIS CLAIM TO THE ARGUMENT OF THE SURVEY REPORT.
6. THERE IS A CAUTION WHAT WAS STATED IN THE CONCLUSION AND IT IS THE LAST SENTENCE WHICH SAYS,

“ HOWEVER, IT IS CLEAR THAT AS WEIGHT LOSS, INDIVIDUALS NEED TO CONSUME INCREASINGLY LARGER
PORTIONS TO EXPERIENCE A COMPERABLE EUPHORIC EFFECT.

ACTIVITY 3.4

SURVEY OF ACADEMIC AND GENERAL WRITING IN ENGLISH

INTRODUCTION:

On 8th February 1999, a survey was conducted among 16 overseas postgraduate students at
the University of England. The purpose of the survey was to discover the reading habits in
English of the students. The survey was conducted by means of a questionnaire given to the
students to complete. The first part of the questionnaire dealt with the type of reading and its
frequency. The second section was concerned with newspapers: the type of items read and
those that were read first.

MAIN BODY:

From the table of data, the most significant items are as follows. In the first section 81% of the
students regularly read academic books" while 44% regularly read academic journals. Nothing
else is read regularly or often by 40% or more of the students. The following comments can be
made about the reading of newspapers, magazines and fiction. 75% sometimes read regional
or local newspapers, 69% sometimes read books of fiction, 62% sometimes read general
magazines, and 56% sometimes read national daily newspapers. On the other hand, 37% never
read Sunday newspapers and 31% never read fiction. In the second section, not surprisingly,
100% read news about their own country in newspapers and 56% read this first. 94% read
international news, 25% read this first. 81% read about Britain and look at radio and TV
information. The only other item that is usually read by more than 50% of the students is
current affairs (read by 56%).

CONCLUSION:

If any conclusions may be drawn from the data, they are, perhaps, as follows. Overseas

students presumably have little time for general reading: most of their reading time is spent

on books and journals on their own subject. Outside their studies, apart from reading news

about their own country, international news, and news about Britain, they probably spend

most time watching TV and listening to the radio.

WHAT I HAVE LEARNED

LESSON: WRITING A SURVEY REPORT

WHAT I WANT TO SAY ABOUT THIS LESSON:

THIS LESSON ASSISTED ME IN BETTER UNDERSTANDING THE SIGNIFICANCE AND

IMPORTANCE OF SURVEY REPORTS, AS WELL AS THE STEPS IN COMPLETING THEM.
WHAT I FOUND OUT:

I discovered that the purpose(s) of writing a survey report is to extensively

research a research issue and organize the current studies. It is an essential part of
every research project.

ASSESSMENT

1. C

2. B

3. A

4. A

5. C

6. B

7. C

8. A

9. D

10. B