4th Quarter EAPP

English for Academic
and Professional
Purposes
2nd Quarter
LEARNING ACTIVITY SHEETS
Practice personal hygiene protocols at all times 1

COPYRIGHT PAGE
Learning Activity Sheet in English
(Grade 11)
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
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Schools Division Superintendent : MADELYN L. MACALLING, PhD, CESO VI
Asst. Schools Division Superintendent(s) : EDNA P. ABUAN, PhD
: DANTE J. MARCELO, PhD, CESO VI
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Development Team
Writers: Jerome C. Rodeo, Ana Rose M. Dela Cruz, Sweetheart A. Cera, Joana Marie A. Diaz,
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RIZALINO G. CARONAN, Regional LR Supervisor
Printed by DepEd Regional Office No. 02

Regional Center, Carig Sur, Tuguegarao City

TABLE OF CONTENTS
Analyzes the arguments used by the writer/s in manifestoes 4 – 15

Defends a stand on an issue by presenting reasonable arguments supported by properly 16 – 29
cited factual evidences
Writes various kinds of position papers 30 – 47
Determines the objectives and structures of various kinds of reports 48 – 64
Designs, tests and revises survey questionnaires* 65 – 73
Conducts surveys, experiments or observations* 74 – 85
Gathers information from surveys, experiments, or observations* 86 – 96
Summarizes findings and executes the report through narrative and visual/graphic forms 97 – 106
Writes various report 107 – 121

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Name of Learner: _____________________________Grade Level: _____________

Section: ____________________________________ Score: __________________
LEARNING ACTIVITY SHEET

Analyzing Arguments in a Manifesto
Background Information for Learners
In academic writing, an argument is usually a main idea, often called a “claim” or

‘thesis statement’, backed up with evidence that supports the idea.
A manifesto, from the Italian word manifastere is a public declaration of policy
and aims. It is a published declaration of the intentions, motives or views of a person, a
group or a political party or government.
It is derived from the Italian word manifesto and from the Latin manifestum,
meaning clear or conspicuous. Its first recorded use in English is from 1620, in Nathaniel
Brent's translation of Paolo Sarpi's History of the Council of Trent.
To better understand the term, here are sample synonyms of the word manifesto:
announcement, declaration, proclamation, conclusion, decision, judgement, resolution,
conclusion, opinion.
In writing an argument for a position paper, you need to create an outline which
includes the following:
1. Introduce your topic with some basic background information.
2. Introduce possible objections to your position.
3. Support and acknowledge the opposing points.
4. Explain that your position is still the best one, despite the strengths of
counterarguments.
5. Summarize your argument and restate your position.
5 tips to properly argue your point

1. Argue the point, not the person.
2. Use data and research as much as you can.
3. Don’t put words in your opponent’s mouth.
4. Don’t go on a tangent.
5. Stay positive, polite and professional.
In analyzing an issue, remember the following guidelines:

1. Decide which side of the argument, you will take in your essay.
2. Generate ideas for the direction of the essay, meaning come up with reasons that
support each side of the issue.
3. Decide which ideas you’d like to use and which ideas you can discard.
4. Identify supporting examples you can use to reinforce your argument.
5.
In your stand, there should be supporting evidences which inludes:
1.Factual Knowledge – information that is verifiable and agreed upon by almost
everyone
2. Statistical Inferences – interpretation and examples of an accumulation of facts
3. Informed Opinion – opinion developed through research and/or expertise of the claim
4.Personal Testimony – personal experience related by a knowledgeable party.
Learning Competency:
MELC: Analyzes the arguments used by the writer/s in manifestoes (CS_EN11/12A-

EAPPIIa-d-3)
CG: Analyzes arguments used by the writer/s in manifestoes (CS_EN11/12A-EAPPIIa-d-3)

Directions:
Hello, learner! Welcome to our academic adventure.

Do you want to rise up and let your voices be heard? Here’s your golden opportunity!
We will have an activity that consists of five levels, each level will let you share your thoughts.
Please feel free to finish the activity up to the end,a prize awaits you. Are you excited? Does
it mean you are ready? Well, let the adventure begin! Let’s have the learning contract signing.
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish the activity
package and submit it to your teacher (____________________) on (____________________).
LOAD
Directions. Activity 1: Hello, learner!! As a preliminary activity, I have here a crossword

puzzle in which you are going to look for the four supporting evidences previously discussed.
These concepts/terms will be used in the next activity, so warm up and let’s get started. Enjoy!
W P R M R A N A L Y Z E O F F A C T S G W E
Q R E A E G B A S I S O F F O R M S B N Q R
W O F R A O M E L I O D A S R H B P I H T G
E T E G S D M O D E O F L E A R P G O H R A
R E R U O O P I N I B A N R V U B N H N E T
T C E M N P N O N E H T K K S K L K R N S H
D T N E I I F A C T U A L K N O W L E D G E
G I C N N N R L L H G D I A N N E V S A A R
H O E T G I V L N T I M E L I N E S E K M I
J N S S G O N A M N E V I D E N C E A G N N
K D G D S N M N G M G S U P P O R T R D B G
V F J E S S E S C A N R T O P J N U C F V S
E J O D E F N Y H C H K K I N G K H H G A X
R K X F C G B B F V F H J M J L H H D D S
T N I I R K L O U K A W Q Y M O G J O J P L
Y I N F O R M E D O P I N I O N N H K K I U
H A Z C P F B B S T A T I S T I C S N K E Y
E C N E R E F N I L A C I T S I T A T S R T

ENGAGE
Directions. Activity 2: I have here issues that are timely and relevant to you as a learner. In
this activity, study the following issues and analyze the kind of evidence the author used to
support his/her claim. Identify if it is FACTUAL KNOWLEDGE, STATISTICAL
INFERENCES, PERSONAL TESTIMONY, or INFORMED OPINION. Write your answer on the
second column.
SOCIAL ISSUES TYPE OF FACTUAL

EVIDENCE USED
During the martial law period, the Supreme Court heard

petitions for habeas corpus. It is most ironic after martial law has
allegedly been lifted, that the Supreme Court last April ruled it
can longer entertain petitions for habeas corpus for persons
detained under a Presidential Commitment Order, which covers
all so-called national security cases and which under present
circumstances can cover almost anything.
Poverty and other social miseries are in large part due

to social structure, which is how society functions at a macro
level. Some societal issues, such as racism, sexism and
segregation, constantly cause disparities in education,
employment and income for marginalized groups. The majority
group naturally has a head start, relative to groups that deal with
a wide range of societal barriers on a daily basis.
Drug addiction, in the simplest terms is the strong

compulsion to get and use substances, even though a number of
undesirable and dangerous consequences are likely to occur.
Addiction has been described as a “medical disorder that affects
the brain and changes behavior.
The issue that the Philippine educational system faces is

the budget for education. Although it has been mandated by the
Philippine Constitution for the government to allocate the
highest proportion of its government to education, the
Philippines remains to have one of the lowest budget allocations
to education among ASEAN countries.
Brain Drain is a persistent problem evident in the

Philippines due to the modern phenomenon of globalization,
with the number of Overseas Filipino Workers (OFWs) who
worked abroad at any time during the period April to September
2014 was estimated at 2.3 million.

ADVANCE
Wow! You are half way there, my dear!
Directions. Activity 3: The illustration below shows a sample manifesto of different

personalities in support to Vice-President Lenie Robredo’s fight on the issue of COVID-19
pandemic. Please take a look on it and try to analyze because in this level, you will advance
your skills by extracting arguments from the manifesto as well as supporting details presented.
Write it on the writing prompt provided below.
Argument 1: __________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Supporting Details:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Argument 2: __________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Supporting Details:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Argument 3: __________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Supporting Details:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

A TIME TO HEAL AND A TIME TO UNITE
We stand in solidarity with Leni Robredo.

We have great faith that her inspiring and selfless leadership can help the nation rise above the
polarizing effect of the 2016 elections. Having been honed and deeply immersed in the ideals and practice
of good governance and people empowerment during her life partnership with Jesse Robredo, she embodies
how a public servant should use the powers and responsibilities of public office for the public good. Based
on how she has lived her life, we are certain that she as duly-elected Vice President, will continue to be the
government’s champion of those in the peripheries. Above all, Leni Robredo Sands for what is
right and honest, and will not tolerate anything that will taint her name, raise a cloud of suspicion on
her supporters, or damage our institutions, especially our electoral process. In view of the accusations
that the results have been manipulated — giving rise once more to divisive debates that are dominating
social and mass media — we appeal for sobriety. We express our sincere belief that Leni’s eventual victory
will be won through the collective and free choice of the Filipino electorate. When the political battle ends,
it will then be time for reconciliation; time to set aside partisan differences that have divided us as a people
and as a nation. We need to rise above our pains to help our country attain political and economic stability
that will give us, especially the poor, reason to hope for a brighter future.
Benjie Abadiano, President, Assisi Development Foundation

Carmencita Abella, Past President, Development Academy of the Philippines
Estelita Aguirre, Former Executive Director, PICPA
Chris Abanes, International Visitors Program
Cecille Alcantara, Director, Corporate Foundation
Geefree Alonsabe, Mayor, Alimodian, Iloilo
Rey Aquino, Former PhilHealth President
Dindin Araneta, Arts and Culture Advocate
Vicky Armilla, Former Managing Director, Foundation for the Assistance to Hansenites
Oscar Atendido, TV and Stage Director
Milette Belicena, Officer, Rotary Club of Makati
Romeo Bernardo, Former Undersecretary of Finance
Karina Bolasco, Publicist
Marissa Camacho, Development Worker
Evelyn Caja, Special Teacher for the Blind
Honey Carandang, Founder, MLAC Institute for Psychological Services, Inc.
Nieves Confesor, Former Dean, Asian Institute of Management
Rafael Coscolluela, Former Governor, Negros Occidental
Esteban Coscolluela, Former Mayor, Murcia, Negros Occidental
Karina Constantino-David, Former Chairman, Civil Service Commission
Edicio de la Torre, President, Education for Life
Bong de la Torre, Stage Actor
Dr. Eddie Dorotan, Former Mayor, Irosin, Sorsogo
Florecia Casanova Dorotan, Former National Chairperson, Women Action Network for Development
Isabelle Ereñeta, Movement for Good Governance
Marivic Espano, CEO, Punongbayan and Araullo
Elizabeth fontanoza, Education Consultant
Alfonso Gamboa, Former Mayor, Enrique Magalona, Negros Occidental
Maite Gallego, Volunteer, My Rizal
Vicky Garchitorena, Former Cabinet Secretary
Ernesto Garilao, Former Agrarian Reform Secretary
Jason Gonzales, Mayor-Elect, Lambuano, Iloilo
Pehm Grafilo, Development Worker
Milwida M. Guevara, Lead Convenor, Movement for Good Governance
Cielito F. Habito, Former Secretary of Planning
Jay Jalandoni, Former Vice Mayor, Silay City, Negros Occidental
Harvey Keh, Executive Director, Ahon Foundation
James Kho, Environmental Lawyer
Cheche Lazaro, Journalist and TV Producer
Anthony Leachon, Internist, Manila Doctors Hospital
Benjamin de Leon, Former Presidential Assistant for Social Development
Loida Nicholas-Lewis, Chairperson of the US Pinoys for Good Governance
Bertie Lim, Former Tourism Secretary
Jess Lorenzo, Executive Director, Seaoil Foundation
Bobby Manzano, Country Director of Development – Philippines, Operation Smile
Darwin Mariano, Convenor, Movement for Good Governance
Paulo Mendoza, Pathologist, Cardinal Santos Medical Center
Solita Monsod, Professor Emerita, University of the Philippines
Imelda Nicolas, Chairperson, Commission on Filipinos Overseas
Ernesto Ordoñez, Former Secretary, Presidential Flagship and Projects
Maeng Penado, Past President, Philippine Jaycees
Renato Raymundo, Former United Nations Volunteer, Surgeon, South Africa
Nonoy San Luis, Mayor, Pili, Camarines Sur
Vergel Santos, Former Editor, The Manila Times and Manila Chronicle
Chit Santos, Columnist, Philippine Daily Inquirer
John Silva, Executive Director, Ortigas Foundation
Eddy Tiongson, Elected Councilor, Sonao
Salvador and Vivian Togle, Convenors, Organization of Movers and Game Changers
Antonio Torralba, Former Dean, College of Liberal Arts
Dr. Mario Villaverde, Assistant Dean, Ateneo School of Government
Nina Lim Yuson, President, Museo Pambata

REFINE
Keep going, dear! You are almost there!
Directions. Activity 4: In this 4th level, you will use your critical thinking by analyzing the
image below. What does it imply to you? Write your arguments based on your own
understanding of the illustration. Write your answer on the space provided.
(NOTE TO ILLUSTRATOR, PLEASE CHANGE THIS INTO AN ORIGINAL

ILLUSTRATION)
Topic based on the picture:

___________________________________________________________________________
__________________________________________________________________________
My own arguments based on the topic or issue:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________

NURTURE
Finally, your academic adventure is about to end; but, before I give you the prize, I
have here your last challenge.☺ Give it your full force, my dear!
Directions: In this last level, I am going to present a manifesto below and you will analyze it
based on the principles of writing a manifesto. As a final output, write a close analysis of the
manifesto in the form of an essay with a maximum of 300 words. You will be rated using the
rubric that follows.
A manifesto on the arrival statement of Senator Benigno Aquino Jr., at the Manila
International Airport to be delivered before his welcomers on August 21, 1983*
I have returned on my free will to join the ranks of those struggling to restore our rights and
freedoms through non-violence.
I seek no confrontation. I only pray and will strive for a genuine national reconciliation
founded on justice.
I am prepared for the worst, and have decided against the advice of my mother, my spiritual
adviser, many of my tested friends and a few of my most valued political mentors.
A death sentence awaits me. Two more subversion charges, both calling for death penalties,
have been filed since I left three years ago and are now pending with the courts.
I could have opted to seek political asylum in America, but I feel it is my duty, as it is the
duty of every Filipino, to suffer with his people especially in time of crisis.
I never sought nor have I been given any assurance, or promise of leniency by the regime. I
return voluntarily armed only with a clear conscience and fortified in the faith that in the end,
justice will emerge triumphant.
According to Gandhi, the willing sacrifice of the innocent is the most powerful answer to
insolent tyranny that has yet been conceived by God and man.
Three years ago, when I left for an emergency heart bypass operation, I hoped and prayed
that the rights and freedoms of our people would soon be restored, that living conditions
would improve and that blood-letting would stop.
Rather than move forward we have moved backward. The killings have increased, the
economy has taken a turn for the worse and the human rights situation has deteriorated.
During the martial law period, the Supreme Court heard petitions for habeas corpus. It is
most ironic after martial law has allegedly been lifted, that the Supreme Court last April ruled
it can longer entertain petitions for habeas corpus for persons detained under a Presidential
Commitment Order, which covers all so-called national security cases and which under
present circumstances can cover almost anything.
The country is far advanced in her times of trouble. Economic, social and political problems
bedevil the Filipino. These problems may be surmounted if we are united. But we can be

united only if all the rights and freedoms enjoyed before September 21, 1972 are fully
restored.
The Filipino asked for nothing more, but will surely accept nothing less, than all the rights
and freedoms guaranteed by the 1935 Constitution – the most sacred legacies from the
founding fathers.
Yes, the Filipino is patient, but there is a limit to his patience. Must we wait until that
patience snaps?
The nationwide rebellion is escalating and threatens to explode into a bloody revolution.
There is a growing cadre of young Filipinos who have finally come to realize that freedom is
never granted, it is taken. Must we relive the agonies and the bloodletting of the past that
brought forth our republic or can we sit down as brothers and sisters and discuss our
differences with reason and goodwill?
I have often wondered how many disputes could have been settled easily had the disputants
only dared to define their terms.
So as to leave no room for misunderstanding, I shall define my terms:
1. Six years ago, I was sentenced to die before a firing squad by a military tribunal
whose jurisdiction I steadfastly refused to recognize. It is now time for the regime to
decide. Order my immediate execution or set me free.
I was sentenced to die for allegedly being the leading Communist leader. I am not a
Communist, never was and never will be.
2. National reconciliation and unity can be achieved, but only with justice, including
justice for our Muslim and Ifugao brothers. There can be no deal with a dictator. No
compromise with dictatorship.
3. In a revolution there can really be no victors, only victims. We do not have to destroy
in order to build.
4. Subversion stems from economic, social and political causes and will not be solved by
purely military solutions; it can be curbed not with ever increasing repression but with
a more equitable distribution of wealth, more democracy and more freedom.
5. For the economy to get going once again, the working man must be given his just and
rightful share of his labor, and to the owners and managers must be restored the hope
where there is so must uncertainty if not despair.
On one of the long corridors of Harvard University are carved in granite the words of
Archibald Macleish: “How shall freedom be defended? By arms when it is attacked by arms;
by truth when it is attacked by lies; by democratic faith when it is attacked by authoritarian
dogma. Always and in the final act, by determination and faith.”
I return from exile and an uncertain future with only determination and faith to offer—faith in
our people and faith in God.

My own analysis about the manifesto:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
A student and a teacher that learn together, receive a reward together! You will be given
plus 5 points in your total score because you successfully finished the 5-level academic
adventure. Good job, learner!
Reflection:
Reflect on the concepts and ideas that you have just written, make connections to your
prior knowledge or experience and seek clarification by completing the following:
1. I learned that in choosing a stand in an argument, I need to

______________________________________________________________.
2. My stand/claim in a certain issue reflects my
________________________________________________________________.
3. I became more aware of_____________________________________________.
4. My opinions/thoughts serve as________________________________________.
5. In making choices in life, I need to consider my__________________________.

Reference:
The Imaginative Argument: A Practical Manifesto for Writers by Frank L. Cioffi, 2005
SOAS Students’ Union, 2014
RUBRICS IN ANALYZING A MANIFESTO
CATEGORY 4-EXCELLENT 3-GOOD 2-MARGINAL 1-BELOW

STANDARD
POSITION The position statement The position A position statement There is no

STATEMENT provides a clear, strong statement is present, but does posiiton statement.
statement of the author’s provides a clear not make the
position on the topic. statement of the author’s position
author’s position clear.
on the topic.
SUPPORT Includes evidence, Includes some Lacks specific Evidence is over-

FOR statistics, examples, real- evidence, facts, evidence (facts, generalized,
POSITION life experiences that statistics, statistics, examples, illogical or lacks
support the position examples, real- real-life concrete details
statement. The writer life experiences experiences) that (facts, statistics,
anticipates the reader’s that support the support the position examples, real-life
concerns, biases or position statement. experiences)
arguments and has statement.
provided at least one
counter-argument.
EVIDENCE All of the evidence and Most of the At least one of the Evidence amd
AND examples are specific, evidence and pieces of evidence examples are NOT
EXAMPLES relevant and explanations examples are and examples are relevant AND/OR
are given that show how specific and relevant and has not explained
each piece of evidence relevant explanation that
supports the author’s explanations are shows how each
position. given that show piece of evidence
how each piece of supports the author’s
evidence supports position.
the author’s
position.

SEQUENCIN Arguments and supports Arguments and A few of the support Many of the
G are provided in logical support are details or arguments support details or
order that makes it easy provided in fairly are not in an arguments are not
and interesting to follow logical order that expected or logical in an expected or
the author’s train of makes it order, distracting the logical order that
thought. reasonably to reader and making distracts the reader.
follow the the essay seem a
author’s train of little confusing.
thought.
TRANSITION A variety of thoughtful Transitions show Some transitions The transitions

S transitions are used. They how ideas are work well but some between ideas are
clearly shows how ideas connected but connections between UNCLEAR or
are connected. there is little ideas are fuzzy. NONEXISTENT.
variety.
ANSWER KEY
Answer Key for Level 1-Load
W P R M R A N A L Y Z E O F F A C T S G W E
Q R E A E G B A S I S O F F O R M S B N Q R
W O F R A O M E L I O D A S R H B P I H T G
E T E G S D M O D E O F L E A R P G O H R A
R E R U O O P I N I B A N R V U B N H N E T
T C E M N P N O N E H T K K S K L K R N S H
D T N E I I F A C T U A L K N O W L E D G E
G I C N N N R L L H H D I A N N E V S A A R
H O E T G I V L N T I M E L I N E S E K M I
J N S S G O N A M N E V I D E N C E A G N N
K D G D S N M N G M H S U P P O R T R D B G
V F J E S S E S C A N R T O P J N U C F V S
E J O D E F N Y H C H K K I N G K H H G A X
R K X F C G B B F V F H J F M J L H H D D S
T N I I R K L O U K A W Q Y M O G J O J P L
Y I N F O R M E D O P I N I O N N H K K I U
H A Z C P F B B S T A T I S T I C Y N K E Y
E C N E R E F N I L A C I T S I T A T S R T

Answers may vary from Level 2-5 since this is a student centered activity and seeks their
own opinion/stand regarding a certain argument/issue/concept.
Prepared by:
REAH MAY S. GINEZ

Writer
-------------------------------------------------------------------------------------------------------------
Do not Write on this Portion

FEEDBACK CARD What’s your Badge?
AWESOME!- Completed and earned
ACTIVITY 1 perfect scores in all activities
GOOD JOB!- Completed the activities
ACTIVITY 2 with 80-90% accuracy
IT’S OKAY.- Completed the tasks with
ACTIVITY 3 75-79% accuracy
STRIVE FOR MORE. When need
ACTIVITY 4 further assistance and support
ACTIVITY 5
BADGE EARNED:
Comments of Teacher:

ENGLISH FOR ACADEMIC AND PROFESSIONAL
PURPOSES
Name of Learner: ______________________________ Grade Level: ________
Section: ______________________________________ Score: ______________
Defending a Stand on an Issue through Reasonable Arguments
Like a lawyer in a jury trial, a writer must convince her audience of the validity of her
argument by using evidence effectively. As a writer, you must also use evidence to persuade
your readers to accept your claims. But how do you use your evidence to your advantage?
By leading your reader through your reasoning. The types of evidence you use change from
discipline to discipline. You might use quotations from a poem or literary critic, for example,
in a literature paper, you might use data from an experiment in a lab report. Many times, our
writing must not just be informative but it must also be persuasive. One of the best ways to
be very persuasive is to use a great argument, that your opinion is valid and defensible. Ideas
that you are considering need to be carefully examined in choosing a topic, developing your
argument, and organizing your paper. It is very important to ensure that you are addressing
all sides of the issue and presenting it in a manner that is easy for your audience to understand.
Your job is to take one side of the argument and persuade your audience that you have well
- founded knowledge of the topic being presented. It is important to support your argument
with evidence to ensure the validity of your claims, as well as to refute the counterclaims to
show that you are well informed about both sides.
Start On
One of the most debatable topics nowadays specifically in education is the banning
of homework. Homework is the main public and private schooling experience for many of
us who grew up doing it. Long nights spent on science projects, book reports and all of those
repetitive math sheets in any case. Advocates of it argue that banning homework can
decrease burnout issues and can increase the amount of family time, as well as reducing the
negative impact of homework on the student’s health. And yet those who are against it stated
that homework enables parents to be involved with the educational process as they reinforce
the essential concepts that were discovered by their children each day. Aside from this
homework teaches students to manage their time, to be accountable for their role as
homework is an essential tool in the development of the lessons such as comprehending
something or communicating with others on something they have just read.

Keep On
Is homework a necessary evil? Homework battles have raged for decades. For as
long as children have been whining about doing their homework, parents and education
reformers have complained that homework’s benefits are dubious. Meanwhile many
teachers argue that take - home lessons are key to helping students learn. Now, as schools
are shifting to the new (and hotly debated) Common Core Curriculum standards, educators,
administrators and researchers are turning a fresh eye toward the question of homework’s
value. But when it comes to deciphering the research literature on the subject, homework
is anything but an open book.
On this note, this stand or position can be expressed formally through a position
paper. Position paper is a composition that highlights as opinion of an author or
specified entity about an issue. Like a debate, it presents one side of an arguable
opinion and persuades the readers or audience that the author has well founded
knowledge about the issue.
WRITING EFFECTIVE POSITION PAPER: What do I need to know?
In writing a position paper, the writer:
1. shows his knowledge and concern about issues of the land.

2. Informs others of his position and conviction.
3. Formally organizes his perspective of the issue as a basis to build resolution to difficult
problems
4. Suggests unique well - thought of approach to deal with the issue or to solve problem
5. Outlines his discussion to define the framework of the scheme
6. Establishes his credibility
7. Demonstrates passion through the force of the argument rather than the force of
emotion
Issue Criteria
To take a side on a subject, you should first establish the arguability of a topic that
interest you. The following criteria are considered:
1. The prevalence and pervasiveness of the issue

2. The argument value of the issue
3. The urgency of advocating one side of the issue
4. The sense and significance of the issue

Developing and Supporting an Argument
Once your topic is selected, you should do some research on the subject matter, while
you may have an opinion on your topic and an idea about which side of the argument you
want to take, you need to ensure that your position is well supported. Listing the pro and
con sides of the topic will help you examine your ability to support your counterclaims, along
with the list of supporting evidence for both sides. Some of these are:
1. Factual Knowledge - information that is valid and verifiable
2. Statistical Inferences - conclusions drawn from data gathered
3. Informed Opinion - based on knowledge of the facts and carefully considered principle.
It relies on evidence instead of limited personal experience
1. Personal Testimony - personal or first - hand experience of the writer or knowledgeable

party
Components of a Position Paper
I. Introduction
A. Introduction of the Topic
B. Background of the Topic
C. Thesis Statement
II. Body
A. The Counterclaim
⚫ Summary of the Counterclaim
⚫ Supporting Information for the Counterclaim
⚫ Refuting of the Counterclaim
⚫ Giving Evidences for the Argument
B. The Argument
⚫ Assertion of claim no. 1
a. Opinion
b. Support
a. Opinion
b. Support
a. Opinion
b. Support
III. Conclusion
⚫ Restating of Argument
⚫ Providing Plan of Action
MELC: Defends a stand on an issue by presenting reasonable arguments supported by properly

cited factual evidence (EN 11/12A-EAPP11a-d-4)
CG: Defends a stand on an issue by presenting reasonable arguments supported by properly

cited factual evidence (EN 11/12A-EAPP11A-d-4)

Directions:
Hello, learner! Welcome to a different yet exciting learning adventure which you would
certainly love and enjoy! You will go through with five levels of activities that will help you,
as a Grade 11 student taking up English for Academic and Professional Purposes, master the
most essential competencies. In particular, this activity sheet focuses on developing your
analytical skills that enables you to write an effective position paper.
Ready, get set, and go! Accomplish all tasks prepared for you! Be sure to read and
analyze well the instructions in each task. Answer thoroughly and write legibly.
Before you proceed, please sign the learning agreement. Have fun!
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish
the activity package and submit it to your teacher (____________________) on
(____________________).
LOAD
Load up your mind with ideas!
The education sector is one of the highly affected by the COVID - 19 pandemic.
Nowadays, we are all staying in our homes due to the lockdown policy implemented by the
government. However, learning should not halt. Different countries worldwide, including the
Philippines, have introduced various answers during the pandemic to continue the education
process - the utilization of distance learning. There will be no regular in-person classes come
the opening of classes as modular system is going to be used as learning materials will be
delivered to the learner’s home.
Directions: As a student, what is your idea about distance learning? Make a list of the pros and
cons or advantages and disadvantages of this issue. Come up with at least three points for each
side. Put your list together in point form or full sentence.
DISTANCE LEARNING
Advantages Disadvantages

ENGAGE
Engage and take a stand!
Part of life is being able to express our thoughts, ideas, and stand on matters around us. It is
also about focusing on what we consider are truly important. Now that we are facing trying
times brought by COVID -19 pandemic, our lives have simplified as our focus now is guarding
our health and how to get by because of the social and economic crisis we are living through.
Directions: Being called as the hope of our nation and as a member of your community, think
of 3 things that you can do amid the pandemic outbreak and 3 things that matter most in these
changing and critical times. Defend your stand.
A. Three Things That I Can Do During the Pandemic

1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
Your stand: ___________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
B. Three Things That Matter Most in These Changing Times

1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
Your stand: ___________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
ADVANCE
Advance your mind by proving it is true!
Keeping your stand is as important as letting your voice be heard. We are indeed in
these changing and challenging times as our lives have taken a different turn. Many of us have
made realizations on things that matter the most and in what ways can we be of help to our
fellowmen experiencing the many difficulties and struggles brought by this COVID - 19
pandemic. Although facing a life so uncertain, feeding your brain is as important as feeding
your body! You cannot get enough in one sitting. It needs continual and regular top ups

especially in our present situation wherein we just find ourselves staying at home, spending
long hours in front of the television screen and gadgets.
Directions: For you to develop more of your analytical and evaluative skills, you should know
how to discern fact from opinion. A fact is something that can be proven true with some form
of evidence while an opinion is not backed by facts. It is often feelings or emotions. Below is
an example of a fact and an opinion which serves as your reference. From the topics listed for
letter A, write one fact and one opinion for each. For letter B, you have to read the statement
carefully. Circle whether it is a fact or opinion and explain your answer by giving factual
evidence/s.
A. Write a Fact and an Opinion
Example: bodies of water

Fact: More than two-thirds of Earth’s surface is covered by oceans.
Opinion: The Pacific Ocean is the best ocean to visit.
1. museum
Fact: ____________________________________________________________
Opinion: _________________________________________________________
2. pandemic
Fact: ____________________________________________________________
Opinion: _________________________________________________________
3. vacation
Fact: ____________________________________________________________
Opinion: _________________________________________________________
4. basketball
Fact: ____________________________________________________________
Opinion: _________________________________________________________
5. flower
Fact: ____________________________________________________________
Opinion: _________________________________________________________
B. Why is it a Fact or Opinion?
1. Washing your hands often can help keep germs from spreading.
Fact or Opinion? Why? _______________________________________________
__________________________________________________________________
2. Of all the senses, vision is the one that human needs the most.
___________________________________________________________________
3. Earth is between the moon and the sun during a lunar eclipse.
___________________________________________________________________

4. A wind turbine is a modern windmill used to generate electricity.
__________________________________________________________________
5. The COVID - 19 pandemic is the defining global health crisis of our time and the greatest
challenge we have faced since World War II.
___________________________________________________________________
REFINE
Refine your skills in analysis
Directions: One of the most controversial topics nowadays specifically in the Philippines is
the capital punishment or death penalty. Advocates of it argue that it’s about time to implement
it because of the proliferation of illegal drugs that has reached epidemic proportions and other
heinous crimes in the country. And yet, those who are against argue that nobody has the power
or the authority to take away life and that it’s the right of any criminal to be given second
chance to change and to be a responsible member of the society. Refine your analytical and
evaluative skills by giving your own argument on the issue as you read the sample position
paper below. Explain your stand with your sound reasons.

A Position Paper on the Death Penalty in the Philippines
By: Almer S. Cuenda
Introduction
Death penalty is a kind of capital punishment which refers to the sentence of death
over a person who has been decided by the government as guilty of committing capital
crimes or offenses. Death penalty in the Philippines is stated on the Republic Act No. 7659
which is an act to impose the death penalty for certain heinous crimes, amending for that
purpose the revised penal laws, as amended, and for other purposes.
The death penalty can be traced back during the Pre - Spanish time where Filipinos
although infrequent, is already practicing it. The Spanish also imposed it on locals who
rebelled against them and it was retained during the American period. The Martial Law in
1965 - 1986, even though it was abolished during President Corazon C. Aquino’s ter, it was
re-imposed when Fidel V. Ramos stepped into presidency. It was also present in Estrada
and Arroyo’s term.
This paper presents the pro and con of death penalty in the Philippines, even though
the death penalty is important to minimize the persons who have got a very hard crime, but
death penalty violates the person to live.
Counter Arguments
The overwhelming conclusion from years of deterrence studies is that the death
penalty is, at best, no more of a deterrent than a sentence of life in prison. In fact, some
criminologists maintain that the death penalty has the opposite effect; that is society is
brutalized by the use of the death, and this increases the likelihood of more murder.
Society has always used punishment to discourage would be criminals from

unlawful action. Since society has the highest interest in preventing murder, it should use
the strongest punishment available to deter murder, and that is the death penalty. If
murderers are sentenced to death and executed, potential murderers will think twice before
killing for fear of losing their own life.
Retribution is another word for revenge. Although our first instinct may be to inflict
immediate pain on someone who wrongs us, the standards of a mature society demand a
more measured response. The emotional impulse for revenge is not a sufficient justification
for invoking a system of capital punishment. Our laws and criminal justice system should
lead us to higher principles that demonstrate a complete respect for life, even the life of a
murderer. Encouraging our basest motives for revenge, which ends in another killing,
extends the chain of violence. The notion of an eye for an eye, or a life, is a simplistic one
which our society has never endorsed.

When someone takes a life, the balance of justice is disturbed. Unless the balance
is restored, society succumbs to a rule of violence. Only the taking of the murderer’s life
restores the balance and allows society to show convincingly that murder is an intolerable
crime which is punishable in kind. Retribution has its basis in religious values, which have
historically maintained that it is proper to take an “eye for an eye “and a life. Offenders
deserve the worst punishment under our system of law, and that is the death penalty.
There is no proof that any innocent person has actually been executed since
increased safeguards and appeals were added to our death penalty system in the 1970s.
Even if such executions have occurred, they are very rare. Imprisoning innocent people is
also wrong, but we cannot empty the prisons because of that minimal risk. If improvements
are needed in the system of representation, or in the use of scientific evidence such as DNA
testing, then those reforms should be instituted. However, the need for reform is not a reason
to abolish the death penalty. Besides, many of the claims of innocence by those who have
been released from death row are actually based on legal technicalities.
The death penalty alone imposes an irrevocable sentence. Once an inmate is

executed, nothing can be done to make amends if a mistake has been made. There is
considerable evidence that many mistakes have been made in sentencing people to death.
Since 1973, at least 121 people have been released from death row after evidence of their
innocence emerged. For every eight people executed, we have found one person on death
row who never should have been convicted. These statistics represent an in tolerate risk of
executing the innocent. Our capital punishment system is unreliable: two thirds of all capital
trials contained serious errors.
Argument
Death penalty shows justice. There will be justice when we punish the guilty. I have
seen people being interviewed because one or some of their relatives died. They are crying
for help and wanting justice for the death of their loved ones. I know for sure that justice
can only be the solution for them to be relieved. Serious crimes must have serious penalty
and that is death. It is about time to implement it because of the proliferation of illegal drugs
that has reached epidemic proportions and other heinous crimes in the country.
Conclusion
Capital punishment or death penalty is only one of the most controversial issues that
beset not only the Philippines but the whole world. As long as this world exists, issues will
always be there and they have always two sides. People take sides and defend it to the best
of their ability by presenting tangible evidences whether in a formal or informal setup. This
scenario is actually a positive attestation that people especially Filipinos are concerned with
what’s happening around which is somewhat regarded now as a moral obligation. This
participation may rest on the merit of progress and on the belief that an engaged citizenry
is better than a passive citizenry affirming the words of William Thayer Shed that it is
doctrine that moves the world, he who takes no position will not sway the human intellect.

My Personal Stand on the Issue of Death Penalty in the Philippines:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
My Reason/s:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
NURTURE
Nurture the reader and writer in you!
You must be filled with joy and beaming with pride because finally, you have reached
the last level of your week-long learning adventure! In this level, you are more than ready to
accomplish the task below that will surely sharpen and help you become a critical reader and
an effective writer.
Directions: From the list of propositions below, choose one topic of your interest which you
are going to use in writing a position paper. Do your research comprehensively before you
decide which side you will take, the affirmative or negative side.
- Legalizing Abortion in the - Sex Education for High School

Philippines Students
- Legalizing Gay Marriage in the - Banning of Homework
Philippines - Banning of Plastic Bags
- Legalizing Marijuana - School Attendance Should Be
- Cellphone Use in School Voluntary
- Change of School Calendar - COVID -19 Mass Testing
- NO Swimwear in Beauty Contest
- Violent Video Games

Title/Proposition _______________________________________________________
I. Introduction (Background of the topic)

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________
II. Body
A. The Counterclaim
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
B. The Arguments
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
26
________________________________________________________________________
________________________________________________________________________
C. Conclusion
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
ANALYTIC RUBRIC
Criteria Score
Argument (40 %)
The paper presents a strong position supported by well- established
evidences and overwhelming facts and studies.
Use of Evidence (40%)
The paper’s overall position and supporting premises are well supported
with relevant evidence and examples.
Clarity (10%)
The paper is well organized and the main claims and supporting
evidences are clear.
Style (5%)
The paper is written well and readable, uses varied and appropriate
words and it is revised considerably.
Mechanics (5%)
The paper has no significant and repeated errors of punctuation, spelling,
or grammar.
Teacher’s Comment:
Score __________
27
Reflection:
1. I learned that
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. I enjoyed most on
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. I want to learn more on

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
References:
⚫ Rizal O. Dapat, English for Academic and Professional Purposes ( for Senior High School
) Books Atbp. Publishing Corp., 2018
⚫ Northey, M. (1993). Making Sense: a student’s guide to research, writing, and style ( 3 rd
ed. ). Toronto: Oxford University Press
⚫ Pope, D., Brown, M., & Miles, S. (2015).
⚫ Overloaded and underprepared: Strategies for stronger schools and healthy, successful
kids. San Francisco, CA: Jossey - Bass.
⚫ Millis, B.I. (2012) Active Learning Strategies. The Idea Center
⚫ Silberman, M. (1996) Active Learning: 101 Strategies to Teach Any Subject. Prentice -
Hall, PO Box 11071, Des Moines, IA
⚫ http://.deathpenaltyinfo.org/
⚫ http://www.studentnewsdaily.com/conservative-vs-liberal-beliefs/
Prepared by:
LYRHA HOPE Q. RAMOS
Writer
28
-------------------------------------------------------------------------------------------------------------

ACTIVITY 5
BADGE EARNED:
29
PURPOSES
Name of Learner: _____________________________Grade Level: _____________
Section: ____________________________________ Score: __________________

Writing a Position Paper
Like a debate, a position paper presents one side of an arguable opinion about an issue.
The goal of a position paper is to convince the audience that your opinion is valid and
defensible. Ideas that you are considering need to be carefully examined in choosing a topic,
developing your argument, and organizing your paper. It is very important to ensure that you
are addressing all sides of the issue and presenting it in a manner that is easy for your
audience to understand. Your job is to take one side of the argument and persuade your
audience that you have well-founded knowledge of the topic being presented. It is important
to support your argument with evidence to ensure the validity of your claims, as well as to
refute the counterclaims to show that you are well informed about both sides.
Analyzing an Issue and Developing an Argument
Once your topic is selected, you should do some research on the subject matter. While
you may already have an opinion on your topic and an idea about which side of the argument
you want to take, you need to ensure that your position is well supported. Listing the pro
and con sides of the topic will help you examine your ability to support your counterclaims,
along with a list of supporting evidence for both sides. Supporting evidence includes the
following:
Type of Information Type of Source How to find these sources

introductory information directories, encyclopedias,
Use the Library catalogue
and overviews handbooks
Library catalogue,
in-depth studies books, government reports
Government web sites
scholarly articles academic journals Article indexes
current issues newspapers, magazines Article indexes
government agencies and Statistics Philippines,
statistics
associations journal articles
position papers and association and institute
Library catalogue, web sites
analyses reports
Stating Your Thesis
A thesis is a one-sentence statement about your topic. It is an assertion about your topic,
something you claim to be true. Notice that a topic alone makes no such claim; it merely
defines an area to be covered. To make your topic into a thesis statement, you need to make
30
a claim about it, make it into a sentence. Look back over your materials--brainstorms,
investigative notes, etc.--and think about what you believe to be true. Think about what your
readers want or need to know. Then write a sentence, preferably at this point, a simple one,
stating what will be the central idea of your paper.
Organization (Sample Outline)
I. Introduction
___A. Introduce the topic
___B. Provide background on the topic to explain why it is important
___C. Assert the thesis (your view of the issue). More on thesis statements can be found
below.
Your introduction has a dual purpose: to indicate both the topic and your approach to it
(your thesis statement), and to arouse your reader’s interest in what you have to say. One
effective way of introducing a topic is to place it in context – to supply a kind of backdrop
that will put it in perspective. You should discuss the area into which your topic fits, and
then gradually lead into your specific field of discussion (re: your thesis statement).
II. Counter Argument

___A. Summarize the counterclaims
___B. Provide supporting information for counterclaims
___C. Refute the counterclaims
___D. Give evidence for argument
Position Paper Do’s and Don’ts
• Do use headings to separate the main parts of your paper.

• Do keep a professional tone. Don’t have enthusiasm, excitement, sarcasm, anger in
your voice.
• Don’t have a solution that costs money.
• ……unless you state a viable, researched plan for providing that money.
• Don’t claim that your idea will improve citizen morale.
• ……unless you have researched data as evidence to support your claim.
• Don’t use the word “moral” when you mean “morale”.
• Do present and solve a problem for the state/country/world. Do convince your
audience that there is a problem. Do convince your readers that you have a solution
and that it will work.
• Don’t present a problem without backing it up with data and research as evidence
that it is a problem. What are its consequences? How does it negatively affect
the state/country/world’s goals?
• Don’t offer a solution without backing it up with data and research as evidence that
it will actually work. How will it positively affect the state/country/world’s goals?
• Do use research to back up both the problem and solution. Comparisons with
competitive solutions is sometimes convincing research.
Elements of the Position Paper

The classic position paper contains three main elements:
31
An Introduction, which identifies the issue that will be discussed and states the author’s
position on that issue.
The Body of the paper, which contains the central argument and can be further broken up
into three unique sections:
• Background information
• Evidence supporting the author’s position
A discussion of both sides of the issue, which addresses and refutes arguments that
contradict the author’s position
A Conclusion, restating the key points and, where applicable, suggesting resolutions to
the issue.
Learning Competency with Code

MELC: Writes various kinds of position papers (CS_EN11/12A-EAPPIIa-d-5)
CG: Writes various kinds of position papers (CS_EN11/12A-EAPPIIa-d-5)
Directions and Instructions
A wonderful day, dear student! Are you

ready for a fun-filled and remarkable journey
ahead with this learning material? By the way,
before you will pass each level of this modular trip,
you need to unlock and finish the activity for it.
Keep in mind these following guidelines:
❖ Be sure that you are physically
and mentally ready to start and answer the sets of
queries and exercises.
❖ Be capable of learning and
widening your knowledge to surpass each level.
❖ Be motivated and inspired that
you can finish on time the module with passion and commitment.
❖ Be patient in understanding the lesson especially when you encounter zigzag
road/ideas ahead.
❖ Be positive that you will be able to achieve your goal in this journey and can
share it to others soon. You can always ask help or assistance to your guardian.
“To get through the hardest journey, we need take only one step at a time, but we must keep
on stepping.” -Chinese Proverbs
Have a joyous learning experience!
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to
finish the activity package and submit it to your teacher (____________________) on
(____________________).
32
*for the illustrator of SDO, kindly sketch this photo for this activity, thank you
QUO VADIS?
If you were to walk on these paths, what will be the destination you are heading to?
Why did you choose that way and how will you spend your day? Share your answer through
writing a brief paragraph.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________
DONE?
CONGRATULATIONS!
You can now proceed to LEVEL 1
LEVEL 1: LOAD
Objective: Defines what a position paper is
33
Directions: Arrange the jumbled letters to come up with a word in each circle that has a
connection with the lesson for this week. After which write your simple meaning or
understanding about a position paper.
tfcas slicam
Answer: _______________ cdee vien Answer: ______________
Answer: ________________
sepuesvira gteartenivmua
Answer: ______________ Answer: ______________
A position paper is…

___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________
DONE?
CONGRATULATIONS!
34
LEVEL 2: ENGAGE
Objective: Identifies situations in which a position paper may be effectively used in our present
society
Directions: Given the various pictures below, write down the related topic then create two
arguments and one thesis statement for each.
Example:
ARGUMENTS:1. Online class has an

advantage part for those learners who live far
and want to continue their studies. 2. Online
class can be a hindrance for those students
who do not have an internet access to
pursue their education.
THESIS STATEMENT: Online class can

make us technologically literate.
ARGUMENT:__________________________
____________________________________
____________________________________
____________________________________
THESIS STATEMENT:
____________________________________
ARGUMENT:________________________
___________________________________
___________________________________
_____________________________.
THESIS STATEMENT:
___________________________________
_____
35
ARGUMENT:______________________
________________________________
________________________________
_____________________________
THESIS STATEMENT:
________________________________
________
ARGUMENT:_____________________
________________________________
________________________________
_____________________________
THESIS STATEMENT:
________________________________
________
DONE?
CONGRATULATIONS!
You can now proceed to LEVEL 3!
Good job dear student! You are now halfway of your journey
LEVEL 3: ADVANCE
Objective: Gathers manifestoes and analyzes the arguments used by the writer/s
Directions: Read and analyze the passage below; answer the questions which pertain to
your position and ideas as a reader. Do not forget to apply the organized way of presenting or
writing your claims and arguments.
36
A judge once made a remark on the use of illegal drugs, “If people can gradually cease to
use butter, they should also be able to reduce the intake of cocaine.” (‘Should drug use be
legalized?’ by W. Bennett, Reader’s Digest, March 1990, No. 136, p. 90)
o Proper
o Improper
Explain why this analogy is proper/improper.
“Because many children are unable to vaccinate due to illness, we must require that all
healthy and able children be vaccinated to have herd immunity,” by JBirdwellBranson May
1, 2018 CST)
o Proper
o Improper
Explain why this analogy is proper/improper.
37
DONE?
CONGRATULATIONS!
LEVEL 4: REFINE
Objective: Defends a stand on an issue by presenting reasonable arguments supported
by properly cited factual evidence
Directions: Craft your defense or stand based on the given passage. Answer the given
worksheet below.
Committee: General Assembly Topic: Global Warming Country: The Kingdom of Sweden
Delegates: *****************
Position Paper
Global warming’s effects and influence on the global climate is visible all around us
now. As time has passed in the past century, Arctic ice has begun to gradually melt, and sea
levels have started to rise. If this situation continues, then low-lying island nations such as
Vanuatu and Maldives will sink into the sea and will simply disappear.
Also, climate is changing in many parts of the world because of global warming. For
example, acid rain damaging soils and forests, particularly in our country, serious droughts in
Australia, and abnormal weather patterns all over the world. These things are not naturally
occurring phenomena – they were caused by human actions. Our nation is addressing global
warming on a domestic level. For example, we are separating household waste and recycling
as much as we can and are imposing taxes on CO2 emissions. Out carbon dioxide emissions
are 0.4% of the global total.
38
We are raising public awareness of the environmental problems they will face in the
future, and we hope that our people will address this issue. But individual nations cannot
succeed – the only way to secure our future is if we can get a consensus of nations to take
action to reduce these effects. Humans caused this problem and ultimately, they must address
and deal with it.
We must, as global citizens, address this problem actively. Thank you.
Global Warming, Reality or a Business Trick | by Mit-ra Industries ...medium.com
39
Position Paper Worksheet
Use this sheet to help you write your position paper.
Greeting: “Good morning/good afternoon delegates”

Introduce your country:
“________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________”
What is the problem and how does it affect you?

“________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________”
How can we solve this problem?

“________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________”
Ending: “Thank you. I yield my time to the chair.
DONE?
CONGRATULATIONS!
40
This is the final level of this learning activity sheet, so review all the
guidelines for you to victoriously pass this stage
LEVEL 5: NURTURE
Since you have already

accomplished the presented
activities above, you are now
equipped with the skills that
you needed in writing a
position paper. Just enjoy, and
always do your best. Please be
guided with the rubrics. A
sample is available too for your
reference.
Objective: Writes various

kinds of position papers
Directions:
Create a position paper with the following considerations:

(1) A topic you are most interested in
(2) A topic you know a lot about (or can learn a lot about)
(3) A topic about which you can make a non-cliché argument
(4) A topic about which you can make an argument that the audience can
theoretically disagree with you about (i.e., no “sky is blue”-type argument most
people already accept).
(5) A topic that lends itself to research
Follow what you have learned and understood from the topic. Keep in mind the
do’s and don’ts in writing a position paper as well as its elements. You can present your
output through paper and pen or through blog. For samples of position paper write-ups,
look at the position paper below to serve as your reference.
41
Death Penalty Position Paper
Introduction:
The death penalty has been a controversial and very debatable issue for centuries. People
have been sentenced to capital punishment since the beginning of civilization it has been accepted
as fair punishment by governmental bodies of any period in time. Over time capital punishment
has become more human going from beheadings, to electric chairs, to now a lethal injection,
however the execution may be processed the point is that they still take place in civilization today.
The issue with the death penalty is that some people think it is inhumane or immoral, even
unconstitutional, while others think the exact opposite and believe that it is necessary for a well-
established governmental system.
The death penalty is supported by all members of the Supreme Court (abcnews2012)
meaning that in fact it is constitutional, if it is legal and takes place in the United States today it is
because it is in fact following all guidelines within the constitution such as the 8th and
14th amendments. The issue then becomes about how capital punishment has led to executions of
innocent people living many people arguing how it is an abomination to have such punishments
specially when innocent people go through flawed trials and are executed or in other words
murdered in vain. Those are the main issues with the death penalty today.
Discussion:
As I supporter of the death penalty, it is clear that this form of capital punishment is not
only proper for severe cases when criminals have committed unthinkable crimes, it is
necessary. Certain people such as Jeffry Dahmer who murdered 17 men and children, and who not
only dismembered his victims’ bodies, he also ate some of his victims (biography2012); or John
Wane Gacy who murdered 33 men and children while dressed as a clown and before murdering
them raping the victims, this man’s last word were “kiss my ass” (biography2012). These two
particular examples are extreme cases were serial killers obviously got pleasure from murdering
their victims and felt no regrets of the crimes they committed, there for the death penalty was a
correct punishment for these people. After all the pain they had brought to the victims’ families
and the violations of the law in such extreme manner the only reasonable and well-earned capital
punishment was death.
The point is not to give the death penalty so freely to every criminal who murders a person,
but only those very extreme and severe cases where the person committed the crime was a serial
killer or someone who got pleasure form murdering the victims. The death penalty should only be
given after much investigation and a certainty of who the criminal is in order to prevent executions
of innocent people. However, it is certain that this punishment is necessary for several reasons. For
starts one of the biggest upsides of the death penalty is that once the criminal is executed the
families of the victim gets closure and feel safer that that person is no longer a threat to them. Also
this is a way of the legal system to show potential criminals that capital punishment will be issued
and perhaps stopping people from committing certain crimes out of fear of being prosecuted to the
42
point their life will be taken away. In only special cases then, the death penalty is not only a
reasonable punishment it is necessary.
Conclusion:
Being a conservative Texan and having old conservative morals I agree with this particular
quote form student daily “To a conservative Texan politician the death penalty it is neither ‘cruel’
or ‘unusual’ executing a murderer is the appropriate punishment for taking an innocent life”
(studentsnewdaily 2010) The death penalty does not seem cruel or unusual in any way. Certain
people just deserve to be punished in such harsh manner due to the crimes they committed. The
death penalty follows the constitution and does not break any amendment, it might seem immoral
to some people or even inhumane but that is not the point, the point with this form of capital
punishment is to serve justice and bring comfort to those affected by these criminals, the point is
to have a strong sense of justice in the country to stop men and women from becoming serial killers
and struck fear to those who feel pleasure when killing innocent people. There for I know that if a
family member of mine was a victim of a serial killers killing spree I would want that person to be
prosecuted and get the death penalty, some people just simply deserve it.
Abstract:
The death penalty is indeed controversial and has many issues with it but one thing is very
clear, it is constitutional and major body figures such as Rick Perry the Governor of Texas and the
Supreme Court members are strong supporters of it (Alarcon 2012) (prisonpolicy.org.). These
people support it for a good simple reason, it works. If the system was flawed or simply cruel or
unusual the punishment wouldn’t even be an option. Criminals convicted to death row are extreme
cases where the right and constitutional thing to do is convict them to the death penalty. To have
justice and a strong control on crime capital punishment is needed as an example to show that
murder and rape will not be tolerated here, giving civilians a sense of security and comfort that
they are well protected against these psychopaths, and giving myself a sense of security.
Source: http://maxduron1301.blogspot.com/p/deathpenalty-position-paper.html
43
Position Paper Rubric
http://gatp.org/wp-content/uploads/2014/06/Position-Paper-Rubric.pdf
Content Organization Images and Sources

Graphs
Excellent 90- Content is A clear thesis is evident Imagery and Sources are
100 rich, in a concise and graphic material varied and
complexity is engaging opening is purposeful thorough
clarified. paragraph followed by and highly representing a
Content leads supporting paragraphs legible. The diversity of
readers to new which reveal complexity body of the legitimate
discovery. and a concluding paper is perspectives and
paragraph with a unique enhanced, and the complexity of
conclusion and there is an the topic.
suggestions for the opportunity for Sources are
future. discovery for the appropriately
reader. cited and listed in
a bibliography.
Very Good Content is A thesis is evident in a Imagery and Sources are

80-89 complete and concise opening graphic material varied
includes paragraph followed by is purposeful representing a
relevant supporting paragraphs and legible. The diversity of
detail. which reveal complexity body of the legitimate
and a concluding paper is perspectives.
paragraph with a clear enhanced. Sources are cited
conclusion and and listed in a
suggestions for the bibliography.
future
Good 70-79 There is A thesis is evident in the Imagery and Sources represent
adequate opening paragraph graphic material a variety of
detail. Some followed by supporting is relevant and perspectives.
extraneous paragraphs and a legible. It Sources are listed
information concluding paragraph supports but in a bibliography.
and minor with a conclusion and does not add to
gaps are suggestions for the the body of the
included. future. paper.
Below There is The thesis is vague in the Imagery and Bibliography is
Expectations insufficient opening paragraph. graphic material limited.
60-69 detail, or Supporting paragraphs is present, but
detail is do not represent a detracts from the
irrelevant and complete review of the body of the
extraneous. topic, and a concluding paper
paragraph has a weak
conclusion with few
recommendations for the
future.
TOTAL SCORE
44
WELL DONE DEAR, LEARNER!
YOU HAVE SUCCESSFULLY ACCOMPLISHED THE

ACTIVITIES FOR THIS TOPIC.
✓ LOOK UP
✓ LOOK DOWN
✓ TO THE RIGHT
✓ TO THE LEFT
✓ IN THE MIDDLE
Reflection:
Reflect on the concepts and ideas that have just been introduced, make connections to
your prior knowledge or experience, and seek clarification by completing the following:
• I learned that______________________________________________
• I changed my attitude about__________________________________
• I became more aware of_____________________________________
• I was surprised about_______________________________________
• I felt_____________________________________________________
• I empathized with__________________________________________
References:
Guilford, C.(2001). Occasions for Argumentative Essays. Writing Argumentative

Essays. Retrieved August 26, 2002 from the World Wide
Web: http://www.powa.org/argufrms.htm Previously adapted from: Hairston, M. (1982)
A Contemporary Rhetoric (3rd ed.). Boston: Houghton Mifflin.
45
Northey, M. (1993). Making Sense: a student’s guide to research, writing, and style (3rd ed.).
Toronto: Oxford University Press.
UHWO Writing Center (1998) Writing a Position Paper. Retrieved August 26, 2002 from the
World Wide Web: http://homepages.uhwo.hawaii.edu/~writing/position.htm
UNC-CH Writing Center (2000). Constructing Thesis Statements. Writing Center Handouts.
Retrieved August 26, 2002 from the World Wide
Web: http://www.unc.edu/depts/wcweb/handouts/thesis.html
UNC-CH Writing Center (2000). Effective Academic Writing: The Argument. Writing Center
Handouts. Retrieved August 26, 2002 from the World Wide
Web: http://www.unc.edu/depts/wcweb/handouts/argument.html
UNC-CH Writing Center (2000). Paragraph Development. Writing Center Handouts.

Retrieved August 26, 2002 from the World Wide
Web: http://www.unc.edu/depts/wcweb/handouts/thesis.html
UNC-CH Writing Center (2000). Transitions. Writing Center Handouts. Retrieved August 26,
2002 from the World Wide Web: http://www.unc.edu/depts/wcweb/handouts/thesis.html
Brandson (2018). 25 Thesis Statement Examples That Will Make Writing a Breeze. Retrieved
May 1, 2018 from: https://www.servicescape.com/blog/25-thesis-statement-examples-that-
will-make-writing-a-breeze
Answer Key
LEVEL 1: LOOK UP
Look up to define what a position paper is
FACTS
CLAIMS
EVIDENCE
PERSUASIVE
ARGUMENTATIVE
A position paper is argumentative and persuasive ideas from facts and claims which are
supported by evidence to explain and justify a certain debatable issue.
LEVEL 2: LOOK DOWN

Pic 1: Arguments: Bullying can destroy one’s life, especially the students.
Bullying is a form of rebellion of an individual due to problems in life.
Thesis statement. Bullying should be eradicated and stopped through giving hope and
positive solutions.
46
Pic 2: Arguments: Diseases are caused by humans because of their irresponsible acts.
Diseases can be prevented if people know how to maintain cleanliness.
Thesis statement. Diseases should not be neglected, rather it should be one of our top
priorities to consider.
Pic 3: Arguments: Prostitution is an illegal act of people who experience poverty.

Prostitution can be a way of business which ruin one’s dignity.
Thesis statement. Prostitution should be banned in our country.
Pic 4: Arguments: Calamity is experienced due to human’s destruction in nature.

Calamity can result to different dilemmas that brings resiliency to everyone.
Thesis statement. Calamity should be faced with positivity and bravery.
LEVEL 3: TO THE RIGHT (Answers may vary)

LEVEL 4: TO THE LEFT (Answers may vary)
LEVEL 5: IN THE MIDDLE (Answers may vary)
Written by:
Catherine Joy J. Pascual
-------------------------------------------------------------------------------------------------------------

ACTIVITY 5
BADGE EARNED:
47
Name of Learner: Grade Level: ______

Section: _______ Score:
VARIOUS KINDS OF REPORTS

TYPES OF REPORT:
1. Survey reports present and analyze the results /findings of research (information
gathered from door to-door surveys/questionnaires) concerning reactions to a product, plan,
etc, including general assessment, conclusions and suggestions or recommendation(s).
Objectives:
• Learn more about your target audience: Using a survey to find out what your
subscribers want, need, and like will come in handy when you are segmenting your lists
based on these factors. The more narrow and specific your lists are, the better your odds
are of successful conversion rates.
• Receive feedback regarding a recent event, product, or service: Asking your audience
to contribute their opinion can help you to be even more successful in your future business
endeavors.
• Establish positive relationships: When you open the lines of communication between
you and your subscribers, it shows that you value what they have to say. They will develop
a level of trust for you and the business you represent and the odds of them returning to
you and recommending you to their family and friends will increase.
Structure of Survey Report:
• Introduction
State the purpose/aim of the report, when and how the information was gathered.
• Main Body
All the information collected and analysed is presented clearly and in detail (break down
the respondents into groups according to sex, age and place of residence, state the main
differences between groups). Subheadings, numbers or letters can be used to separate each
piece of information.
• Conclusion
Sum up the points mentioned above. If necessary, a recommendation can be included as well
(one way of summing up is making some general comments).
48
2. Technical Report is a document written by a researcher detailing the results of project
that needs different approaches of data collection and treatment to convey technical information in
a clear and easily accessible format. Technical report is not peer-reviewed unless they are
subsequently published in a peer-review journal.
Objectives:
• Information- Research or the acquiring of data.
• Experiments- conducting of experiments of test
• Prototypes- Building out elements of a solution to gather information such as user feedback
or to confirm feasibility
• Infrastructure- Tools that can be used by the people to achieve goals.
• Measurement and calculation- Developing measurements, calculations, metrics, reports
and benchmarks.
Structure:
• Letter of Transmittal
The components of a report are not written in the same order in which the last to be created.
It introduces the purpose and content of the report to the principle reader. It gives you an
opportunity to emphasize whatever you think; your reader will find particularly in the
attached material. It enables you to point out any errors or omission in the material.
Transmittal letter contains the following element.
• A statement of title and purpose of report.
• A statement of who authorized the project and when
• A statement of method used in the project or of the principal results, conclusion and
recommendations.
• An acknowledgement of any assistance you received in preparing the material.
• Title page
Usual elements of title page in a technical report are:
• Title
• Name and position of writer
• Name and position of principle reader
• Date of submission
A good title must be informative. It. answers two basic questions:
1. What is the subject of the report?
2. What type of report is it? E.g. sea pollution - control devices
Define the type of report by using a generic term such as analysis, recommendations e.g
summary, review etc. For a simple title page, center the title (typed in full capital letter)
about a third of the way down the page, then add the readers and writer's position, the
organization’s name and date.
• Abstract is like a brief technical summary, usually not more than 200 words of the
report. Its directed to readers who are familiar with the technical subject and need to know
whether to read the full report or not. This can use technical terminology and refer to
advanced concepts. Basic types of abstract are descriptive and informative abstracts. The
descriptive abstract sometime called topical or table of contents abstract. It does not
provide the import results, conclusion or recommendations. It lists the topic covered giving
equal coverage to each. The informative abstract states the problems the scope and
methods, and the major results, conclusion or recommendations.
• Table of contents
The table of contents in the technical report structure enables different readers to turn to
specific pages to find the information they want. Well organized report becomes ineffective
if table of contents, is not clear. T.O.C provide only guide to report's structure, coverage and
pagination. The headings that appear in the report are listed in T.O.C. For effective T.O.C
make sure the report has effective headings 49
• Executive summary
Sometimes called executive overview or the management summary in the technical
report structure. It is a one-page condensation of a report. Managers don’t need a
detailed and deep understanding of various projects undertaken in their organization
because of limitations in time and specialization. The background of the project is also
discussed clearly herein. The specific problem that is to be solved through the project
is clearly discussed; also the conclusion and recommendations are discussed in a full
separate paragraph.
• Glossary and list of symbols
A glossary is an alphabetic list of definitions. It is useful if you are addressing a multiple
audience that includes readers who will not be familiar with the technical vocabulary
used in the report. An asterisk or any other notation can be used along the word to tell
the audience that the word is defined in glossary. It is generally placed at the end of the
report just before the appendix. Though if the glossary is a brief one, so can be placed
right after the table of contents. A list of symbols is structured like glossary, but rather
than defining words and phrases, it defines the symbols and abbreviations used in the
report. Like glossary, the list of symbols may be placed before the appendices or after
the table of content.
• Introduction
This section gives the reader the necessary background information and leads straight
into the report itself. A typical introduction can include the following content:
• Main aim/s, objective/s and scope (the parameters) of the report

• identify the importance of the current project for scientific knowledge or commercial
operations
• an overview of the report’s sections
• method(s) of approach
• indications of scope and limitations of the study
• outline of material presented in rest of report.
• Body
This will include all the main content of the report like what task was at hand, what
were the findings, what methodology was used to find the findings, comparison and
discussion of the results. This is usually the longest and most important part in the
structure of the report so the material must be presented logically to make it is easy to
read. It is divided into numbered and headed sections. These sections separate the
different main ideas in a logical order.
• Conclusion
It answers the questions raised by the original research problem or objectives of

the study. The conclusions should be a condensed version of the intervening sections
giving the key findings of the work. No new scientific argument should be presented here
- everything should have already been discussed in the "Discussion".
• reference to original aim(s) and objective(s) of report,

• limitations and advantages of the findings,
• objective opinion, evaluation or judgement of the evidence
50
The conclusion must arise from the evidence discussed in the body of the report. It
should not, therefore, subjectively tell the reader what to do, this job is performed by the
recommendations section.
• Recommendations
Recommendations tell the reader what to do: what decision to make, what course of
action to take, what solution is superior or what further work needs to be undertaken.
The recommendations section should never contain any new evidence and should arise
from the information presented in the body and conclusion sections.
Recommendations in the technical report structure should be feasible and appropriate
to the problem; for example, their cost should be realistic to the budget and they should
be ethical. They should be as concrete and specific as possible; they should read as a
list of things the client should do. They can be written in descriptive as well as bullets
form, whatever is desired. Let your reader know why you are recommending an action
by supplying the reasons for your decision drawn from the conclusions of the report.
• Appendix
In the technical report structure, an appendix is any section that follows the body of the
report (and the list of references or bibliography, glossary or list of symbols).
Appendices provide information that is too bulky to be presented in the body or that
will interest only a small number of readers. For conciseness in the report, this
information is separated from the body. Examples of the kind of material that are
usually found in the appendix include maps, large technical diagrams or charts,
computations, test data and texts of supporting documents. Appendices are usually
lettered, rather than numbered and are listed in the table of contents.
3. Field Report Laboratory is a complete detailed report of an experiment. The

information provided in a lab report should be specific enough that the reader would be
able to replicate the experiment.
STRUCTURES:
A key feature of reports is that they are formally structured in sections. The use of
sections makes it easy for the reader to jump straight to the information they need.
Unlike an essay which is written in a single narrative style from start to finish, each
section of a report has its own purpose and will need to be written in an appropriate style
to suit – for example, the methods and results sections are mainly descriptive, whereas the
discussion section needs to be analytical.
Report is generally divided into three parts: Front matter, Body of report and the
end matter. Understanding the function of each section will help you to structure your
information and use the correct writing style.
Front Matter:
- Front cover
- Title page is the title of the report (clearly identifies the subject of the report)
- Table of contents is the section headings and page numbers.
51
Body of Report:
- Introduction identifies the experiment to be undertaken. Explains its objectives

and significance, and provides the background necessary to understand it. When
appropriate, the background should indicate theoretical predictions.
- Procedures (or Methods) is the procedures section should provide readers with
enough information that they could replicate your experiment if they so desired.
Select the level of detail appropriately.
- Abstract: a brief informational synopsis of your experiment. Strive to use
informational or declarative rather than descriptive prose.
- Conclusions includes:
- a. a brief summary of what you have said/made in the whole paper,
- b. an informal statement of the achievements and claims,
- Results and Discussion (sometimes presented as separate sections): conveys
results relevant to the goals of the experiment. Analyzes the results and discuss their
implications. Acknowledges possible sources of error. Considers presenting
information visually with graphs and tables; provide figure captions.
- List of References- Bibliography
BACK MATTER:
Appendices is the place to include data too extensive or tangential to warrant inclusion
in the main body of the report, but necessary as procedural or analytical evidence.
Indexes is a list of the main contents or items appearing in a report (such as personal or
geographical names, or other topics) arranged in alphabetical order. It is a useful tool for
long reports or texts that can be also consulted not in sequence. The choice of index
depends on the type of document (e.g. in conference proceedings it is recommended to
include an authors’ index, in a handbook an analytical one). Indexes represent an added
value for the best exploitation of the document and shall be carefully organized.
Back cover can contain the name, address, telephone, fax, e-mail and website of the
issuing
organization and/or printer and other relevant information on report availability.
GUIDELINES IN WRITING THE SURVEY, FIELD/LABORATORY, AND

TECHNICAL REPORT
1. Value Communicated
Objective, accurate, and honest presentation of facts and results.
2. Basic Content
a. May consists of eye witness accounts or first-hand information
b. May contain facts, data, figures or statistics on or from people, events, phenomena,
structures, experiments, questionnaires, interviews, and library research.
c. May include materials and procedures or methods
3. Basic Qualities of a Good Report
a. Objective, not subjective point of view
b. Accurate, not sloppy presentation of facts, numbers, statistics, and data
c. Honest, not false or incomplete details and results
d. Brief and direct sentences
52
EXAMPLE OF SURVEY REPORT
Survey of Academic and General Reading in English
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.
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%).
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.
MELC: Determine the objectives and structures of various kinds of reports.

CS_EN11/12A-EAPPIIe-j-6
CG: Determine the objectives and structures of various kinds of reports.
CS_EN11/12A-EAPP-IIe-j-6
Directions:
Great day, learner! The new normal of education is coming in your way because of the
COVID-19 pandemic that we are facing today. But this situation will not be a hindrance to stop
education. You’re one of the fortunate learners who will enjoy the new ways of learning that
is full of creativity.
With this technique, you will be guided with different activities that will lead you to
master the most essential competencies for Grade 11 student taking up English Academic for
Professional Purposes. This activity sheet will 1-LOAD,2-ENGAGE, 3-ADVANCE, 4-
REFINE, 5-NURTURE you on determining the objectives and structures of various kinds of
report that will surely help you to be a good analyst and a writer of good reports that you will
be needing in the future.
In the different activities, you will be working with Zhaks the famous student in the ML
University. Zhaks will represent the ML University in a World Quiz Bee Championship
53
competition. As his mentor, you will help him to win in the battle. Now, are you ready to guide
him in the different activities prepared for him to defeat all his enemies?
To ensure his victory, we will be having our learning contract. This learning contract
will serve as our evidence that you, as a learner, accepted the challenge in finishing this activity
sheet. Deal or No Deal?
LEARNING CONTRACT
(____________________).
LOAD
Load up your mind with different structures of various reports.
To answer the said activity, you must read the background information regarding the
topic. You may also use other references.
Match the words/parts of a report given in column B with its description given in
Column A. Write only the letter of the correct answer on the space provided.
Your COLUMN A COLUMN B

Answer
1. What is the purpose of your work? a. Title
2. You will understand the main issue of the report. b. Methods
3. Background or context. c. Reference
4. Procedure d. Abstract
5. Data or findings e. Result
6. Olivar, J.T., II., Rodolfo, R.S., & Cabria, H.B. (2016). f. Introduction
Exploring Life Though Science Series Earth Science (pp
210-216). Phoenix Publishing House, Inc.
7. Suggestions for further research g. Conclusion
8. Formal record of an experiment h. Data Gathering
9. Explains the objective and significance of the study i.Venn Diagram
10. Informative piece of writing j. Technical
Report
k. Laboratory
Report
l. Report
ENGAGE
Engage yourself into the field of reporting.
This time, read carefully an article with Zhaks and guide him in identifying the different
parts of a Field Laboratory Report.
54
Fast-food Addiction
It is no secret that the US is leading the world in its swelling obesity. The nation is
subsisting on a diet on high-calorie convenience food. In fact, Americans have increased
their spending on fast-food items from $6 billion to nearly $160 billion annually over the
past four decades. What may come as a shock, however, is the accumulation of evidence
suggesting that the main ingredients in the typical” hamburger, fries and cola” are addictive
compounds that keep customers lining up for their next fit.
The key culprits are sugar and fat. Empirical studies reveal that the heavy dosage of
these substances in today’s super-sized standard of a fast-food meal can trigger brain activity
similar to that endured when a person is on hard drugs. A representative individual serving
at McDonald’s or Burger King can dish out up to 2000 calories, including more than a cup
of sugar and 84 grams of fat. Single-handedly, this meal sized portion meets the full daily
caloric requirement for the average woman. Moreover, it exceeds the recommended daily
allowances of both sugar and fat for any adult, regardless of gender.
Whereas heroin is an opiate, both sugar and fat stimulate endogenous opioids such as
beta-endorphins in the hypothalamus, just above the brain stem. These naturally occurring
painkillers active the release of dopamine, a neurotransmitter, into a small cluster of cells
located in the midbrain called the nucleus acumens. Here, dopamine functions to elicit
feelings of pleasure or euphoria. What’s more, it motivates an individual to proactively
repeat any action that originally fueled its production. In the case of sugar and fat, purported
addiction is a consequence of the body craving the release of dopamine inherent in their
consumption.
To validate reports that fat and sugar behave in drug-like fashion, researchers have
conducted laboratory studies demonstrating that they induce classic addictive symptoms. For
example, eliminating sugar from the nutritional regime of rats that are used to a primarily
sweet diet produced anxiety asymptomatic of heroin and nicotine withdrawal. Moreover,
increased tolerance to addictive food substances was noted. In one experiment, rates were
fed a chocolate drink containing a high ratio of both fat and sugar. Although the animals
were found to ingest increasing amounts of the potent liquid, their total production of
resulting brain opiates was, in fact, diminished. This would suggest that the rodents had
become progressively more tolerant to the effects of fat and sugar. Furthermore, it is likely
they would subsequently require a greater quantity in order to achieve the same high.
Likewise, in humans, brain-imaging scans of obese and non-obese persons illustrate

that the heftier the individuals, the fewer dopamine receptors are present. Researchers are
uncertain whether this the basis of the outcome of obesity. However, it is clear that as weight
rises, individuals need to consume increasingly larger portions to experience a comparable
euphoric effect.
(Source: English for Academic and Professional Purposes book from Department of Education First Edition 2016 pg. 193)
55
Structure Important Information Imparted in the Section
TITLE
INTRODUCTION
STATEMENT OF THE
PROBLEM
METHODS
RESULT
CONCLUSION
ADVANCE
Advance your stance by identifying the different structures of reports!
On the spaces before the numbers, write the word/s that are being explained or asked
by the following.
___________ 1. “Due to the effect of malnutrition, the milk food production was committed
to withstanding the infant mortality problem. The product has soon created an inheritance of
shared value while embedding within their corporate business principles and values (Boyd,
2012) and became quite popular in Europe. As the leading health, nutrition, and wellness
company, it is delegated to elevating its business with an efficacious and humble start.”
__________ 2. Summarizes specific conclusion drawn from the results in terms of the project
objectives and working hypothesis.
For item numbers 3-5, read carefully and analyze this sample report to identify the
different structures of report.
Advanced ceramic materials such as zirconia have great potential as substitutes for
traditional materials in many engineering applications. To date, the achievement of a
consistently reliable product quality has entailed high manufacturing costs which has impacted
on the commercial viability of production. Microwave sintering, a new method, seems to have
overcome these problems. It produces product quality that is consistent and reliable. In
addition, there is some evidence that the mechanical properties of microwave-sintered ceramics
are superior to those of conventionally sintered ceramics. The use of rapid volumetric heating
in microwave sintering as opposed to the conventional method of slow controlled high
temperature heating and cooling results in lower production costs because of the short heating
56
and the reduced processing cycle. The reduced processing cycle also allows a higher production
rate. In addition, the equipment for microwave sintering is also less costly than that required
for conventional processes and requires less maintenance. In terms of energy usage, microwave
sintering is also significantly less costly: calculations of energy savings range from 25 to 95
%. These results lead to the conclusion that microwave sintering is a superior method of
processing advanced ceramic material than the conventional method of production.
_________ 3. To date, the achievement of a consistently reliable product quality has entailed
high manufacturing costs which has impacted on the commercial viability of production.
_________ 4. Microwave sintering, a new method, seems to have overcome these problems.
_________ 5. Advanced ceramic materials such as zirconia have great potential as substitutes
for traditional materials in many engineering applications
REFINE
Refine your skills.
Would you mind helping Zhaks find and encircle the different types and structures of
various reports? Write a short description of it.
S I G N F I A N C C E B O W A R R O W S
I U P E L A B O R A T O R Y R E P O R T
N U R T U N O S T A T E M I N D A T E W
T W O V I A B E F O R E L E V A N T S O
R I C E E L E E L S E C I D N E P P A R
O N E S A Y V O I C E Z R E S E A R C P
D E D U C S R A Y S I L E N T O N E E O
U U U S K I I E K J U M P R E S E N T W
C C R T J S E K P L T Y P E S T Y L E E
T S E L A S T I C O R N S A R E P E A R
I T T H U N D E R S R E P J O S E P H F
O I L S P I L L C A R T O L E S W D R O
N O C O V I D C O R O N A K G E D A Y I
I N D I A L T T C A R T S B A N C Y A Z
N I C E C L E A R A N C E T P C Y S T I
T C O N C L U S I O N E W N E E C H C O
T E A W A E X A M P L E S E L A I D H N
O W L A W Y E E R U T C U R T S I T A E
W E S T T E L E V I S I O N I S P A R W
T R O P E R L A C I N H C E T U E S D S
TYPES OF REPORTS:
1. ___________________________________________________________________
Description: ______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
57
2. _______________________________________________________________
Description: ___________________________________________________________
______________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________.
3. _______________________________________________________________
Description: ___________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________.
STRUCTURE OF FIELD REPORT LABORATORY:
1. ___________________________________________________________________
Description: ______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
2. __________________________________________________________________
Description: ______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. __________________________________________________________________
Description: ______________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
4. _________________________________________________________________
Description: _____________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
5. _________________________________________________________________
Description: ____________________________________________________________
_______________________________________________________________________
58
_______________________________________________________________________
_______________________________________________________________________
6. _________________________________________________________________
Description: ____________________________________________________________
_______________________________________________________________________
______________________________________________________________________.
7. _______________________________________________________________
Description: _____________________________________________________________
________________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.
NURTURE
Nurture your ability!
Since you have learned already how to determine the objective and structures of various
reports, search for one (1) example of the different types of report either Survey Report, Field
Laboratory Report, or Technical Report with a topic of your interest. State what type of report
it is. Find the parts of the report and write the information that will support each part. Analyze
the sample report you gathered and identify the objectives why the report was conducted. The
report you chose must be submitted in a hard copy as basis for checking the outputs)
1. Type of Report:
2. Structure:
3. Objectives of the Report:
59
Great Job! With your determination to defeat all the enemies of Zhaks, the ML
University will surely shout VICTORY!!!
Congratulations, learner for your hard work and dedication to finish all the activities.
Surely, in your next competency you can do it well.
Reflection:
1. I learned that …
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. I enjoyed most on …
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. I want to learn more on …

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________.
References:
Valdez, Paolo Niňo M. PhD. English for Academic and Professional Purposes, Phoenix
Publishing 2016
www.unilearning.uow.educ.com/report/3bvil.html
Alba,Enrique,Writing a Scientific/Technical Report,Dpto.Lenguajes CC. Univ.de Malaga

Spain September 2002
60
ANSWER KEY
LOAD:
Your COLUMN A COLUMN B

Answer
D 1. What is the purpose of your work? a. Title
A 2. You will understand the main issue of the report. b. Methods
F 3. Background or context. c. Reference
B 4. Procedure d. Abstract
E 5. Data or findings e. Result
C 6.Olivar, J.T., II., Rodolfo, R.S., & Cabria, H.B. (2016). f. Introduction
Exploring Life Though Science Series Earth Science (pp 210-
216). Phoenix Publishing House, Inc.
G 7. Suggestions for further research g. Conclusion

K 8. Formal record of an experiment h. Data Gathering
F 9. Explains the objective and significance of the study i.Venn Diagram
L 10. Informative piece of writing j. Technical Report
k. Laboratory Report
l. Report
ENGAGE
Structure Important Information Imparted in the

Section
1. TITLE Fast Food Addiction
2. INTRODUCTION It is no secret that the US is leading the

world in its swelling obesity. The nation is
subsisting on a diet on high-calorie
convenience food. In fact, Americans have
increased their spending on fast-food items
from $6 billion to nearly $160 billion
annually over the past four decades. What
may come as a shock, however, is the
accumulation of evidence suggesting that
the main ingredients in the typical”
hamburger, fries and cola” are addictive
compounds that keep customers lining up
for their next fit.
3. STATEMENT OF THE PROBLEM What is the leading cause of obesity?
4. METHODS To validate reports that fat and sugar behave

in drug-like fashion, researchers have
61
conducted laboratory studies demonstrating
that they induce classic addictive symptoms.
For example, eliminating sugar from the
nutritional regime of rats that are used to a
primarily sweet diet produced anxiety
asymptomatic of heroin and nicotine
withdrawal. Moreover, increased tolerance
to addictive food substances was noted. In
one experiment, rates were fed a chocolate
drink containing a high ratio of both fat and
sugar. Although the animals were found to
ingest increasing amounts of the potent
liquid, their total production of resulting
brain opiates was, in fact, diminished.
5. RESULT Likewise, in humans, brain-imaging scans

of obese and non-obese persons illustrate
that the healthier the individuals, the fewer
dopamine receptors are present.
6. CONCLUSION Researchers are uncertain whether this the

basis of the outcome of obesity. However, it
is clear that as weight rises, individuals need
to consume increasingly larger portions to
experience a comparable euphoric effect.
ADVANCE
1. Introduction
2. Conclusion
3. Statement of the Problem
4. Conclusion
5. Introduction
REFINE
Types of Report:
1. Survey reports present and analyse the results /findings of research (information
gathered from door to-door surveys/questionnaires) concerning reactions to a product,
plan, etc, including general assessment, conclusions and suggestions or
recommendation(s).
2. Technical Report is a document written by a researcher detailing the results of project

that needs different approaches of data collection and treatment to convey technical
62
information in a clear and easily accessible format. Technical report is not peer-
reviewed unless they are subsequently published in a peer-review journal.
3. Field Report Laboratory is a complete detailed report of an experiment. The

information provided in a lab report should be specific enough that the reader would be
able to replicate the experiment.
STRUCTURES OF TECHNICAL REPORTS
1. Abstract: a brief informational synopsis of your experiment, typically under 200

words. Strive to use informational or declarative rather than descriptive prose. (See
Genre Handout, “Abstracts.”)
2. Introduction: identifies the experiment to be undertaken. Explains its objectives and
significance, and provides the background necessary to understand it. When
appropriate, the background should indicate theoretical predictions.
3. Procedure/Methods: the procedures section should provide readers with enough
information that they could replicate your experiment if they so desired. Select the
level of detail appropriately.
4. Conclusions: this section places specific results into the context of the experiment as
a whole. (If your laboratory report is short, the Discussion section may serve as a
sufficient conclusion.) Evaluates the results in light of the objectives stated in the
introduction.
5. Appendices: this is the place to include data too extensive or tangential to warrant
inclusion in the main body of the report, but necessary as procedural or analytical
evidence
NURTURE: Answers may vary.
Prepared by:
MARY JEAN D. DUGO

Writer
-------------------------------------------------------------------------------------------------------------
63
ACTIVITY 5
BADGE EARNED:
64
Name of Learner: ____________________________ Grade Level: ___________________
Section: ____________________________________ Score: ________________________

DESIGNS, TESTS AND REVISES SURVEY QUESTIONNAIRES
Survey questionnaire items are either open-ended or closed-ended. Open-ended items
simply ask a question and allow respondents to answer in whatever way they want.
Closed-ended items ask a question and provide several response options that respondents
must choose from.
The following are examples of open-ended questionnaire items.
• “What is the most important lesson you learn from this pandemic?”
• “Please describe a moment that you feel so much motivated in your studies.”
• “Is there anything you would like to tell us about your experiences in modular
distance learning?”
The following are examples of closed-ended questionnaire items.
• How old are you?

_____ Under 18
_____ 18 to 34
_____ 35 to 49
_____ 50 to 70
_____ Over 70
• On a scale of 0 (no pain at all) to 10 (worst pain ever experienced), how much pain
are you in right now?
• Have you ever in your adult life been depressed for a period of 2 weeks or more?
Take note that closed-ended items are used when researchers have a good idea of the
different responses that participants might make. This can be any of the following:
1. Multiple-Choice
Multiple-choice questions offer respondents several options of answers to choose from. This is a
popular choice of questionnaire question since it's simple for people to fill out and for companies
to analyze. Multiple-choice questions can be in single-answer -- respondents can only select one
response -- or multiple-answer -- respondents can select as many responses as necessary -- form.
2. Rating Scale
Rating scale questions offer a scale of numbers (typically 1-10) and ask respondents to rate various
items based on the sentiments assigned to that scale. This is effective when assessing customer
satisfaction.
65
3. Likert Scale
Likert scale questions assess whether a respondent agrees with the statement, as well as the extent
to which they agree or disagree. These questions typically offer 5 or 7 responses, with sentiments
ranging from items such as "strongly disagree" to "strongly agree."
The design of the questionnaire depends on the topic you are interested to and the variables
included in the study. It can be closed-ended, open-ended or a combination of these two.
Testing the survey questionnaire involves:
1. Selecting the respondents

• There are several considerations that should be made in selecting
respondents. You want pretest respondents to be like or similar to those
who will actually be your respondents. Thus, you should consider the range
of respondents for the actual questionnaire. This is generally not a “random
selection” process.
2. Scheduling appointments with the respondents
• After identifying and recruiting respondents to participate, you should make
an appointment with the pre-test respondent allowing about 2 to 3 times
much time for the pretest as you feel it should take to just complete the
questionnaire. In other words, a survey that is estimated to take 20 minutes
to complete would probably require at least an hour to pretest the instrument.
3. Conducting the testing itself.
Considering the situation today, all actions should be accorded to
Interagency Task Force Standards. Use online means to test your survey
questionnaire or you can do it face to face when it is allowed.
Revising the survey questionnaire means assessment of the utility of the information
provided during testing of your questions. Response patterns to individual questions such
as poor response to open-ended questions or frequent “don’t know” responses, multiple
write-in comments on scaled questions, and incomplete forms can suggest needed
improvements. Of course, the bottom line is whether the data generated allow you to address
your questions with confidence.
Leaning Competency
MELC: Designs, tests, and revises survey questionnaires (CS_EN11/12A-EAPPIIe-j-8)

Good day, learner!
I hope you have been doing well and enjoying your Learning Activity Sheets! Now,
you are once again set to take your five-stage adventure (1-Load, 2-Engage, 3-Advance, 4-
Refine, 5-Nurture) regarding designing, testing, and revising survey questionnaire. This 5-
stage challenge will let you experience how exciting it is to do a survey. Are you ready? Let’s
begin!
66
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish
the activity package and submit it to your teacher (____________________) on
(____________________).
Level 1: LOAD
Load up your armor!
Directions: Read each of the items below and identify its type. Write OE when it is open-
ended and CE if it is close-ended on the space before the number.
_____ 1. Why do you need to test your survey questionnaire?
_____ 2. Please put a checkmark before your reply.

Sex
_______ Male
_______ Female
_____ 3. Why do you prefer democracy to federal government?
_____ 4. How adequate are the learning materials provided?

____ very adequate
____ adequate
____ fairly adequate
____ inadequate
____ very inadequate
_____ 5. Do you agree to have at least two-day face-to-face interaction this coming semester?
____ strongly agree
____ agree
____ disagree
____ strongly disagree
Level 2: ENGAGE
Engage and gear up!
Directions: Below is a sample of survey questionnaire. Examine it carefully and answer the
questions that follow.
The Influence of Social Media to Students
Name: _______________________ Age: ________________ Gender: _____
I. Directions: Read the statements below and tick in the box next to the answer
of your choice.
1. What social networking sites do you use?
 Facebook
 Twitter
 Instagram 67
 Others (Specify)
2. How many hours a day do you spend on these sites?
 1-2 hours
 3-4 hours
 5-6 hours
 Others (Specify) ______________
3. Why do you use social networking sites?
 to connect with family, friends, and others
 to learn academically
 to organize events
 Other (Specify)_________________
4. What are personal benefits of using social networking sites?
 Learning new skill
 Staying connected with people
 Sharing common interests
 Other (Specify) ________________
II. Directions: Below are questions that require you to answer meaningfully and
substantially.
1. What do you believe are the disadvantages of using social networking

sites?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. Do you think privacy policies are effective in social networking sites?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Questions to ponder:
1. What can you say about the survey questionnaire items? Are they properly
constructed? Are they aligned to the topic? Why or why not?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What can you say about the design of the sample survey questionnaire? Does it need
an improvement? If it needs an improvement, what can you suggest?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
68
Level 3: ADVANCE
Go for more!
Directions: Since you have already an idea about survey questionnaire items, it is your time to
make a sample survey questionnaire. With the topics on SOCIAL MEDIA USE, STUDY
HABITS, STRESS COPING MECHANISM, PEACE AND ORDER OF YOUR
COMMUNITY, SANITATION AND HYGIENE, BULLYING AND MENTAL
HEALTH, choose one and create at least five questions under close-ended and at least
two questions under open-ended forms. For the closed-ended questions, you may use any
of the following forms: Multiple Choice, Rating Scale, Likert Scale, Open-ended, or a
combination of the forms. Put your self-made survey questionnaire on the space provided
or use a separate bond paper if needed. Please refer to the rubric below. Good luck!
Self-made Survey Questionnaire:
Name: _______________________ (Optional Age: ______ Gender: _____
TOPIC: _______________________________________________________________
69
Rubric in crafting a survey questionnaire:
Level 4: Refine
Refine your skills!
Directions: Now that you have crafted your own survey questionnaire based on your chosen
topic, it’s time for you to test the survey questionnaire by conducting it to at least 10 to
20 of your classmates through online, call, or text message. Please coordinate the
conduct of your survey to your subject teacher to follow strictly the health protocols.
After conducting the survey, collect and tabulate the answers per item and present it on
the space provided. You may use a separate sheet if needed. Please discuss the results
briefly.
70
Brief discussion of survey results:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Level 5: NURTURE
Multiply your learnings!
Good job! You are about to finish this five-stage challenge! You have designed and
tested your self-made survey questionnaire in the preceding activities. Now, you have come to
the final level which is the revising of your survey questionnaire.
Directions: Based on your observations on the construction of test items and design of your
self-made survey questionnaire after the testing, you are going to revise it for
better packaging and presentation. Put your revision on the space provided or use
a separate sheet of paper if needed. Please be guided with the given rubric in
activity level 3.
71
Revised Self-made Survey Questionnaire:
Name: _______________________ (Optional Age: ______ Gender: _____
TOPIC: _______________________________________________________________
Reflection
What is your most essential learning from the lesson in designing, testing, and revising survey
questionnaire?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
References
Duttweiler, M. H. (n.d.). Extension Evaluation Community. Retrieved from

https://evalcop.extension.org/: https://evalcop.extension.org/2012/11/survey-design-
testing-monitoring-and-revising/
GAO internal guidance/resource. (2017, July 7). Retrieved from .ignet.gov:
https://www.ignet.gov/sites/default/files/files/14_Questionnaire_Pretest_Procedures.p
df
Price P. C., J. R. (n.d.). BCcampus. Retrieved from
https://opentextbc.ca/researchmethods/chapter/constructing-survey-questionnaires/
72
Answer Key:
Level 1: LOAD Level 2: Engage (Answers vary)
1. OE Level 3: Advance (Answers vary)

2. CE Level 4: Refine (Answers vary)
3. OE Level 5: Nurture (Answers vary)
4. CE
5. CE
Prepared by:
JOY S. FERRER-LOPEZ
RONALD A. MAYO
-------------------------------------------------------------------------------------------------------------

ACTIVITY 5
BADGE EARNED:
73
PURPOSES
Name of Learner: Score: ______

Grade/Section: _______ Date:
CONDUCTS SURVEYS, EXPERIMENTS, OR OBSERVATIONS
To successfully conduct your research, it is important to plan your data gathering.

Researcher may conduct survey, experiment or observation in order to gather the needed data.
This session covers the important concepts in conducting surveys, experiments or
observations.
SURVEY
Fundamentally, a survey is a method of gathering information from a sample of people,
traditionally with the intention of generalizing the results to a larger population. Surveys
provide a critical source of data and insights for nearly everyone engaged in the information
economy, from businesses and the media to government and academics.
There are 4 modes of survey data collection that are commonly used.
1. Face-to-face surveys
2. Cellphone surveys
3. Self-administered paper and pencil surveys
4. Self-administered computer surveys (typically online)
Here is a list of the most common question types:
1. Multiple Choice: Multiple Choice questions form the basis of most research. They can
be displayed as a traditional list of choices or as a dropdown menu, select box, etc.
2. Multi-Select: Multi-select is used when you want participants to select more than one
answer from a list.
3. Text Entry: Text Entry is used to gather open-ended feedback from respondents. These
responses can be lengthy essays, standard form information such as name and email
address, or anything in between.
4. Ranking Order: Rank Order is used to determine each respondent’s order of preference
for a list of items. These questions are best used when you want to measure your
respondents’ attitude toward something.
5. Rating Order: Rating questions are asked to indicate their personal levels on things such
as agreement, satisfaction, or frequency
6. Matrix Table: Matrix Table is used to collect multiple pieces of information in one
question. This type provides an effective way to condense your survey or to group
similar items into one question. An example is the Likert scale.
74
7. Slider: Sliders let respondents indicate their level of preference with a draggable bar rather
than a traditional button or checkbox.
8. Side by Side: Side by Side questions let you ask multiple questions in one condensed table
and provides an effective way of shortening your survey while gathering the same amount of
data.
EXPERIMENT
It is a procedure carried out to support, refute or validate a hypothesis. A deliberate attempt
to manipulate a situation, in order to test a hypothesis that a particular cause creates a particular
effect, in other words that varying input will affect the output. Moreover, it provides insight into
cause-and-effect by demonstrating what outcome occurs when a particular factor is manipulated.
Furthermore, experiments vary greatly in goal and scale but always rely on repeatable procedure
and logical analysis of the results.
A good experimental design requires a strong understanding of the system you are studying.
Step 1: Define your research question and variables
You should begin with a specific research question in mind. You may need to spend time reading
about your field of study to identify knowledge gaps and to find questions that interest you.
Example question: Phone use and sleep
You want to know how phone use before bedtime affects sleep patterns. Specifically, you ask
how the number of minutes a person uses their phone before sleep affects the number of hours they sleep.
Step 2: Write your hypothesis
Translate your research question into an experimental hypothesis, define the main variables
and make predictions about how they are related.
Start by simply listing the independent and dependent variables.
Research Question Independent Variable Dependent Variable
Phone use and sleep Minutes of phone use before sleep Hours of sleep per night
Now that you have a strong conceptual understanding of the system you are studying, you should
be able to write a specific, testable hypothesis that addresses your research question.
Then you need to think about possible confounding variables and consider how you might
control for them in your experiment.
Confounding How to control it

variable
Phone use and sleep Natural variation Control statistically: measure the
in sleep patterns average difference between sleep with
among phone use and sleep with phone use
individuals. rather than the average amount of
sleep per treatment group.
Now that you have a strong conceptual understanding of the system you are studying, you should
be able to write a specific, testable hypothesis that addresses your research question.
Null (H0) hypothesis Alternate (Ha) hypothesis
Phone use and Phone use before sleep Increasing phone use before
sleep does not correlate with the sleep leads to a decrease in
amount of sleep a person sleep.
gets.
Step 3: Design your experimental treatments
How you manipulate the independent variable can affect the experiment’s external validity – that
is, the extent to which the results can be generalized and applied to the broader world.
Phone-use experiment
75
You can choose to treat phone use as:
- a categorical variable: either as binary (yes/no) or as levels of a factor (no phone
use, low phone use, high phone use).
- a continuous variable (minutes of phone use measured every night).
Step 4: Assign your subjects to treatment groups
How you apply your experimental treatments to your test subjects is crucial for
obtaining valid and reliable results.
First, you need to consider the study size: how many individuals will be included in
the experiment? In general, the more subjects you include, the greater your experiment’s
statistical power, which determines how much confidence you can have in your results.
Then you need to randomly assign your subjects to treatment groups. Each group
receives a different level of the treatment (e.g. no phone use, low phone use, high phone
use).
You should also include a control group, which receives no treatment. The control
group tells us what would have happened to your test subjects without any experimental
intervention.
When assigning your subjects to groups, there are two main choices you need to
make:
-A completely randomized design vs a randomized block design.
-An independent measures design vs a repeated measures design
Randomization
An experiment can be completely randomized or randomized within blocks or
strata. In a completely randomized design, every subject is assigned to a treatment group at
random while
in a randomized block design (aka stratified random design), subjects are first grouped
according to a characteristic they share, and then randomly assigned to treatments within
those groups.
Phone use and sleep Completely randomized Randomized block design

design
Subjects are all randomly Subjects are first grouped
assigned a level of phone use by age, and then phone use
using a random number treatments are randomly
generator. assigned within these
groups.
76
OBSERVATION
It is a systematic data collection approach. Researchers use all of their senses to
examine people in natural settings or naturally occurring situations.
Participant observation involves an intensive interaction between the researcher and
the participants. This means that as participant observer, the researcher joins the group he or
she is studying in their environment and participate in their activities. In Non-participant
observation, the researcher does not participate in the activities of the group being observed.
This means that the researcher is not directly involved in the situation he or she is observing.
Non-participant observation may provide limited insight into the meaning of the
social context studied. If this contextual understanding is important, participant observation
might be needed. These two data collection techniques can complement each other and be
used together.
How to Conduct Observations for Research
1. Identify Objective
Determine what you want to observe and why. Are looking to see how students respond to a
new environment? How customers interact with employees? How bosses interact with
subordinates? When conducting observations, you are trying to learn habits, patterns,
behaviors, reactions, and general information about people in a particular environment to
better understand what they do and, hopefully eventually, why they do it (though
observations alone often won’t tell you the “why”).
2. Establish Recording Method
To make observations most effective, it’s important that you minimize or eliminate any
disruptive or unfamiliar devices into the environment you wish to observe. For example, it is
often least effective to video record observations in situations where the people being
observed know they are being filmed (but it’s usually unethical to film without telling them.
Note-taking is the most common method, though in some public spaces you can take
photographs, audio recordings, and other methods.
3. Develop Questions and Techniques
Determine whether you are conducting an informal or a formal observation (see explanations
to the far right.) Knowing your objective, determine if there are specific questions you have
or if you are going in completely open-minded. What you hope to learn will help you know
what specifically to look for. Be prepared when entering an observation space by having a
sound understanding of the type of information you are trying learn.
4. Observe and Take Notes
Visit the space you are hoping to get information from. Be as unobtrusive as possible, taking
notes, photographs, audio, and film, only where it is allowed, you have permission, and it
makes sense for the research without disrupting the environment. If you are doing formal
observations, will you need to code certain behaviors, actions, words, visuals, and other
observed data.
5. Analyze Behaviors and Inferences
Separate the difference between what you observed (which are factual behaviors) and why
what you observed happened. Typically, to make some sense of your observed data, you will
need to interview people in the environment you are observing, either during the observation
itself, or afterwards. Make connections between interactions, responses, behaviors, and other
phenomena.
77
Learning Competency with Code:
CG: Conducts surveys, experiments or observations (CS_EN11/12A-EAPP-IIe-j-8)

MELC: Conducts surveys, experiments or observations (CS_EN11/12A-EAPP-IIe-j-8)
Directions and Instructions:

Welcome to the new normal process of learning in 21st
century education!
Hi! I am Teacher Cel!
I am here to be your support. Together with your parents and
siblings, I am pleased to be your guide and companion as you
walk through the Learning Activity Sheet.
Be grateful because you are one of the blessed learners who
will still continue to study through flexible learning modality
in the new normal.
In this learning activity sheet, you will be guided with
five-stage adventure that will lead you to master how to conduct surveys, experiments and
observations thereby leading you to become real researcher. You need to accomplish each task
to complete the mission.
So, get ready to LOAD, ENGAGE, ADVANCE, REFINE and NURTURE your
competence with the different tasks prepared for you.
LEARNING CONTRACT
Phase 1: LOAD
(____________________).
Level 1: ENGAGE
Load to be ready!
Good day! Welcome to the first level of your mission. For you to be ready with the
succeeding tasks, you need to load up your mind with the different terms you will be
encountering later. In this level, you will be shown 4 photos in a grid, all of which share a
word in common. Your goal is to figure out the common word based on word length, which is
provided to you. Write your answer on the blank below each box.
78
____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
___ ___ ___ ___ ___ ___ ___ ___ __ __ ___ ___ ___ ___ ___ ___ __ ___
Good job! I hope you enjoy the activity. This time I want you to write the things that
you know about your answers using 1 sentence in each item.
1._________________________________________
_________________________________________
2._________________________________________
_________________________________________
3._________________________________________
_________________________________________
4._________________________________________
_________________________________________
Level 2: ENGAGE
Engage in survey
Well done, learner! You are now on the 2nd level of your
mission. By applying the things that you have learned in
designing or revising test and survey, you are going to plan and
conduct a survey in ONE of the topics below. Choose the mode
of survey to employ (Face-to-face surveys, Telephone surveys,
Self-administered paper and pencil surveys, Self-administered
computer surveys (typically online) as well as the type of
questionnaire to be used.
Follow the step-by-step process below. Do not worry.
We will be watching over you.
79
Readiness of students in new normal
Anti-terrorism bill of 2020
Mobilization of China forces in West Philippine Sea
Preferred Learning Modalities
Perception on Home Learning
Health practices amid pandemic

Are you ready? The first thing that you need to do is to choose a topic among the
choices in the box. Please write your answer on the space provided below.
Example: Health practices amid pandemic
Step 1 - Topic: ______________________________________________________________
Great! Thank you for choosing a topic within your interest. Let us now move on to the
second step. Decide on your target population. Where you are going to gather data. Make
sure that they are reachable. That means they are just near to you or you can reach them
through phone or social media. Like family members, neighbors, friends, classmates.
Step 2 -Population: __________________________________________________________
Aha! Next, you are going to choose the mode of survey you will be employing.
Put your answer on the blank.
Step 3-Mode________________________________________________________________
Very good! Keep going, learner! This time you are going to make questionnaire by
generating problems or questions about the topic you have chosen. Consider the things that
you have learned in designing survey in the previous lesson.
Step 4- Questionnaire:
80
Good job, learner! You are now ready to gather data. Make sure that you observe the
health-safety practices in gathering your data. Good luck and enjoy!
Step 5- Result
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Phase 3: ADVANCE
Advance your knowledge
Congratulations, learner! You are now on the level of

advancing your competence as a researcher. In this level, you
will be challenged to identify the different parts of
experiment below and arrange it by numbering each section
to create an experimental research.
Section There are few facts about the role of

No.
obedience when committing acts against
_____ ____________________________
one’s personal conscience (1961). Most
_
theories suggest that only very disturbed people are
capable of administering pain to an ordinary citizen if they are ordered to do so. Our
experiment tested people's obedience to authority. The results showed that most obey all
orders given by the authority-figure, despite their unwillingness. The conclusion is that,
contrary to common belief, personal ethics mean little when pitted against authority.
Behavioral Study of Obedience

No. Section
_____ ____________________________
_
81
Of the 40 participants in the study, 26
No. Section
delivered the maximum shocks. 14
_____ ____________________________ persons did not obey the experimenter
_ and stopped before reaching the highest
levels. All 4participants continued to
give shocks up to 300 volts.
Most of the participants became very

No. Section
agitated, stressed and angry at the
_____ ____________________________ experimenter. Many continued to follow
_ orders throughout even though they were
clearly uncomfortable. The study shows that people are able to harm others intentionally if
ordered to do so. It provides evidence that this dynamic is far more important than previously
believed, and that personal ethics are less predictive of such behavior.
Current theories focus on personal

No. Section
characteristics to explain wrong-doing and
_____ ____________________________ how someone can intentionally harm others.
_ In a survey, professionals such as doctors,
psychologist and laymen predicted that a small proportion of a population (1-3%) would
harm others if ordered to do so. In the recent war trial with Adolph Eichmann, he claims to
only have been “following orders". The author wanted to test this claim. Can people harm
others because they are merely obeying orders? Can people be ordered to act against their
moral convictions? The experiment will test whether a person can keep administering painful
electric shocks to another person just because they are ordered to do so. The expectation is
that very few will keep giving shocks, and that most participants will disobey the order.
Argyris, C., Schön, D.A. (1996). Organizational

No. Section
Learning II. Addison-Wesley.
_____ ____________________________
_ Deutsch, M. (2000). Cooperation and
Competition. In M. Deutsch and P. Coleman (Eds.) The Handbook of Conflict Resolution: Theory and
Practice (pp. 21-40). San Francisco: Jossey-Bass Publishers.
Milgram, S. (1974). Obedience to Authority. New York: Harper & Row.

Nisbett, R.E., Wilson, T.D., (1977). The Halo Effect: Evidence for Unconscious Alteration of
Judgments. Journal of Personality and Social Psychology, 35 (4), 250-256. Retrieved
from: http://osil.psy.ua.edu/672readings/T6-SocCog2/haloeffect.pdf
82
Phase 4: REFINE
Refine your skill in doing observation!
Great Job! This time be an observer

by employing the steps you have learned
earlier.
As a student researcher, you are
going to observe how the ongoing
pandemic affects the means of
transportation of the community.
1. Identify Objective
__________________________________________________________________
2. Establish Recording Method

___________________________________________________________________
3. Develop Questions and Techniques
_____________________________________________________________________
_____________________________________________________________________
4. Observe and Take Notes
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. Analyze Behaviors and Inferences
_____________________________________________________________________
_____________________________________________________________________
Phase 5: NURTURE
Nurture your competence!
Very good! You are down to your final level to accomplish your mission. This time,
you are going to nurture your competence by doing the performance task below.
Goal: Your goal is to conduct a survey about how citizens in your

community are affected with the presence of pandemic which is
COVID-19.
Role: You are a student researcher
Audience: Your audience/population where data will be gathered are your
family, classmates, teachers or neighbors
Situation: You are going to gather data on how the citizens in your barangay
are affected in COVID -19 by conducting survey.
Mode of survey to be used can be face-to-face if done at home or
cellphone or online survey if you have the means.
Note: observe social distancing and other health safety protocols
Product: You need to present the result of your survey and possible ways on
how to solve it through a poster.
83
Standards/Criteria:
Reflection:
How will this lesson help you in fulfilling your roles in the
future?
________________________________________________
________________________________
84
References
References:
Barrot J. S. & Sipacio P. J. (2016). English for academic and Professional Purposes for Senior
High School . C & E Publishing, Inc. South Triangle, Quezon City.
Valdez, P.N. (2016). English for Academic and Professional Purposes for Senior High School
Phoenix Publishing House Inc. Quezon Avenue, Quezon City.
Answer Key
Engage (answers may vary)
Load
Advance (answers may vary)
1. Observe
Refine (answers may vary)
2. Survey
Nurture (answers may vary)
3. Research
4. Experiment
Written by:
Maricel Parallag
-------------------------------------------------------------------------------------------------------------

ACTIVITY 5
BADGE EARNED:
85
ENGLISH FOR ACADEMIC AND PROFFESIONAL
PURPOSES
Name of Learner: _____________________ Grade Level: __________________
Section: _____________________________Score: _______________________

PRINCIPLES AND USES OF SURVEYS, EXPERIMENTS AND SCIENTIFIC
OBSERVATIONS

A survey measures characteristic of interest about a population using a sample
selected from the population. As you saw in a previous lesson, a sample needs to be
representative of the population for the measurements obtained from the sample to be
accurate. Random sampling is generally the best way to ensure representation. Even when
random sampling is used, a survey’s results can have errors. Some of the sources of errors
are:
• Biased questions: The wording of questions in a survey can influence the way people
respond to questions. Survey questions need to be worded in a neutral, unbiased way.
• Interviewer effect: If an interviewer asks the questions in a survey, the person being
interviewed may give inaccurate responses to avoid being embarrassed.
• Nonresponse: Some people may be difficult to contact, or they may simply refuse to
participate once contacted. If nonresponse rates are higher for certain subgroups of a
population, then those subgroups will be underrepresented in the survey results.
In an observational study, researchers determine whether an existing condition,

called a factor, in a population is related to a characteristic of interest. For instance, an
observational study might be used to find the incidence of heart disease among those who
smoke. In the study, being a smoker is the factor, and having heart disease is the
characteristic of interest.
In an experiment, researchers create a condition by imposing a treatment on some

of the subjects of the experiment. For instance, an experiment might be conducted by
having some people with eczema take a vitamin E pill daily, and then observing whether
their symptoms improve. In the experiment, taking the vitamin E pill is the treatment, and
improvement of symptoms is the characteristic of interest.
86
MELC
Gathers information from surveys, experiments, or observations*
(S1/2, Q2/4)
CG
Gathers information from surveys, experiments, or observations*
(CS_EN11/12A-EAPP-IIe-j-9)
Directions:
Good day, learner!
Have you learned lots of things in your subject English for Academic and Professional
Purposes? I hope you have been learning well and enjoying your Learning Activity Sheets!
Now, you are once again set to take your five-stage adventure (1-Load, 2-Engage, 3-Advance,
4-Refine, 5-Nurture). This time, you are going to be a Detective Conan or a Nancy Drew in the
end of this learning activity as we are to embark with a new learning which is to gather
information from surveys, observations or experiments. At this point, you need to choose your
preferred character then sign the learning agreement. Enjoy and good luck, future detective!
Name: Name:
LEARNING CONTRACT
(____________________).
87
Did you have a great time conducting the surveys, experiments, or observations that
you were asked to do in the previous activity?
Well, there are many ways to gather data when writing a report. In this learning activity,
develop your skill in getting the most important information you need to complete your writing
task. Remember, not all the gathered data needs to be written, only those important concepts.
Let’s begin.
LEVEL 1: LOAD
Let’s load up your mind! Your detective journey starts here through this activity.
Match column A with the correct answer on column B. Write only the letter of answer
on the blank provided before each number.
A B
______1. This includes the prewriting, writing, and post a. Primary Sources
writing stages. b. Clustering
c. Writing process
______2. This pertains to classifying the generated ideas into d. Reaction Paper
groups. e. Concept Paper
f. Jargons
______3. This pertains to the effective flow of ideas in a text. g. Opposite
h. Questionnaire
______4. These are raw data collected firsthand by
i. Ethics
researchers or writers by field research.
j. Coherence
______5. This refers to following generally acceptable
standards of conduct and moral judgment.
______6. This paper allows or asks a person to write a

reaction on something that he or she had seen, heard, or
experienced.
______7. This is a precedent of a full proposal.
______8. These present the strongest arguments of the

opposition.
______9. This contains a list of standardized questions that

aim to get specific answers from respondents.
______10. These are specific words used for a particular

Setting or area of expertise.
88
LEVEL 2: ENGAGE
Note that,Heads
in writing a report,
up, learner. Youyou
aredo notready
now need to
to engage
includeineverything that you
a more complex have gathered
activity. This time,
from the observations, surveys and experiments
you will become a detective journalist. that you have conducted. More often than
not, the most important information is only needed to complete your writing. Take as an
example a journalist. Oftentimes, a journalist comes up with the information he/she needs
before writing a news report such as the 5Ws and 1H (who, what, when, where, why and
.
how). However, let us do it the other way around. Below is a news report about the COVID
19 Pandemic of Philstar.com by Ratziel San Juan - June 20, 2020. Since it is already a
complete news report, what you need to do now is to identify the 5Ws and 1H
COVID-19 infections in Philippines breach 29,000 with 943 new cases
MANILA, Philippines (Update 1, 7:36 p.m.) — The coronavirus disease 2019 (COVID-19)
tally in the Philippines is now at 29,400 after the Department of Health on Saturday
confirmed 943 more cases.
Of these new cases, 578 were classified "fresh" (test results released to patient within last
three days) while the remaining 365 were "late" (results released four days ago or more).
This week saw 4,016 additional infections on top of the 25,392 recorded as of last Saturday.
Meanwhile, the death toll has reached 1,150 as the Health department reported 20 more
patients who succumbed to the coronavirus.
Another 272 survivors, however, brought the COVID-19 recovery count to 7,650.
This week marks the biggest progress in terms of recoveries so far with 1,945 additional
survivors on top of the 5,706 recorded as of last Saturday — the most recoveries announced
in a single week so far.
This comes after the single-day new recovery record was broken twice this week with 298
and 301 survivors on Monday and Tuesday, respectively.
Moreover, the daily average recoveries for this week stands at a new high of 277 per day.
The number of active cases, on the other hand, is 19,951, according to the Health department.
More than 8.38 million cases of the coronavirus, including around 450,000 deaths, have
been logged globally by the World Health Organization in its latest situation report.
Fill in the needed information below:
1. WHO-
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________
2. WHAT-
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________.
89
3. WHERE-
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________.
4. WHEN-
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________.
5. WHY-
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________.
6. HOW-
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________.
LEVEL 3: ADVANCE
You are now halfway to becoming Detective Conan/ Detective Nancy Drew. This time
you are going to advance into a more complex activity.
Read this excerpt of an interview about the Top COVID-19 Questions, Answered: An
Interview with ASM President Robin Patel. As a future detective, your task is to get the most
important information from the said interview. Are you ready? Let’s go, Detective!
2019 NOVEL CORONAVIRUS – An Analysis
Can you briefly explain what this novel coronavirus is?
Coronaviruses are a large family of viruses. They are pretty common in people, and they usually cause
just the common cold. They’re also found in many different species of animals. Very rarely, animal
coronaviruses can infect and spread between people. Examples of animal coronaviruses that infect
humans include: Middle East respiratory syndrome coronavirus (MERS-CoV), Severe acute
respiratory syndrome coronavirus (SARS-CoV) and the one we’re dealing with now, called SARS
Coronavirus-2 (SARS-CoV-2).
The disease caused by SARS-CoV-2 has been named Coronavirus Disease 2019 and abbreviated
COVID-19. We first saw this virus in late 2019 in Wuhan, China. SARS-CoV-2 is a Betacoronavirus,
like MERS coronavirus and SARS coronavirus. And all 3 have their origin in bats. [MERS-CoV likely
jumped from bats to dromedary camels in the distant past before appearing in humans.]
What do we know about how SARS-CoV-2 is spread and why it's spreading so quickly?
SARS-CoV-2 is a respiratory virus; the primary way it’s transmitted is human-to-human. It spreads
very easily from person to person, and that’s why it’s spreading so quickly. When an infected person
talks, coughs, sneezes or simply breathes out, they release respiratory droplets into the environment.
These droplets are laced with viral particles that can move on to infect others. There has been some
evidence of airborne and surface transfer of SARS-CoV-2. In some cases, viral RNA has been found
in the air and on surfaces hours to days after contact with infected individuals. However, that RNA is
not always infectious. 90
What are the incubation period and symptoms of COVID-19?
The incubation period (amount of time between exposure to the virus and development of symptoms
of COVID-19) ranges from 1-14 days. It is most commonly 5-6 days, and in some rare cases has been
reported to be longer than 14 days.
Symptoms of COVID-19 are varied. They include fever, chills, cough, shortness of breath or difficulty
breathing, fatigue, muscle or body aches, headache, loss of taste or smell, sore throat, runny nose,
nausea, vomiting and/or diarrhea. Most people don’t experience all of these, and many people have
absolutely no symptoms. Fever, dry cough and tiredness are the most common symptoms, if symptoms
occur.
Serious symptoms include difficulty breathing or shortness of breath, chest pain or pressure or loss of
speech or movement.
Anyone experiencing trouble breathing, persistent pain or pressure in the chest, new confusion,
inability to wake or stay awake or bluish lips or face should seek medical attention immediately.
Interview Question 1
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
____________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
____________
91
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
___________________________________
LEVEL 4: REFINE
You read it right, few more activities and you will now become a certified detective.
However, we have to further refine your skills.
In this part of learning, you are going to evaluate the article by answering the following
questions.
Caring Doctors Shorten and Ease the Common Cold
Researchers have found that among patients with colds, those who gave their doctors
perfect scores on a questionnaire measuring empathy have colds that did not last as long and
were less severe. Empathy on the part of doctors included making patients feel at ease, listening
to their concerns, and showing compassion.
A total of 350 subjects who were experiencing the onset of a cold were randomly
assigned to one of three groups: no doctor-patient interaction, standard interaction, and
enhanced interaction. Only subjects in the third group saw doctors who had been coached on
being empathetic.
1. Is this a survey, an observational study, or an experiment? How do you know?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
92
2. What details of the research does the article include? Is any important information
missing?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What conclusion do you draw from the report in Part A? How much confidence do
you have in that conclusion? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
LEVEL 5: NURTURE
Good job, you really are now ready to become a certified DETECTIVE. Your final
task is to show that you are best fit for the job.
PERFORMANCE TASK
As a detective, you are tasked
to come-up with a report based on the
data that you have gathered in the
Level 3: Advance. Write the said
report on the space provided after this
page.
Analytic Rubric for Performance Task

Excellent (5) Good (3) Needs Score
Improvement (1)
Accuracy and The details The details The details
Content provided in the provided in the provided in the
output are output are output are
accurate and accurate and accurate and
full of helpful with helpful contains some
information information helpful information
Organization The output is The output is The output is not
well organized organized and organized and uses
and uses uses inappropriate
appropriate appropriate pattern.
pattern. pattern.
93
Interest The output The output The output has no
invokes great invokes some or very little
interest. interest. interest.
TOTAL SCORE
_______________________________________
Title
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Congratulations! You are now a certified detective. You may now consider yourself
either Detective Conan or Detective Nancy Drew. May you use the learnings that you had as
a good writer in the next lessons. Please receive your certificate
94
REFLECTION:
Drop your reflection below about your learning.
References:
Hagen, Ashley M.S.,(2020) Top COVID-19 Questions, Answered: An Interview with ASM
President Robin Patel, American Society for Microbiology.
Surveys, Experiments, and Observational Studies, Houghton Mifflin Harcourt Publishing

Company
Mondez, R.G. & Suarez, C.A., (2016) English for Academic and Professional Purposes
Book- DIWA Learning Town
Answer Key:
LEVEL 1: LOAD LEVEL 2: ENGAGE

Answers may vary.
1. C
2. B LEVEL 3: ADVANE
3. J Answers may vary.
4. A
5. I LEVEL 2: REFINE
6. D Answers may vary.
7. E
8. G LEVEL 2: NURTURE
9. H Answers may vary.
10. F
Prepared by:
WILLY V. GAMIZ, JR.

Teacher II
San Sebastian Integrated School
95
-------------------------------------------------------------------------------------------------------------

ACTIVITY 5
BADGE EARNED:
96
Name of Learner: ____________________________ Grade Level: _______________
Section: ____________________________________ Score: ____________________
Summarizes findings and executes the report through narrative and

visual/graphics forms
One of the most important aspects of academic writing is making use of the ideas of other
people. This is important as you need to show that you have understood the materials and that
you can use their ideas and findings in your own way. You can either paraphrase if you want
to keep the length the same, summarize if you want to make the text shorter.
Notes to remember:
A summary is a shortened version of a text. It contains the main points in the text and is
written in your own words. It is a mixture of reducing a long text to a short text and selecting
relevant information. Summarizing is useful when you are using the work of others to support
your own view.
A good summary shows that you have understood the text. Please remember, though, that
even when you summarize someone's work, you must acknowledge it. Other than writing a
summary, one way also to shorten explanation is through visual summary.
Creating a visual summary for your report is similar to writing its executive summary, but
uses visuals and graphics to aid in the communication of your key information. It may be
integrated within the full report or as a separate piece to be shared as a handout or posted online.
It can be a great tool for engaging audiences in your key findings, especially ones who may not
have or take the time to read your full report.
Tips for creating a visual summary effective:
1. Take the time to plan before creating
2. Focus on communicating key findings not methodology
3. Translate your findings by putting them in context
4. Make sure graphics enhance understanding
5. Keep it simple
Learning Competency with Code:

MELC: Summarizes findings and executes the report through narrative and visual/graphics
forms. (CS EN11/12A-EAPPIIe-j-11) )
97
CG: Summarizes findings and executes the report through narrative and visual/graphics
forms. (CS EN11/12A-EAPPIIe-j-11)
Directions:
Dear learner, welcome to your next learning experience! With your previous learning
activities, you have gained more knowledge that will greatly help you continue in your learning
race.
Now, you are set to take your five-stage adventure (1-Load, 2- Engage, 3- Advance, 4-
Refine, 5- Nurture). Take your time and enjoy!
Before you start the activities, please fill up the Learning Contract.
LEARNING CONTRACT Agreement: By signing the contract, you are hereby accepting the
responsibility to finish the activity package and submit it to your teacher
(___________________ ) on (__________________________
LOAD
Infographic Analysis!
Activity 1. Directions: Analyze the given infographic below and answer briefly the questions that
follow. Write your answers on the space provided.
QUESTIONS:
1. What are the elements in the infographic?

__________________________________________________________________________________
_________________________________________________________________________
98
2. Do you think the given infographic is considered as summarized information? Why?
__________________________________________________________________________________
_________________________________________________________________________
3. How does it help you to understand easily the information?
__________________________________________________________________________________
_________________________________________________________________________
ENGAGE
Which is better?
Activity 2. Directions: Read the original article in the box below and its two
summaries. Choose the more effective summary that is presented and answer the guide
questions that follow.
Original source to be summarized
“Before 1994, diabetes in children was generally caused by a genetic disorder – only about
5 percent of childhood diabetes cases were obesity-related, or Type 2, diabetes. Today,
according to the National Institutes of Health, Type 2 diabetes accounts for at least 30
percent of all new childhood cases of diabetes in this country. Not surprisingly, money spent
to treat diabetes has skyrocketed, too. The Centers for Disease Control and Prevention
estimate that diabetes accounted for $2.6 billion in health care costs in 1969. Today’s number
is an unbelievable $100 billion a year.”
“Don’t Blame the Eater,” David Zinczenko
Summary 1
The author says that only 5 percent of children had Type 2 diabetes before 1994. In addition,
they mention that today at least 30 percent of new childhood diabetes cases in the USA are
Type 2. They also say that more money is being spent to treat diabetes now - $100 billion a
year.
Summary 2
In author's article “Don’t Blame the Eater,” David Zinczenko supports their position on the
fast food industry by comparing today’s rates of Type 2 diabetes to those prior to 1994.
David makes it clear that instances of Type 2 diabetes have increased dramatically, as has
the cost of preventing the spread of this disease.
QUESTIONS:
99
1. Differentiate the two summaries in terms of content and structure/style.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________
2. Which is more effective between the two summaries? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
ADVANCE
Visual Talks
Activity 3. Directions: Interpret the given graph below. Write a summary of your report for
not more than 5 sentences. A space is provided for you to write your answer.
SUMMARY OF INTERPRETTION:
100
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
REFINE TO REMEMBER
Shortened me!
Activity 4. Directions: Write a summary of the given paragraph below. A space is provided
for your answer.
Despite decades of research into the sociocultural model of eating disorders, we

still do not understand how such sociocultural influences produce disordered eating in any
given individual (or why a similar person in the same cultural milieu does not become
disordered). Clearly, though, one source of vulnerability lies in a woman's body image. To
the extent that a woman's self-image is challenged or threatened by an unattainable ideal
of an impossibly thin female physique, she may well become susceptible to disruption of
her self-regard, and may be more likely to develop an eating disorder. In short, the
sociocultural model argues that exposure to idealized media images (a) makes women feel
bad about themselves and (b) impels women to undertake the sort of "remedial" eating
patterns that easily and often deteriorate into eating disorders.
SUMMARY:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
101
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
NURTURE
Graph and narrate the findings
Activity 5. Directions: In this activity, you need to do the two tasks given below for your
output.
Task 1. Create a line graph based on the 1-paragraph interpretation below.
The Figure compares the trajectory of total cases in Iran and the Philippines starting
from the day when both countries had five cases of Covid-19. It is important to note that Iran
did not impose any quarantine measures on its citizens, instead opting for an approach based
on self-quarantine. The average transmission or infection rate of Covid-19 in Iran during this
period is about 0.4, compared with a transmission rate of 0.3 in the Philippines. This figure
already demonstrates in part the effectiveness of imposing a lockdown in Luzon. Within 30
days, the number of cases of Covid-19 in the Philippines was 3,660, compared with 21,638 in
Iran. The lockdown may have reduced the number of cases by 83%. Even with possible under-
reporting of cases in the initial stages of the disease, the difference brought mainly by the
imposition of the enhanced community quarantine (ECQ) is substantial.
LINE GRAPH:
102
Task 2. Report the findings through an interpretation of the graph below. Make sure to
follow the tips in summarizing. A space is provided for your answer:
INTERPRETATION:
Reflection:
From the activities I have gone through, I learned that _________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________.
References:
Evergreen, K.S. (2020) Evergreen Data Intentional Reporting and
DataVisualization.https://stephanieevergreen.com/guest-post-5-tips-for-creating-effective-
visual-summaries-for-your-reports/
The Isabela Chronicle (2020).

https://www.facebook.com/theisabelachronicle/photos/a.112186377132806/13120887189722
3
Simon Fraser University (2020) https://www.lib.sfu.ca/about/branches-

depts/slc/writing/sources/summarizing\
Punongbayan, Jc (2020) [ANALYSIS] Rare Philippine recession: Why this one’s unique,
evennecessary.https://rappler.com/voices/thought-leaders/rare-philippine-recession-why-this-
one-is-unique-even-necessary
https://www.up.edu.ph/covid-19-forecasts-in-the-philippines-insights-for-policy-making/
103
Guido David, Ph.D. et. al. (2020). COVID-19 Forecasts in the Philippines: Insights for
Policy-making.http://www.uefap.com/writing/report/repfram.htm
Answer Key
LOAD
Infographic Analysis!
*The answer in the 5-sentence Infographic analysis may vary
Questions: Answer each question in not more than two sentences.
1. What are the elements in the infographic?
Answer: shortened version of text, visual and graphics
2. Do you think the given infographic is considered as summarized information? Why?
Answer: Yes, It contains short text of relevant information with the used of visuals and
graphics to easily understand the message.
3. How does it help you to understand easily the information?
Answer: It creates a visual summary of the article using short text, visuals and graphics to aid
in the communication of the key information.
ENGAGE
Which is better?
1. Summary 1 paraphrases some lines from the article and does not specify the credit and
author of the article, whereas; Summary 2 shows specifically the credit of the article and
shortened the text based on the meaning and statistics given.
2. Summary 2 is better. It gives credit to the author of the article and shortened the text
without altering the meaning of the article.
ADVANCE
Visual Talks
The nation’s income – as measured by gross domestic product or GDP – contracted in

the first quarter of 2020 by 0.2% vis-à-vis the same period last year. Figure 1 shows that the
era of impressive, uninterrupted growth is over. We’ve never seen negative growth since 1998
or during the Asian financial crisis. That’s practically a generation ago.
104
By convention, we need at least two consecutive quarters of negative growth to declare
a recession. But even now it’s safe to say we’re right smack in one: the economic managers
themselves foresee even grimmer numbers next quarter. Historic and rare as it is, this recession
is also unique: rather than it is falling onto our laps, we actually forced it to happen. And it’s
probably for the best.
REFINE
Shortened me!
Here is a possible summary of the activity.
The article noted that we still do not know how or why sociocultural influences like the
media contribute to some individuals developing eating disorders while others do not. In some
cases, the ubiquitous message of thinness and ideal beauty broadcast by the media can
challenge a woman's self-image, disrupting her sense of self-esteem. However, not all women
are influenced by the same media messages in the same way. The sociocultural model explores
the ways women internalize the media's ideal of unattainable thinness and beauty, and how that
internalization in turn can result in disordered eating and a distorted sense of body image.
NURTURE
Graph and narrate the findings
Task 1
Task 2
105
The graph shows forecasts Covid-19 based on the most recent 5-day average
transmission rate of 0.08 and recovery time of 18 days (Figure 2). The graph includes the initial
32 days of actual data (from March 10 to April 8, 2020) with 60 days of forecast. Under this
scenario, assuming nothing changes, there will be more than 12,200 total cases by May 8, 2020,
4900 of which are active cases, and 980 deaths. By June 8, 2020, the simulation shows a total
of 29,500 total cases with 9,800 active cases and 2,600 deaths. This scenario is a simulation
based on the most recent trends, assuming those trends do not improve even further. Although
the curve for the active cases has not flattened yet, the rate of increase is not very drastic.
Written by
Edlyn M. Baui
Regional Science High School
-------------------------------------------------------------------------------------------------------------

ACTIVITY 5
BADGE EARNED:
106
PURPOSES
Name of Learner: ________________ Grade Level: __________________
Section: _______________________ Score: _______________________

Writing the Research Paper, Survey Report & Scientific Technical Report
A report is written for a clear purpose and to a particular audience. Specific information and
evidence are presented, analyzed and applied to a particular problem or issue. The information is
presented in a clearly structured format making use of sections and headings so that the information
is easy to locate and follow.
When you are asked to write a report, you are usually given an outline of what is expected
on your written output. It has its purpose/objectives, audience and problem or issue that your report
must address, together with the specific needed requirements for its format and structure. In writing,
be sure to know these elements which will also guide you in the writing process.
But before proceeding on the things to remember in writing reports, let us take a look first
on the difference of a formal report and informal report.
Formal Report – The reports that are prepared in prescribed forms, according to some
established procedures to proper authorities are called formal reports. Formal report is highly
structured and is prepared in a prescribed format. Most Formal report is always written in a
manuscript (narrative style) format.
Informal Report – An informal report is one that is prepared not by following any
prescribed rule or formality. Informal report is less structured and it is less important to follow the
prescribed format. Most Informal reports are written in memorandum and letter formats.
Sometimes, you will be asked to write an informal one but, most of the time, you will be
tasked to write a formal report because that is what is being written in the academe and workplace.
Here are some of the tips to bear in mind in writing an effective report given by the
University of Leicester.
An effective report presents and analyses facts and evidence that are relevant to the specific
problem or issue of the report brief. All sources used should be acknowledged and referenced
throughout, in accordance with the preferred method of your department.
107
The style of writing in a report is usually less discursive than in an essay, with a more direct
and economic use of language.
A well written report will demonstrate your ability to:
• understand the purpose of the report brief and adhere to its specifications;
• gather, evaluate and analyze relevant information;
• structure material in a logical and coherent order;
• present your report in a consistent manner according to the instructions of the report brief;
• make appropriate conclusions that are supported by the evidence and analysis of the report;
and
• make thoughtful and practical recommendations where required.
Are you ready to write a sample report? If you think you are, be reminded of the following
definitions of some of the various reports that you are going to write about.
1. Research paper - analyses a perspective or argues a point. It is an expanded essay that
presents your own interpretation or evaluation or argument. It also involves surveying a
field of knowledge in order to find the best possible information in that field.
2. Survey Report - present and analyze the findings of research. It has to be very professional
and brief in order to meet their purpose and at the same time be easy to read and process.
3. Laboratory Report – It is written by those in the sciences mainly to persuade others to accept
or reject a hypothesis, record the details for future researchers, and document a current
phenomenon for future reference or comparison.
Those are some of the kinds of reports that you have to write in this learning activity sheets.
Now grip your pen and start a joyful fun of learning!
Learning Competency
MELC: Writes various reports (Semester 1/2, Quarter 2/4)
CG: Writes various reports (CS_EN11/12A-EAPP-IIe-j-12)
108
Good Day, learner!
Have you learned lots of things in your subject English for Academic and Professional
Purposes? I hope you have been learning well and enjoying your Learning Activity Sheets!
Now, you are once again set to take your five-stage adventure (1-Load, 2-Engage, 3-Advance,
4-Refine, 5-Nurture) regarding the writing of various reports. This 5-stage challenge will help
you to be a good writer of reports needed in the university or the workplace.
In this 5-stage activity, you will be working with Professor Federico Ex. Professor Ex
is looking for an assistant in his laboratory. He has been working in his lab for almost 30 years!
He had already done several experiments and most of it succeeded. Now, he is up to make a
new vaccine which will help the humanity heal from a pandemic and he is in need of assistant
to write everything he has to make. Do you want to take the activities prepared and be chosen
as Professor Ex’s assistant? Let’s do this then!
In every activity that you are going to take, it will help you develop your writing skills
needed by Professor Ex. At the end of every activity, you will be given riddles to solve. The
answers will give you the reason why Prof. Ex wanted you to take the challenge on becoming
his assistant. If you know the answer on the riddles, write it on the space provided below. Are
you ready to take the challenge?
Complete the message by answering the riddles at the end of each levels.
________________ is powerful. It may give ______________ to

others and t might give you ____________. Carefully use it
________________ or you might end up gaining _____________.
109
To seal your desire to take this challenge, we will be having our learning contract. This
learning contract will serve as our proof that you, as a learner, accept the challenge in finishing
this activity sheets and will finish it on or before the deadline.
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish the activity
package and submit it to your teacher (____________________) on (____________________).
LEVEL 1: LOAD
Load up yourself!
This is the start of your challenge of becoming Prof. Ex’s assistant. In this activity, you
will be given sample reports. You cannot write something if you do not know how to write it.
This is why, you will be given a chance to know well a scientific report. You have to
characterize a scientific report.
Below is an example of a scientific report. Study the sample provided and give some of the
characteristics of a good scientific report by supplying words, phrases or sentences that
describe the ideal scientific report. These words should help you remember how to write a good
scientific report.
Reading Text
The Drive to Love: The Neutral Mechanism for Mate Selection

(Excerpted and Abridged)
Helen Fisher
“Since the heaven and earth were created, you were made for me and I was made for
you and I will not let you go,” declared Chang Po to his beloved Meilan (Yutang, 1954, p.73)
The Chinese still cry over this twelfth-century Chinese fable, “The Jade Goddess,” their
version of Romeo and Juliet. “My beloved, the delight of my eyes”, exclaimed Inanna of her
beloved Dumuzi in a Sumerian poem recorded some four thousand years ago (Wolkstein,
1991, p.51) An anonymous Kwakiutl Indian of southern Alaska recited these words in 1896:
“Fires run through my body – the pain of loving you” (Hamill, 1996).
Paris and Helen, Orpheus and Eurydice, Abelard and Eloise, Troilus and Cressida,
Tristan and Iseult, Shiva and Sati, Layla and Majnun: thousands of romantic poems, songs,
and stories come across the centuries from Europe, the Middle East, Japan, china, India, and
every other society that has left written or oral records. In a survey of 166 varied cultures,
anthropologists found evidence of romantic love in 147 (Jankowiak and Fischer, 1992) There
were no negative data, in the remaining nineteen societies, scholars had simply failed to
examine this aspect of people’s lives.
110
“What ’tis to Love?” Shakespeare asked in As You Like It. From the ancient Greeks
to contemporary scholars, hundreds have offered theories about the components of love and
styles of loving (Lee, 1988; Fehr, 1988; Aron and Westbay 1996; Hatfield and sprecher,
1986; Critelli , Myers, and Loos 1986; Hendrick and Hendrick, 1986; Zick 1970; Hazan and
Shaver, 1987; Seternberg 1986) And for good reason: love has myriad variations.
Nevertheless, neuroscientists believe that the basic human emotions and motivations arise
from distinct systems of neural activity, networks that derive from mammalian precursors
(Davidson 1994; Panksepp 1998)
Psychological studies indicate that romantic love is associated with a discrete

constellation of emotions, motivations, and behaviors. Romantic love begins as an individual
comes to regard another as special, even unique. The lover then intensely focuses his or her
attention on this preferred individual, aggrandizing the beloved’s better traits and
overlooking or minimizing his or her flaws. Lovers experience extreme energy,
hyperactivity, sleeplessness, impulsivity, euphoria, and mood swings. They are goal-oriented
and strongly motivated to win the beloved. Adversity heightens their passion, in what is
known as the Romeo and Juliet effect or “frustration attraction” (Fisher 2004); Lovers
become emotionally dependent on the relationship. They reorder their daily priorities to
remain in contact with their sweetheart, and experience separation anxiety when apart. And
most feel powerful empathy for their amour; many reports they would die for their beloved.
A striking property of romantic love is “intrusive thinking”. The lover thinks

obsessively about the beloved. And, perhaps most central to this experience, the lover craves
emotional union with his or her sweetheart. Plato wrote of this in The Symposium some
twenty-five hundred year ago, saying the God of Love “lives in a state of need”; Love-
smitten individuals feel intense sexual desire, as well as extreme possessiveness of the
beloved. Yet their craving for emotional union supersedes their longing for sexual contact.
As a result, rejected lovers often go to extraordinary, inappropriate, even dangerous

efforts to win back their sweetheart. Many spurned lovers suffer “abandonment rage” and
depression as well, culminating in feelings of hopelessness, lethargy, resignation, and despair
(Fisher, 2004). Last, romantic love is involuntary, difficult to control, and impermanent
(Tennov, 1979; Hatfield and Sprecher, 1986; Harris 1995). As Violetta sings in La Traviata
Verdi’s tragic opera, “Let’s live for pleasure alone, since love, like flowers, swiftly fades.”
Are you done analyzing the sample scientific report above? Now, you have to complete the
acronym below by giving us your understanding on the characteristics of a good scientific
report. If the space is not enough, you may use another sheet of paper.
111
S - ___________________________________________________________________
C - ___________________________________________________________________
I - ___________________________________________________________________
E - ___________________________________________________________________
N - ___________________________________________________________________
T - ___________________________________________________________________
I - ___________________________________________________________________
F - ___________________________________________________________________
I - ___________________________________________________________________
C - ___________________________________________________________________
Good Job! Here’s your first riddle: What can you keep after
giving to someone?
112
LEVEL 2: ENGAGE
Engage to write it up!
Have you gone to a place where you have enjoyed the view? Can you still remember
how amazing the place was? To start this activity, I want you to remember the best place that
you have gone to; a place that you can still remember up until now, because of the beautiful
things you have seen there.
On your notebook, write down about everything that you can remember in that place,
the people who are present, the activities that are done, and the general atmosphere. Write a
short report on what you saw. Make sure that by the end of the report you include personal
insights and a reflection about what you have seen. The things you have learned on the proper
writing of report should be demonstrated in this activity. Write your draft on the space below.
Title:
Congratulations! Keep on going. Here’s your second riddle: What can

fill a room but takes up no space?
113
Level 3: ADVANCE
Advance your understanding of quantitative and qualitative data!
You have just written a sample report on the best place you have visited/seen. Now,
you must know how to use an information about a writing topic depending on the needs of the
written report. To give you a background on the next writing activity, here are the things you
have to remember about qualitative and quantitative data.
Qualitative data deals and is dependent on observation (ethnography), textual analysis,

and/or interviews. Quantitative data, on the other hand, relies mainly on numbers, such as
statistics, surveys, and scientific experiments that use numbers to prove to their conclusions.
For this activity, you are going to write a qualitative and a quantitative report. From the
picture, compose a two to three paragraph report discussing the things that can be reported.
Remember the information needed for a qualitative and quantitative report. Write your draft on
the space provided below.
114
Qualitative Report Title:
Qualitative Report Title:
Great Job! How’s the activity? Did you enjoy it? Nothing is more
worthwhile than enjoying what you are doing! Keep it up and here’s your
3rd riddle: People make me, save me, change me, raise me.
What am I?
LEVEL 4: REFINE
Refine your skills through survey!
115
It seems like you’re getting better! You are amazing because you are able to write two
reports in one activity. Here’s another challenge for you.
With the knowledge you have gained in the conduct of your survey, you are going to
have another survey activity. You can ask any member of the family to accompany you in
doing this activity; if not, anyone like friend from the neighborhood. You just have to choose
among the logo below which represents your Track/Strand/Elective. In recording your survey,
you may use pen and paper, voice recorder, or video recorder which ever will make you do it
with ease. Respondents may be around your neighborhood or friends from social media. If your
respondents are from the social media, make sure to save a screenshot of your conversation or
a recording of your video calls. Keep your data and evidence for the next level.
Academic Track – ABM/ GAS-ABM
Ask 5 Sari-sari store owners near your house and ask them the following:
1. Precautionary measures they are using in their business to avoid

COVID19.
2. Business strategy used to gain or bounce back from sales lost during the
pandemic.
3. 10 Most essential products which are in demand by the customers.
4. 10 least in demand products by the customers.
5. What are your advice to other budding entrepreneur who are up to
enter the business world?
Academic Track – STEM/ GAS-STEM
Ask 5 housewives who got interested in gardening (either ornamental or vegetable

gardens) within your neighborhood and ask them the following:
1. What made them get interested with planting?

2. What are the plants/vegetables they had planted and how many did they
plant?
3. Describe how you manage to grow your plants.
4. What are the dos and don’ts on gardening?
5. What are the benefits of planting/gardening to you and the environment?
Any realizations?
Academic Track – HUMSS/ GAS-HUMSS
Ask 5 teenagers, aging from 13-19, about their coping mechanisms about the
sudden strike of the COVID19 pandemic.
1. What are the difficulties you and your family faced during the pandemic?
2. What did you do in following the health measures set by the IATF and
the local government?
3. How did you cope up with the stresses or difficulties you have
encountered?
4. What are the safety measure that they are practicing up until now?
5. What are your realizations with the pandemic that we have faced?
116
TVL Track/ GAS-TVL
Ask 5 online sellers selling goods (food, baked goods, fruits, etc.) and
products (furniture, DIY products, hardware, services, dresses) through
chats or interview via call or text and ask the following:
1. What made you engage in online selling?

2. How do you manage your time and your work in the time of the
pandemic?
3. What are the problems you have faced?
4. How do you feel about the goods, products, and services that you
offer online?
5. Give 5 in demand or trending products online.
Sports Track
Ask 5 athletes or health advocates about their routine in keeping their body
healthy and fit and ask the following:
1. What are the sports activities you are engaged with?

2. What are the different workout routines that you usually do?
3. Why do you think health is important even without the COVID19
pandemic?
4. Training tips to keep an athlete’s body healthy, fit and in shape to
prepare themselves for upcoming matches or games.
Arts and Design Track
Ask 5 artists (singers, painter, dancers, photographers) on what made them

busy on the start of the pandemic up to the present asking the questions:
1. What are the things you have done during the pandemic?
2. How did you manage your passion despite the lockdown?
3. What are your realizations gained on the impact of the pandemic to
the arts industry?
4. Would you pursue your passion even after the major setback in the
arts industry?
Are you done with collecting your data? Now, rest for a while and try to review the answers of
your respondents. Analyze some of their answers and take down notes on how they answered
your questions during the interview.
Terrific! Have done it well? I bet you did! Now you are ready to accomplish the
last stage of your 5-stage challenge. Don’t forget to do it with love. Here’s your 4th
riddle: What breaks yet never falls, and what falls yet never breaks?
117
Level 5: NURTURE
Nurture your competence on becoming an effective writer!
Hello, learner! You are about to take on the last stage of becoming a competent and
effective writer. Accomplishing the last task will also give you the opportunity to get your
written jobs done upon entering university or work. Keep still and take on the challenge!
Your task now will depend on your output. From the data gathered on your survey,
come up with a Survey Report. Make sure that it is comprehensive, substantial and complete.
After writing your Survey report, compile all your written output from Level 1 – 5 and make a
showcase portfolio. Use the rubric below in making your survey report and portfolio. Your
portfolio may be a printed portfolio or an e-portfolio, depending on your preference.
Survey Report Rubric
Beginning Developing Accomplished Exemplary
0 – 4 pts 5 – 6 pts 7 – 8 pts 9 – 10 pts
Introduction Missing Goals are not States the goals and Provides relevant
significant aligned with purpose of the study background
information or survey topic & & States target information
incomplete population is not population of the
reasonable survey
Survey • No description • Sample type is Describes methods An extraordinary

Methods of survey methods incorrect for distributing attempt was made
survey for conducting a
• No attempt at • Attempt for random sample
gathering a random sample is • States type of
representative lacking sample used
sample of the
population • Survey questions • A reasonable
are poorly chosen attempt was made to
conduct a random
sample of the
population
• Describes types of
questions used and
rationale behind
them
Results and Lists statistics Gives statistics • Summarizes Analysis of results

Analysis with no with minimal findings and is particularly
interpretation or interpretation interprets results insightful
analysis
• Describes most
important and
surprising findings
118
Conclusion • Conclusion is • Fails to • Reflects on the • Gives possible
missing acknowledge experience and improvements to
limitations of meaning of results the survey process
• Conclusion survey • States what
simply restates • Describes actions can be
previous • Overgeneralizes shortcomings of the taken as a result of
information results of the survey method and the findings
survey potential
inaccuracies
Spelling, • No attempt at • Minor errors in • Correct MLA • Written in

Grammar, and APA Format formatting Format appropriate formal
Formatting tone
• • Minor errors in • No spelling or
Spelling/grammar spelling/grammar grammar errors o First person
mistakes that do not voice is accepted
everywhere significantly in this type of
detract from writing
• Tone for paper is overall paper
not appropriate
(i.e. too
conversational)
Rubrics source:http://mrtrenfield.weebly.com/uploads/5/8/6/1/58616339/survey_report_rubric.pdf
Student Portfolio Rubric
Points Required Concepts Reflection/Critique Overall

items Presentation
90-100 All required Items clearly demonstrate that Reflections Items are clearly
items are the desired learning outcomes illustrate the ability introduced, well
included, with for the term have been to effectively organized, and
a significant achieved. The student has critique work, and creatively
number of gained a significant to suggest displayed, showing
additions. understanding of the concepts constructive connection between
and applications. practical items.
alternatives.
75-89 All required Items clearly demonstrate most Reflections Items are
items are of the desired learning illustrate the ability introduced and well
included, with outcomes for the term. The to critique work, organized, showing
a few student has gained a general and to suggest connection between
additions. understanding of the concepts constructive items.
and applications. practical
alternatives.
60-75 All required Items demonstrate some of the Reflections Items are
items are desired learning outcomes for illustrate an attempt introduced and
included. the term. The student has to critique work, somewhat
gained some understanding of and to suggest organized, showing
the concepts and attempts to alternatives. some connection
apply them. between items.
119
40-59 A significant Items do not demonstrate basic Reflections Items are not
number of learning outcomes for the term. illustrate a minimal introduced and lack
required items The student has limited ability to critique organization.
are missing. understanding of the concepts. work.
0 No work
submitted
Based on Pierette Pheeney, in The Science Teacher, October 1998.

Rubric source: http://drscavanaugh.org/workshops/assessment/sample.htm
Perfectly Done!
th
Answer the 5 riddle now because you are done with the 5-stage challenge
on becoming a good office writer. With the activities that you have
accomplished, there is no way that you won’t perform well in your academics
and even at work soon.
5th riddle: What

does man love more than life, hate more than
death or mortal strife; that which contented men desire; the
poor have, the rich require; the miser spends, the spendthrift
saves, and all men carry to their graves?
Reflection:
Complete this statement:
With the activities I have undertaken on this lesson, I learned that

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________
120
Reference:
• https://www2.le.ac.uk/offices/ld/all-resources/writing/writing-resources/reports
• Differences between Formal and Informal Reports, QS Study retrieved from
http://qsstudy.com/business-studies/differences-formal-informal-reports
• Lobo, C. (2015, March 10). The Drive to love – Helen Fisher. Retrieved from
https://artandthoughts.fr/2015/03/10/the-drive-to-love-helen-
fisher/#:~:text=it%20does%20not%20attemp%20to,with%20love%2C%20specificall
y%20romantic%20love.
• https://parade.com/947956/parade/riddles/
====================================================================
Answer Key
Level 1: LOAD (Answer may vary)
Level 2: ENGAGE (Result may vary)
LEVEL 3: ADVANCE (Result may vary)
LEVEL 4: REFINE (Result may vary)
LEVEL 5: NURTURE (Result may vary)
Message for the Riddles: Your word is powerful. It may give light to others and it might give
you money. Carefully use it day and night or you might end up gaining nothing.
Written by:
Terenz Khryst Arellano

-------------------------------------------------------------------------------------------------------------
ACTIVITY 5
BADGE EARNED:
121

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English for Academic

LEARNING ACTIVITY SHEETS

Practice personal hygiene protocols at all times 1

Printed by DepEd Regional Office No. 02

Practice personal hygiene protocols at all times 2

Analyzes the arguments used by the writer/s in manifestoes 4 – 15

Determines the objectives and structures of various kinds of reports 48 – 64

Designs, tests and revises survey questionnaires* 65 – 73

Conducts surveys, experiments or observations* 74 – 85

Gathers information from surveys, experiments, or observations* 86 – 96

Practice personal hygiene protocols at all times 3

Name of Learner: _____________________________Grade Level: _____________

LEARNING ACTIVITY SHEET

Background Information for Learners

In academic writing, an argument is usually a main idea, often called a “claim” or

5 tips to properly argue your point

In analyzing an issue, remember the following guidelines:

MELC: Analyzes the arguments used by the writer/s in manifestoes (CS_EN11/12A-

CG: Analyzes arguments used by the writer/s in manifestoes (CS_EN11/12A-EAPPIIa-d-3)

Hello, learner! Welcome to our academic adventure.

Directions. Activity 1: Hello, learner!! As a preliminary activity, I have here a crossword

Practice personal hygiene protocols at all times 5

SOCIAL ISSUES TYPE OF FACTUAL

During the martial law period, the Supreme Court heard

Poverty and other social miseries are in large part due

Drug addiction, in the simplest terms is the strong

The issue that the Philippine educational system faces is

Brain Drain is a persistent problem evident in the

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Wow! You are half way there, my dear!

Directions. Activity 3: The illustration below shows a sample manifesto of different

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We stand in solidarity with Leni Robredo.

Benjie Abadiano, President, Assisi Development Foundation

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Keep going, dear! You are almost there!

(NOTE TO ILLUSTRATOR, PLEASE CHANGE THIS INTO AN ORIGINAL

Topic based on the picture:

My own arguments based on the topic or issue:

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So as to leave no room for misunderstanding, I shall define my terms:

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1. I learned that in choosing a stand in an argument, I need to

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RUBRICS IN ANALYZING A MANIFESTO

CATEGORY 4-EXCELLENT 3-GOOD 2-MARGINAL 1-BELOW

POSITION The position statement The position A position statement There is no

SUPPORT Includes evidence, Includes some Lacks specific Evidence is over-

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TRANSITION A variety of thoughtful Transitions show Some transitions The transitions

Answer Key for Level 1-Load

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REAH MAY S. GINEZ

Do not Write on this Portion

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LEARNING ACTIVITY SHEET

Defending a Stand on an Issue through Reasonable Arguments

Background Information for Learners

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Name of Learner: _________________Grade Level: _

Answer: _ cdee vien Answer:

Answer: Answer: