CHAPTER 4

Communication for Work

Purposes
 LESSON 1
Communication for Nurses: Writing Basic Patient Notes
Let’s Achieve These!
 Organize details gathered from informants
 Write patient notes correctly and accurately
Engaging: Putting Things in the Right Perspective
There are times when you are presented with a plethora of information and you find yourself having difficulty recalling them all.
What strategies must you do to be able to systematically store and recall these information?
Initializing
1. As a nurse, what are the information that you need to write?
2. How should you organize your notes?
Concept Grounding
Watch the video from https://www.youtube.com/watch?v=GxumhC3C1ss
Remember:
Patient notes record the assessment of the patient’s condition before, during, and after the treatment; hence, these notes can
be classified as initial notes, interim or progress notes, and discharge notes.
Initial notes refer to the first or earliest assessment, interim or progress notes refer to the assessment reports done in order to
monitor the condition of the patient, and discharge notes are reports given once medication is discontinued or the patient is released
from the hospital.
SOAP format is one way of organizing patient notes.
Subjective (assessment given by the family member or patient himself)
Objective (assessment seen by you or reflected in laboratory or other medical reports)
Assessment (diagnosis)
Plan (procedures to be done to address the diagnosis)
Firming up
Using a graphic organizer, illustrate the concepts of patient notes.
Concretizing
With 5 members in a group, present a 2-minute hospital scene in which the concepts of patient note taking using the SOAP
format is employed. Present the patient note that you took from the hospital scene to your classmates.
Introspecting
I realized that patient notes are…
I, as a nurse responsible in writing patient notes, should…
LESSON 2
Communication for Journalists: Writing a Lead
Let’s Achieve These!
 Identify the essential details of a lead
 Write a lead for a news article
Engaging: Putting Things in the Right Perspective
1. Write an opening paragraph for the most interesting news that you have recently read or watched.
2. As a budding journalist, how should you write the opening paragraph of your article?
Initializing
1. Read the following lines. What essential details are capitalized in each line?
a. President Rodrigo Duterte has assured Filipinos that they hold ownership over Benham Rise. (Rappler, February 10,
2018)
b. President Rodrigo Duterte said he will order the Philippine Navy to fire at those who try to exploit the country’s
exclusive economic zone (EEZ), (CNN Philippines, February 10, 2018)
c. “Benham Rise is ours.” (Eagle News, February 10, 2018)
d. MANILA exclusively owns the 13-million-hectares undersea Philippine Rise, President Rodrigo Duterte maintained
Friday, February 9. (Sun Star, February 10, 2018)
2. How were the essential details presented?
Concept Grounding
Writing the opening paragraph of a news article or the lead is one of the most challenging tasks. The manner of presenting the
lead may dissuade the readers from reading the entire news article.
 Perhaps, a traditional way of opening a news article is using the summary lead or the straight lead (presenting the W’s and the
H). Other types of lead include question lead, quotation lead, funny lead, anecdotal lead and descriptive lead.
Whatever type of lead you decide to use, remember to:
1. emphasize the most important details;
2. be specific and concise; and
3. use active verbs as much as possible.
Firming up
1. Write an acronym poem about what a budding journalist should remember in writing a lead.
L = _______________________________________________
E = _______________________________________________
A = _______________________________________________
D = _______________________________________________
2. a. Bring four different newspapers in class. Make sure that these newspapers were published on the same data.
Choose news article with the same topic from each newspaper. Cut out the leads of your chosen news articles. Paste them on
a short bond paper.
b. Using a graphic organizer, illustrate the similarities and differences of the lead you placed on the bond paper.
Concretizing
Look at the calendar of your university, choose two events that have already transpired and two events that will still be
celebrated. Write news leads for these events.
Introspecting
I realized that as a budding journalist, I…

LESSON 3
Communication for Tourism: Tour Guiding
Let’s Achieve These!
 Create an effective promotional multimedia material for tourists
 Write effective tour commentaries

Engaging: Putting Things in the Right Perspective

Traveling is one of the most exciting experiences that enrich human lives. The quotes below express exactly what travel is.
“The use of traveling is to regulate imagination with reality, and instead of thinking of how things may be, see them as they
are.” – Samuel Johnson
“The world is a book, and those who do not travel read only one page.” – Saint Augustine
“Travel and change of place impart new vigor to the mind.” – Senec
You have probably been a traveler or a tourist once or twice. Do you find truth in the quotes above or do you have an entirely
different idea about what travels can do?
As a tourist, you must have sought assistance from other people for directions and advice in an unfamiliar place. Can you
remember how you felt during that time? There might also be travel moments you will never forget. What made those moments
unforgettable? Was it the beauty of the place or the experience you had with people?
Tourism has become very relevant to almost all business industries. It has generated the consumption of goods and services;
thus, it has generated significant economic gains to various businesses. The success of tourism business is determined not only on the
nature of business but also on the people involved. In tourism, tour guides play the role of creating good impressions generate word of
mouth reputation which makes an excellent free advertisement for any tourism business.

Initializing
A. Match each description in Column A with the items in Column B.
A B
1. Known for its sweetest mangoes not only in the Philippines a. Baguio City
but in the world; the mango capital of the Philippines.
 2. Home of the best-preserved example of a planned b. Batanes
Spanish colonial town in Asia.

3. Known as the “paradise of the north” and the country’s c. Bohol

smallest province; both in terms of land area and population.

4. Home of the 1,268 cone-shaped hills known as “Chocolate d. Boracay

Hills”

5. The host city of “The Panagbenga Festival” and e. Cebu City

Philippine’s summer capital

6. Dubbed the “Fruit Basket of the Philippines” and “City of f. Coron

the Land of Promise”

7. Recognized by the World Conservation Organization as a g. Davao City

community conserved area because of its strict conservation
rules and forbidden/sacred lakes and beaches

8. Where Yamashita surrendered to Filipino – American h. Guimaras

Forces in 1945

9. Known as the Queen City of the South i. Kiangan

10. Home of the underground river known as one of the j. Puerto Princesa
seven wonder of the world
k. Vigan City

A. Say something beautiful and important about your town and people. Talk with your teacher and decide how you are going to do
it whether by group or individual.
Concept Grounding
Tourism is travel for recreational, leisure or business purposes. Like other businesses, tourism is highly perishable. Hotel with
no booking, buses and airlines with no passengers lose their value. Promotion of tourism, therefore, is necessary to sustain the industry.
This is where tour guides contribute best.
Tour guides, to be effective, must possess good communication skills. In fact, communication is their main tool.
Communicative Goals in Tour Guiding
1. Inform, remind and advise
This goal includes giving directions and commentaries, explaining itineraries, reminding tourists of safety tips and security,
describing weather conditions and situations, challenges in the place etc.
2. Promote and persuade
One of the tour guide’s main responsibilities is to sow interest in people to visit places especially that of his/her own. The
power to persuade people to visit a certain place depends on several factors which include the promoter’s choice of information to
give, the connection he as with clients and his attitude toward the place.
3. Clarity
Misinformation often leads to misunderstanding and confusion. Problems may arise during travel due to circumstances
beyond the tour guide’s control. These problems may force the tour guide to alter original plans. Such changes should be
communicated clearly to the tourists to avoid confusion.
4. Build rapport and relationship
Good conversations with tourists lead to good rapport. Good rapport reinforces more business transactions and business
network.

5. Gather feedback for improvement

Open communication with tourists is an avenue of evaluating the service provided. Constructive feedback is used as basis
for changes to improve tour guiding services while positive feedback inspires tour guides to sustain the quality of their work.

Communication Tasks for Tour Guides

1. Receiving telephone calls
The way one handles a telephone may be the first impression that a company makes on a prospective client. The tips
below will help create a good impression.
  Always have a notepad and a pen near the telephone.
 Pick up the phone after two to three rings.
 Greet the caller and identify yourself and your enterprise.
Example: “Hello. Good morning. This is (your name) of Leisure Travel and Tours”
 Ask what you can do for the caller.
Example: “How may I help you?”
 Listen attentively
 Write down the message for completeness and reference especially if the message is to be relayed to another
person or if the message is long.
 Express your joy of having answered the caller’s query.
Example: “It’s my pleasure to have answered your questions.”
“You are welcome.”
“Do call us if you have more questions.”
2. Preparing an itinerary
Itineraries are prepared primarily to estimate the time to be spent in each site and to systematize the whole tour
experience. With an itinerary, unnecessary delays will be avoided.
An itinerary includes the following information: the time, places, and activities.
3. Giving tour commentary
A tour commentary is delivered while tourists are riding on a tour bus. The commentary provides descriptions, history,
trivia, anecdotes, and any relevant and interesting information about the place being visited. A tour commentary enhances tourist
interest in and appreciation of the site. A tour guide, therefore, needs to master all information that will make a tour commentary, a
very informative and effective one.
Preparation of a tour commentary requires a thorough knowledge and understanding of the place; delivery requires
practice.
Here are some suggestions for effective tour commentaries:
 Deliver tour commentaries at the right time. For example, while the bus is approaching a site of interest, you will say, “Coming
up on the right is the where…”
 Keep your commentaries light as tours are primarily for leisure.
 Adjust your pace according to the speed of the vehicle.
 Extend the commentary if necessary. Anecdotes and humor add life to the travel experience of the tourists.
 Add personal and positive comments about the place.
 Do not write or read what you will say. Reading will make you an unprofessional tour guide.
Communication Techniques to Dealing with Complaints
Although unpleasant, complaints signal to the service provider that he or she has a chance to clarify, explain, apologize, and/or
make up to the tourists what might have gone wrong in the service.
The suggestion below may be of importance when the need arises.
 Acknowledge the tourists’ right to complain.
 Express your empathy. Listen attentively and understand where they are coming from.
 Act on their complaints as soon as possible.
 Offer an alternative plan/solution for problems.
(Tour guides should foresee possible tour problems so that an alternative plan is always ready. Common tour problems include
delays, vehicular malfunction, unfavorable weather conditions, health issues, etc.)
 Follow through on the solution

Effective communication is integral component of successful tour guiding. Good communication bridges almost all the
gaps arising from differences; it mitigates and solves problems; it builds genuine relationships among people of diverse
cultures; and it lays the foundation of understanding among people of both business and personal relations. Effective
communication reinforces customer satisfaction which generates patronage.

Firming up
1. What is tour commentary? How should a tour guide deliver it?
2. Do you believe that when a travel agency (of which the tour guide is a part) does not meet customer expectations, the business
relationship between the customer and the agency ends? Explain your answer.
3. In what way can effective communication sustain tourism industry?
4. State one general rule that will serve as a tour guide’s code in customers/tourists.
Concretizing
1. Make a 3-4 minute promotional video for a potential tourist description (a town that has not yet been fully discovered as a
tourist spot but has natural and beautiful scenery). Be sure to include a good tour commentary in your video.
 Decide with your teacher about the rubric to be used to rate your video. The rubric should include but not limited to the
following: clarity of voice, quality or technicality of the video, content of the video, effectiveness of language (word choice), and
adherence to time limit.
2. How will you address the tourist’s complaint below?
Customer: Miss Tour Guide, why do we have to wait for so long to be served in this restaurant around here? My gosh! It’s
taking us too long!
3. Read the case below and propose a solution. Communicate the problem and the solution to the tourists. Dramatize the scene.
Discuss with your teacher how the grouping will be.
You have been informed by the secretary of your travel agency that thirteen tourists were scheduled to arrive at the
airport. You were assigned as the tour guide of the group. You prepared the itinerary and made the necessary arrangements
for transportation, meals, and accommodation according to the tourists’ preferences. You went to meet the group at the airport.
When they arrived, you found out that there were 30 of them. The transport was good for only thirteen and so is the
accommodation.
Introspecting
In this lesson on tour guiding, I learned the importance of…
LESSON 4
Communication for Teachers: Storytelling
Let’s Achieve These!
 Describe pictures within a given time frame
 Tell a story effectively
Engaging: Putting Things in the Right Perspective
What makes the students enjoy the class? What do the teachers exhibit in conducting their lessons?
Initializing
As future teachers, it is essential that you hone your craft in leadership and teaching. You need to be able to use the language
when you explain, describe, retell, interpret, plan, and give instructions and feedback. You need a good command of the language when
you attempt to develop the social language of your students for them to communicate effectively in various activities like listening to
stories, sharing information, following directions, solving problem in a conversation, and the like.
Concept Grounding
One of the responsibilities of teachers is stimulating their students’ imagination and understanding of the world. One approach
that is commonly used is storytelling. Stories according to Aiex (1988), play significant roles in students' growth and through these, they
would learn to appreciate literature.
Storytelling is a powerful way of communicating and conveying emotion by improvisation or embellishment. It is the art of using
language, voice, movements, and gestures in order to reveal images and elements of the story to an audience. This is often used by
teachers, parents, and professionals to elaborate or convey messages, to entertain to educate, and to preserve culture.
Reasons why storytelling is recommended as a strategy for teaching:
1. Cooter (1991) and Bla (1998) forwarded that the excitement and drama of storytelling provide a context that holds students'
attention. Stories are used to motivate, create an immense interest, attracts listeners, attracts listeners, and promotes
communication.
2. Stories are an enormous language treasure. Storytelling is one of the oldest arts of telling morals and thousands of these
stories have been created and passed down. Many old stories are regarded as the models of language and treasures of the
culture, from which learners at various language levels and age groups can find suitable stories to read and tell.

3. Storytelling provides a lively atmosphere and a real-life environment that encourages the students to participate. When they
listen to stories, they easily can plunge into the plots and scenes and identify themselves among the characters.
Firming up
Image Description: A number is assigned for each picture. Pick a number from the box then describe in one minute the picture that
corresponds to the number you picked.
Concretizing
1. Tell-Tale:

Draw a list of five words or phrases from the teacher's box. From the five words or phrases, come up with a story.
Sample list of 5 words
1. Mat, bat, cat, fat, rat
2. 1 liter of tears, 1 pint of kindness, 1 bowl of friendship, 1 cup of love, 1 tablespoon of lust
3. Annoying orange, angry birds, singing pig, praying mantis, Alice Bungisngis
 Use quotation as your grabber and restatement of the lesson or moral of your story as your closing.
You are given 2 minutes to prepare and 3 minutes to deliver.
2. Storytelling: Choose any folklore that you are familiar with. Make sure that the story can be told in 3-4 minutes. Prepare any
hand props, materials, or upper garments that you can use to elaborate some situations in the story. Rehearse with
appropriate nonverbal (facial expressions, gestures, movements, voice variety) to show animation in the delivery. Ask
someone to video your presentation.

Introspecting
Self- Video Feedback: Watch your video (as if you are watching another person's presentation) after your presentation and
give feedback to yourself objectively.
I observe that (things that worked in the presentation)…
I think it would have been better if (points for improvement)…

LESSON 5
Communication for Business and Trade
Let’s Achieve These!
 Identify strengths and needed skills for improvement
 Construct personal and business SWOT analysis
Engaging: Putting Things in the Right Perspective
What image can you see from the photo? What does the photo tell you about your future major responsibilities?

Initializing
In order to prepare you in the global work force, you must prepare yourselves to demand of the industry, and one way of
achieving this is through enhancing your English Communication skills. As university students, you need to develop your expertise how
to sell an idea in a product presentation, project proposal, and other opportunities making networks and connections in business.
Enhancing your craft in oral presentations will make you succeed in your future internships and future career.
Concept Grounding
A. Definition and Relevance
A SWOT analysis or a SWOT matrix is a diagram that shows an organization’s or person’s key strengths, weaknesses,
opportunities, and threats. Doing this type of analysis, any organization, corporation, or company can innovate or adapt new ways
or strategies to put itself better in the corporate world.
B. Internal factors VS External factors

1. Internal factors. Internal factors are things that we can control. An example is when workers in the company spend time and
effort on fixing computer crashes. As a solution to this problem, the employees could be trained or better software could be
purchased.

2. External factors. External factors are things we cannot control. For example, is inflation rate of goods due to government
regulations.

C. Benefits of SWOT analysis capabilities

1. SWOT analyses identify any company or organization's capabilities and resources. Moreover, they also provide a look on the
organization's competitive environment.
 2. Based on the result of SWOT analysis, the company can create a better marketing strategy.
3. A SWOT analysis can create a new venture or new opportunities for the company especially the ones that are not yet
explored.
4. This can be an aid for the managers and directors reduce threats by understanding their company's current weaknesses.
5. This can be used by the people in a company as a planning technique.
6. Individuals who like to develop their careers can do SWOT analysis for it identifies their skills, opportunities, and abilities.

D. How to make SWOT analysis

1. Make sure that the analysis heads to the right path or direction by defining your objective. If your study focuses on what
matters, this will eventually provide you a right strategy.

2. Focus on the internal and external factors.

a. Strengths. Identify the things that do better in your company rather than the competition. Are the people familiar to your
products or brand? What is your competitive advantage? Which one from your internal resources is doing best or the one that
excels in all aspects of intellectual property or human resources?

b. Weaknesses. In what areas are your competitors outclassing your company? What holds your business back? Are there any
things you can avoid? Does your business lack something? Or weakness? For example, it may not have enough suitably-
skilled workers. This is an area that you can control.
c. Opportunities. Opportunities can help your company grow. Can you turn any changes in technology, laws, or society, for
example, into an opportunity? Consumers today are more aware of and interested in the quality of life.

d. Threats. Are there obstacles stopping your company from growing? What are these rules, regulations, or technology that
impede your business? Some aspects of society may also represent obstacles. Is inflation rate a threat to the business?

E. Matrix

SWOT Analysis of a Coffee Shop

Weakness
Strengths No experience in operating
Close to universities and public transport. a business
Cheaper products offered other than popular Lack of funds for the start
brands. up of the business
Ambiance is good for study and leisure. Less popularity compared
Growing demand by different markets for to well-known brands
coffeeshops. Staffs to be trained for
operations

Threats
There are lots of popular coffee shops
Opportunities
There are also competition
New products and services are offered for
expansion of the market with other coffee shops
Brand franchising is also an opportunity to also starting-up
expand business Market tastes are
Co-branding or strategic alliance with other changing
firms Price for coffee beans and
Diverse target market other supplies may
increase

Firming up
 1. Create a personal SWOT analysis.

Given the situation, plot the applicant's SWOT in a matrix. You can make any graphic organizer showing the relationship of the
four elements.

Situation: Imagine someone called Tony wants to' evaluate his employment status. Based on the information given, construct a
SWOT analysis by providing information for each characteristic
- Strength: Tony attended post graduate.
- Weakness: He has no work experience.
- Opportunity: He can be relocated to other places.
- Threat: In his city, there are less job opportunities related to his field.
Concretizing
1. Create your Personal SWOT Analysis
Directions: Imagine you are going to apply as a marketing director, accountant, general manager, financial analyst, or any
position you wish in a corporate world.
a. Assess yourself first by listing your potentials, capabilities, talents, skills or skills to improve in a draft.
b. Edit and proofread your work. You may write the items in phrases. Observe parallelism in writing the items.
c. Use the matrix below to plot your own SWOT.
d. Present this orally in the class. Each of you is given two minutes to deliver.
(Oral presentation is not graded)
2. Business Plan Presentation
Directions:
a. In a group of five, create a type of business you wish to have in the future. Name your business and identify the nature of it
(Product oriented or service oriented) or how it is operated.
b. Make a simple feasibility or viability study of your business (strategic location, population density, market potential, etc.).
c. From your gathered data, make a SWOT analysis then present this in a power point presentation. Strategize how you will
divide the task since this is a collaborative work. Each group is given 8-10 minutes to present.
d. The presentation should include title slide (name of the company and your names as on others'), and the fourth slide is the
SWOT analysis. (Presenters), second slide (rationale), and third slide (how is the concept of the business different guidelines
for the power point presentation:

 Each slide should illustrate one major idea; content should be clearly visible to everyone in the audience, including
those in the back of the room.
 Keep the graphics and layout simple, with plenty of open space.
 Use san serif typeface such as Arial or Helvetica.
 Use color for emphasis only; use colors consistently.
Introspecting
1. Rate the level of your confidence in the SWOT analysis presentation from 0 which indicates anxiety to 10 which indicates
confidence. Explain your rating.
2. Did you have struggles skills or difficulties when you were presenting? What coping skills did you use to combat those
difficulties?
3. What are the challenges you encountered when you were doing the SWOT analysis project? In what ways did these
challenges make you a better person?

LESSON 6
Writing Business and Technical Report
Let’s Achieve These!
 Explain the classifications, parts, and types of reports
 Write a sample report applying the principles of report writing style
Engaging: Putting Things in the Right Perspective
1. List the types of reports you usually do in school. How do you frame such reports?
2. Bring old reports from the student council, government offices, companies, schools, hospitals, and other organizations.
3. Draw a Venn diagram to show the similarities and differences of school reports and the report that you brought.
Initializing
A Report is a comprehensive document that covers all aspects of the subject matter of study. It presents results of an
experiment, investigation, research, or an inquiry to a specific audience.

Business and Technical Reports

 Classification Types Parts

Formal Informal Progress Reports Cover Page

Sales Reports Title Page
Personnel Evaluation Table of Contents
Feasibility Reports List of Illustrations
Literature Review Executive Summary
Credit Reports Main
Informational Reports Body/Findings/Discussions
Analytical Reports Conclusions
Recommendation Reports Recommendations
Research reports References/Sources
Case study analyses Appendices
Concept Grounding
Characteristics of a Report
1. It presents information not an argument.
2. It is meant to be scanned quickly by the reader.
3. It uses numbered headings and sub headings.
4. It is composed of short and concise paragraphs.
5. It uses graphic illustrations such as tables, graphs, pie charts, etc.
6. It may have an abstract or an executive summary.
7. It may or may not have references or bibliography.
8. It often contains recommendations and/or appendices.
Report Categories
I. The Informal Report
 It functions to inform, analyze, and recommend.
 It may be in the form of a memo, financial report, monthly activities report, development report, research, etc.
 It is written according to an institution's style and rules. Introductory and prefatory parts are not required.
 It is used for conveying routine messages.
Types of Informal Report -
A. Progress report - written to provide information about the way a project is developing
B. Sales activity report - helps a firm to understand about the progress of the sales people and also identify the shortcomings
C. Personnel evaluation – used by an organization to assess an employee's performance
D. Financial report - a presents formal record of the financial activities of a business, person, or other entries
E. Feasibility report - assesses the viability of a new project; details whether or not a project should be undertaken and the
reasons for that decision; persuades or helps the decision makers to choose between available options
F. Literature review - conveys to the readers the work already done and the knowledge and ideas that have been already
established on a particular topic of research
G. Credit report - details report of an individual's credit history prepared by a credit bureau (Credit bureaus collect information and
create credit reports based on that information, and lenders use the reports along with other details to determine loan
applicants' credit worthiness.)

II. The Formal Report

 It is an official report that contains a collection of detailed information, research, and data necessary to make
decisions.
 It is formal, complex and used at an official level.
 It is often a written account of a major project.
 It may be in the form of launching a new technology or a new project line, results of a study or an experiment, a
review of developments in the field, etc.

TYPES OF FORMAL REPORTS

Type Characteristics Examples

Informational report Provides data, facts, feedback, and Results of a research on the rise of
other types of information without HIV patients
analysis or recommendations.

Presents an update of an operation,

an information or status of a current
research so readers can understand
particular problem or situation.
Analytical Reports It goes beyond just presenting results. Explanation of what causes a
phenomenon.
Analytical reports present results,
analyze those results, and draw Presentation of the results
conclusions based on those results. It of a traffic study showing
attempts to describe why or how accidents at an intersection
something happened and explains - the report explains what it means.
what it means
Explanation of the potential
results of a particular course of
action.

Suggestion which option,

action, or procedure is best.

Report writing on monthly

budgets, staff absentees
and so on…
Recommendation Reports This type advocates a particular using treatment X is more
 course of action. This usually presents efficient than treatments Y
the and Z. However, that does
results and conclusions that support not mean that you will use
the recommendations. treatment X as cost and
other considerations might
What should one do about a problem? recommend treatment Y.

Can a team do something?

Should one change techniques,

methods,
technology, or do something else?
RESEARCH Most widely used report usually in Writing a report on some
REPORTS university levels. product development.

Report writing for your

competitor's activities.
CASE STUDY Includes real life examples Widely used in university
ANALYSIS REPORTS level competitions.

PARTS OF A REPORT

Parts of the report Brief Description Contents Language Characteristics

Title Page Name of the report. Name of the report in all factual
caps (e.g. FINAL REPORT)

Receiver's name, title, and

organization

Team name and team

members

Date submitted
(month/date/year)

The author/s, and their

association
organization.

No page number on title

page (page
1 is executive summary)
Table of contents What you find in the report Show the beginning page factual
number where each report
heading appears
in the report (do not put page
number range, just the first
page
number).

Connect headings to page

numbers
with dots.

Headings should be
grammatically
Parallel

Include major section

headings and
sub-headings

No page number on TOC

page
Executive Summary A summary of the report Should be no longer than Factual, use of third person,
one page. use of passive verbs

It provides the key

recommendations and
conclusions, rather than a
summary of the document.
Introduction Background, problem, Briefly describe the context. Factual, use of third person,
approach, definition of use of passive verbs
special words used Identify the general subject
matter.
 Describe the issue or
problem to be reported on.

State the specific questions

report answers.

Outline the scope of the

report (extent of
investigation)

Preview the report structure.

Comment on the limitations

of the report and any
assumptions made.
Methods Methods of procedures For all types of research Factual, use of third person,
which led to the findings provide: use of passive verbs

Goal for each piece of

research (what is your
question/hypothesis?)

Data source
For surveys give the number
of surveys distributed, how
was it distributed, how the
population was
chosen.

For observations give how,

when, and where the
observations occurred.
Findings Results, The goal is to supply proofs Factual, use of third person,
investigation, for use of passive verbs
Research, and calculation conclusions.

Discuss, analyze, and

interpret (don't just give
results, also say
what they mean -particularly
with
benchmarking).

Remember to report on all

your research, including
interviews with client and
personal observations
(discuss in methodology
too).

Support your findings with

new
evidence.

Provide summary paragraph

of key
findings and their
significance at end
of section.

Explain all graphs in writing.

Arrange the findings in

logical
segments that follow your
outline.
Findings should be
presented in the
same order as discussed in
methodology.

Use clear, descriptive

headings.

Present "just the facts", no

 opinions,
and no feelings.
Conclusion Interpret and summarize the Transition signals
findings. such as it seems that, the
results indicate that, it is
Say what they mean. probable that. etc

Relate the conclusions to the

report issue/problem.

Limit the conclusions to the

data presented; do not
introduce new
material.

Number the conclusions and

present them in parallel
form.

Be Let’s Achieve This! avoid

exaggerating or
manipulating the data.
Recommendation Things that should be done Make specific suggestions
as a result for actions to solve the report
problem

Avoid conditional words such

as
maybe and perhaps

Present each suggestion

separately
and begin with a verb

Number the
recommendations

Describe how the

recommendations
may be implemented (if you
were
requested to do this)

Arrange the
recommendations in
an announced order, such
as most
important to least important.
Bibliography Books, magazines, journals,
reports, and other references
used

Firming up
1. What are the two main categories of reports? Explain the difference.
2. Using a graphic organizer, illustrate the parts of a report.
Concretizing
1. Using the sample report you utilized in the engagement part of this lesson, analyze how the English language is used in terms
of structure, tense, and voice. How does the language differ from other forms of writing?
2. What is your advocacy right now? Who are your target audience? Using the appropriate type of report, make a write-up of your
advocacy. Incorporate all the parts of a report.
Introspecting
In this section on writing business and technical report, I…

LESSON 7
Communication for Employment: The Resume
Let’s Achieve These!
 Use personal SWOT analysis or self-assessment exercises in planning what to write in a resume
 Write an effective and appropriate print and scannable resume
Engaging: Putting Things in the Right Perspective
Complete the table below. Give two or three details as well as a general statement.

Describe a time when you… Details General statement

1. used facts or figures to gain
agreement on an important point.
2. identified a problem faced by the
group or organization and developed a
plan for solving the problem.
3. made a presentation
4. responded to criticism.
5. persuaded other people to take
actions you wanted.
6. helped a group deal constructively
with conflict.
7. demonstrated something creatively.

1. Identify which job(s) each detail is relevant for.

2. Identify which details would work well on a resume
3. Identify which details, further developed, would work well in an application letter
Initializing
In writing resume, you start by doing an inward assessment of yourself and by asking questions, "How can I encourage the
employer to pay attention to my resume? And what kind of resume should I use?" These questions may be your starting point in fitting
your qualifications, skills, and experiences in creating your effective advertisement.
Concept Grounding
What is a resume?
A resume is a persuasive summary of your qualifications for employment. If you are in the job market, having a resume makes
you look well-organized and prepared to your prospective employers. Together with this text is an application letter or a cover letter that
introduces you to these employers. Writing these two texts may also serve as an ego-building experience: the person who looks so good
on paper is you! When you send both to your prospect employers, you are making an argument for why those employers should want to
meet you or even hire you. Moreover, writing a resume and application letter is writing an advertisement selling your skills, talents, and
abilities to the employers who will likely sift through many applications to decide whom to grant an interview. Thus, resumes and
application letters require a level of care that few other documents do.
Types of Resume
1. Print resumés are printed on paper for prospective employers to scrutinize. They are designed to emphasize key information
using bold or italic typeface.

2. Scannable resumés are designed to be read by computers; hence, they are to be formatted using single typeface or without
italics or bold.

Name in boldface
Franchesca U. Morales
20 Evangelista Street
Leonila Hill, Baguio City 2600
+63917-245-2288
[email protected]

OBJECTIVE To obtain a financial associate position where I can utilize Objective tailored
my strategic, analytic, and organizational skills and
interpersonal communication skills to specific job
soughts
EXPERIENCE
April-October MLX Mining Corporation, Bakun, Benguet
Work experience in
2015 Inventory Clerk,
reverse chronological
 Did inventories on equipment and tools order
 Verified and computed amounts of inventories on
record
  Reconciled and reported on reasons of
discrepancies of count and computations
July-September MLX Mining Corporation, Bakun, Benguet
2014 Office Clerk Trainee
 Monitored budgeted expenses of every department
 Computed premium pay of employees
 Organized records on file
2012-2014 GLOLINKS Corporation, Baguio City
Customer Service Representative
 Provided clients their financial status
EDUCATION Santa Catalina College, La Trinidad, Benguet
Bachelor of Science in Accountancy
HONORS Dean’s Lister from 2008-2010
Loyalty Medalist
ACTIVITIES Varsity Player in Volleyball, Organizations Fund-raiser
SKILLS Microsoft Office; SPSS for Windows; Eudora Pro; Format to fill
PowerPoint; Fluency in English and Filipino Languages; Driving
entire page
REFERENCES Yochabel L. Que, MPsych
Head, CSR Department
GLOLINKS Corporation
25 Jump High Bldg., Harrison Road, Baguio City
(074) 442-000
Engr. Xynai M. Sly
Supervisor
MLX Mining Corporation
Poblacion, Bakun, Benguet
(074) 443-0000
Jyra P. Sim, CPA, PhD
Dean, College of Accountancy
Santa Catalina College
Km 5, La Trinidad, Benguet
(074) 444-0000

Scannable Resume

Franchesca U. Morales All information in

Key words: public relations; accountant; auditor; bookkeeper; sales; independent a single typeface,
worker; responsible; hardworking; English language fluency aligned on left
Address margin

20 Evangelista Street
Leonila Hill, Baguio City 2600 No underlining,
Phone: +63917-245-2288
E-mail: [email protected] bold, or italics
No underlining,
bold, or italics Education
B.S. in Accountancy, Santa Catalina College, La Trinidad, Benguet
Experience
Inventory Clerk, April-October 2015
Philex Mining Corporation, Benguet
Reconciliation and report on reasons of discrepancies
of count and computations.
 Office Clerk Trainee, July-September 2014
Philex Mining Corporation, Benguet
Budgeted expense of every department is monitored.
Computation of premium pay of employees. Organizer of
records on file.
Customer Service Representative, 2012-2014
Sitel Corporation, Baguio City
Provider of financial status to clients.
Honors
Dean's Lister from 2008-2010
Loyalty Medalist
Skills
Microsoft Office; SPSS for Windows; Eudora Pro;
PowerPoint; fluency in English and Filipino languages;
Driving
Activities
Varsity player in Volleyball
Organization Fund raiser

Features of a Resume
1. Organization
There are different ways on how you can organize your resume depending on your goals, experiences and qualifications. You
can organize a resume chronologically, functionally, or targeted.
a. Chronological resume is the general listing of all your academic and work experience from the most recent to the oldest.
b. Functional resume is organized around various kinds of experience. If you wish to demonstrate a lot of experience in more
than one area and if you wish downplay dates, you may write this type of resume.
c. Targeted resume generally announces the specific goal up to top, just beneath your name and, offers information selectively.
You can show only the experience and skills relevant to your goal.

2. Succinctness
A resume must be concise. Entries may not be written in sentences but should be parallel. For instance, “Organized inventory
records" rather than “I organized inventory records.” For print resume, use action verbs (organized, designed, etc…) rather than
nouns (organizer, designer etc…) to emphasize your accomplishments. For scannable resume, use nouns rather than verbs as key
words.

3. Comprehensiveness
A resume must present all important details that can gain the nod of the prospective employer. In giving details, however,
carefully choose the words that you use. You may use the exact words in the advertisement provided that they really reflect your
experiences or qualifications. Check all the information you provided from the contact information down the references. Make sure
that all information is reflected correctly and that those whom you placed in the references know that you placed them as sources of
information for your employment before sending the resume.
4. Design
The resume should be reader-friendly and be professionally packaged. For print resume, use appropriate spacing, section
headings, and uniform typeface for each heading. Scannable resume, on the other hand, shall only have one standard typeface.
Firming up
1. Analyze the following parts of a resume then find out which of these need to be revised, dropped, or improved.
2. Write the improved version on the space provided.
3. If correction is not needed, just write OK on the space provided.

Components of a Resume Improved Version

1. To use my acquired knowledge of accounting to eventually
own a business
2. Professional Summary
* 8 years experience in fashion designing
* Fluent in English
* Very proficient in computer or technical
applications
* Entrepreneur
 3. To design and maintain Web pages
4. Experience
Public Relations Specialist, April-October 2015
ABCD Network, Manila
Write press release for clients
Research and create marketing plan

Concretizing
1. Analyzing accomplishments
a. List the 5 accomplishments that give you the most personal satisfaction. These could be things that other people
would not notice. They can be things you have done recently or things you did years ago.
b. For each accomplishment, write skills or talents you used, then write also what personal traits you exhibited.
c. From these accomplishments, identify which of these is personally satisfying to you.
d. Share your answers with the small group of other students.

ACCOMPLISHMENTS SKILLS/KNOWLEDGE YOU USED PERSONAL TRAITS YOU EXHIBITED

1.
2.
3.
4.
5.

2. Making the Resume

a. Choose one job advertisement related to your field and make a print resume for that position.
b. Use the first activity done in engaging, personal SWOT analysis and analyzing accomplishments as your guide in
determining what skills, talents, qualifications and other information you could include.
c. Create also a scannable version of the print resume
d. Before passing your resume for assessment, evaluate it using the following:
Visual Impact
 Does the text visually fill the page?
 Is your name easy to read (large font, surrounded by white space)?
 Are the headings and text easy to skim (bold, rather than underlined or full caps; bullet points)?
Specific Supporting Details
 Does a Summary of Qualifications or Keywords highlight your skills and knowledge?
 Do recent, relevant, substantive details show that you are qualified for the job?
 Do details interest the reader and set you apart from other applicants?
 Are details quantifiable when they help?
Style and Mechanics
 Are duties and accomplishments listed in parallel structure?
 Does the text omit the word I?
 Is the writing tight and forceful?
 Are jobs listed in reverse chronological order (starting with the most recently)?
 If there is a second page, does it contain your name and Page 2?
 Is the resume free from typos and other errors?
Introspecting
Answer the following questions briefly
1. Now you have completed your resume, how much do you like it?
2. Site some instances when you need to pull this resume out.
3. What did you learn in the writing process?

LESSON 8
Communication for Employment: The Application Letter

Let’s Achieve These!

 Write an application letter
 Use the right tone in persuading a prospective employer
Engaging: Putting Things in the Right Perspective
Compare five employment advertisements. What are the common qualifications employers are looking for? What employment
advertisement is relevant to your discipline or industry area? Do you have the qualifications required by the advertisement?
Initializing
Having no experience in the job or position identified in the advertisements may be dreadful or frustrating for an applicant.
Even though you do not have those experiences, you would be able to get the job if you develop your personal brand which you will be
articulating not only in your resume and interview but also in your application letter.
Concept Grounding
A. What is an Application Letter?
Your application letter is generally the first thing your prospective employers will see, and it should motivate them to read your
resume. It provides a positive impression since it contains your claims that you have the qualifications they are looking for.
An application letter serves as a formal introduction of yourself to your prospective employer. It goes with your resume, so you
don't have to give much information. It does, however, have to make favorable impression so you can get an interview. This is achieved
through how the letter is written and presented.
Below is an example of an application letter which cites details that are specifically tailored to a particular position.
 20 Evangelista Street
Street address, city,
Leonila Hill, Baguio City 2600
zip code, date
June 28, 2018

Recipient’s name and Gilbert Reyes

title, organization, Director
address AB Investment
17 Upper Session Road
Baguio City 2600

Salutation, with a
Line space
colon Dear Sir:

Position identified I am writing to apply for the position of financial associate recently
Line space between
advertised at Enigma Courier dated June 25, 2018.
paragraphs
My experiences as inventory clerk and office clerk trainee molded
Match between
my intrapersonal and management skills. With the developed and
experience and job
acquired skills, I believe that I can be of great help to the company. I
description
enclosed my resume, which provides detailed information about my
qualifications.

I will be more than willing to share my ideas with the opportunity to

Availability
be interviewed. You can contact me at my mobile number or email
address.

Gratitude Thank you very much and I am looking forward to your reply so that
we can further discuss my application.

Line space
Closing Respectfully yours,

3-4 lines space

for signature

Sender’s name, typed

Franchesca U. Morales
 B. Features of an Application Letter

1. Qualifications
In an application letter, you need to make clear why you're interested in the position or the organization, to indicate what skills
you possess that matches what the company is looking for or to stipulate why the person you're writing to should at least want to
meet you.
2. Pleasing Tone
When writing application, you need to go beyond simply stating your accomplishments. `Through your words, you need to
demonstrate that you will be the kind of employee the organization wants. Presentation is also important -- your letter should be
neat and error-free.
3. Format
Application letter typically follows a prescribed format, which is a conventional businesslike format. The most common is the
block format shown in the examples. It includes the writer's address, the date, the recipient's name and address, a salutation, the
message, a closing, and a signature.

C. Guidelines for Writing an Application Letter

1. Focus
Application letter is not personal and should not be chatty. Keep it focused: when you're applying for a position, include only
information relevant to the position. Don't make your audience wade through irrelevant side issues.
2. Stay on topic
State the reason for the letter. Unlike essays, which develop a thesis over several paragraphs, or emails, which announce their
topic in a subject line, letters need to explicitly introduce their reason for being written, usually in the first paragraph. When you're
applying for something, say so in the first sentence: "I am writing to apply for the FASIN Scholarship for students majoring in
accountancy.”
3. Think of your letter as an argument
When you're asking for a job, you're making an ARGUMENT. You're making a claim that you're qualified for a certain position
and you need to support your claim with reasons and evidence. Franchesca Morales, for example, cites his education and his work
experience and he offers to supply references who will support his application.
4. Choose an appropriate salutation
lf you know the person's name and title, use it: "Dear Attorney Lim.” If you don't know the person's title, one good solution is to
address him or her by first and last name: "Dear Jean Chavez." If, as sometimes happens, you must write to an unknown reader,
use "Dear Sir or Madam." Another option might be to omit the salutation completely in such situations and instead use a subject
line, for example: "Subject: Public Relations Internship Application." Whenever possible, though, write to a specific person; call the
organization and ask whom to write to. Once you've had an interview, write to your interviewer.
5. Proofread
Few writing situations demand greater perfection than professional letters – especially application letters. Employers receive
dozens, sometimes hundreds, of applications, and often can't look at them all. Typos, grammar errors, and other forms of
sloppiness prejudice readers against applicants: they're likely to think that if this applicant can't take the time and care to
PROOFREAD, how badly does he or she want this position? To compete, strive for perfection.

Firming up
1. Using a graphic organizer, illustrate how the content of an application letter should be organized.
2. Evaluate the following application letter. Underline the lines which are incorrect or ineffective. Using arrows and marginal notes
write the corrections of the lines you underlined.

01 Mac Arthur Highway

Binalonaan
Pangasinan
6/28/ 2018
The Director,
AB Investment
17 Harrison Road, Baguio City
Concretizing
1. Write an application letter for the job advertisement you used and the resume you made in lesson 7.
2. Before submitting your application Ietter, evaluate it using the following:
Adaptation for specific company
 Is the letter addressed to specific person (either the person specified in the ad or the person with the power to create a job for
you)?
 Does the letter show your knowledge of the company and the position?
 Does the letter specify the position you are looking for?
Organization
 If you know the company is hiring, does the paragraph indicate that you are applying for the job and list your major
qualification(s)?
 If, as far as you know, the company is not hiring, does the first paragraph catch the reader's interest and create a bridge to
talking about yourself?
 Does the last paragraph ask for an interview?
Specific Supporting Details
 Do details show that you have the basic qualifications specified in the ad?
 Do details show that you can go beyond the basics to contribute to the company?
 Do details separate you from other applicants?
Style and Mechanics
 Is the writing smooth, tight, and forceful?
 Does the text avoid using I at the beginning of every paragraph?
 Does the text use you-attitude and positive emphasis?
 Is the letter free from typos and other errors?
Format and Visual Impact
 Does the letter use a standard letter format?
 Is the page visually attractive, with a good mix of paragraph lengths?
Introspecting
Explain the relevance of the topic to your career

LESSON 9
Communication within a Company: The Memorandum
Let’s Achieve These!
 Discuss the parts and purpose of a memo
 Explicate the content of a memo
Engaging: Putting Things in the Right Perspective

OFFICE OF THE PRESIDENT

Santa Catalina College
Harrison Road, Baguio City

Administrative Memo No. 25, s. 2017

MEMO
To: All Deans and Heads of Offices
Re: Suspension of Classes and Office Work November 2, 2017
Date: October 20, 2017

Greetings!
To give employees time to observe the All Souls' Day, the Santa Catalina Administration has
decided to suspend work in all offices on Tuesday, November 2, 2017.
Work in all offices and classes in all levels will resume on Wednesday, November 3, 2017.

For your guidance.

President

1. Have you ever seen similar texts as the image above? Where have you seen them?
2. What are they about?
Initializing
The word “memo" is derived from the Latin memorare" changed to "memorandus", and means "to state" or "to tell". In an
organization, it takes the form of a short official note that one writes to a person or to several individuals such as members, faculty,
heads of offices and the like.
Concept Grounding
Regardless of the specific goal, memos are most effective when they connect the purpose of the writer with the interests and
needs of the reader. Memos most frequently contain routine information.
Joe LoCicero (2007) offers a good example of when to use memos. He claims that memos may inform the readers of:
a. Announcements for diverse occasions.
b. Changes such as policies, procedures or processes.
c. Confirmations of discussions, decisions and meetings.
d. Documents for submission such as reports, data, research and results of survey.
e. Recommendations.
f. Requests for further information.
g. Solicitations for opinions.
Though memos are less formal than business letters, they must be crafted in an effective way. Adelheid Thieme in her
presentation for Arizona State University claims that effective memos must be
a. Civilized
b. Concise
c. Coherent
d. Compelling
e. Correct

Firming up
 1. Discuss the purpose and parts of a memo.
2. What parts of a letter should be included in a memo? Why?
Concretizing
1. Study the memos below and answer the following questions:
a. Who do you think sent the memo? Explain your answer
b. What is the best subject for the memo?
c. Who is the recipient of the memo? Explain your answer

MEMO
To:
From:
Date:
Subject:
This is to inform you that the Literary Guild of Santa Catalina College will offer a free workshop on Poetry reading and
writing on April 12, 2018. While not required, all students enrolled in Literature are encouraged to attend the workshop. For
further information, contact Ana in the Literary Tavern by April 1.

Introspecting
What is the importance of knowing what a memo is?

LESSON 10
Communication within a Company: The Minutes of Meeting

Let’s Achieve These!

 Explain the importance of taking minutes of a meeting
 Write minutes of a meeting

Engaging: Putting Things in the Right Perspective

1. Imagine yourself attending an important meeting. Prior to the meeting, it was announced that there will be ten topics for the
agenda. How do you think will everything be recorded for all the members of the group or organization?
2. What do you think might happen if whatever has transpired in a meeting was not recorded?
3. When in meeting, what do you think are important details to be recorded?

Initializing
Official written records of a meeting’s proceedings are called minutes. They serve as an official record, aids in refreshing
memories of participants, supplies information to individuals who were not present, and help prepare members for upcoming meetings.
Unless law or policy mandate that verbatim records be kept, minutes should be reported in summary form.
Minutes should succinctly and truthfully account all pertinent information that transpired in a meeting. All motions and
resolutions should be recorded word-for-word as presented. Individuals presenting motions and resolutions should be identified by name
in the minutes. It is important to indicate that a motion was seconded, but the name of the individual who seconds a motion need not be
recorded. The outcome – approval or defeat – should be included also.

Concept Grounding
Robert’s New Rule of Order
Henry Martyn Robert worked in the Army. One day, he was tasked to be a presiding officer for an important meeting in his
community. Because he realized he had no knowledge of presiding over a meeting, he knew he would be embarrassed. Yet, despite his
inability, he did his best to preside over the meeting.
Due to the nature of his job, he was exposed to different parliamentary chaos across the United States. These experiences
inspired him to study parliamentary books and eventually create a rule book for parliamentary procedure. He then decided to name the
book Robert’s Rule of Order.
Parts of a Minutes
Robert’s Rule of Order (2005) recommends that minutes contain the following items:
 1. Committee or organization name
2. Kind of meeting (regular board meeting, an annual meeting, a meeting of the housing committee or a special meeting)
3. Date, location, and time of beginning and adjournment.
4. Names of the chair and secretary or their substitutes.
5. Names of all present members.
6. Names of guests and their role in the meeting.
7. Reference to approval of last meeting’s minutes.
8. Motions raised. Motions must be written as stated, including the member or individual who raised the motion, and the vote’s
outcome.
9. Reports. Record the name of the report, the name of the member presenting it, and any action taken on the report. If the report
was in writing, attach it, or tell where it may be found. An oral report may be summarized briefly.
10. Other special concerns from committees or individual members.
11. The signature of the secretary upon the approval of the minutes.

These parts may vary depending on the purpose and formality of the meeting. Style will also vary based on the parliamentary
authority of the group or organization.
Sample of Minutes of the Meeting
Baguio City Association of Writers, Inc.
Second Officers’ Meeting
Heritage Conference Hall
February 14, 2018
1:00-5:00pm
1. CALL TO ORDER
President Jose called a meeting to order at 1:00pm, on February 14, 2018.

2. ROLL CALL AND DETERMINATION OF QUOROM

A quorum was established. The following members were present: Maggie Jose, President; Jude Sy, Vice-President; Ana Li,
Secretary; Annie Asan, Treasurer; Connie Magtanggol, Member; Mark Kafagway, Member; Donna Belle; Member; Ann Caroy,
Member; and Shirley Soo, Member.
Absent: Durlyn Egmin, Past-President, Guests: Beck Wakit, Butch Ibanes, and Chong Go.

3. APPROVAL OF THE MINUTES OF JANUARY 15, 2018 MEETING

Copies of the minutes of January 15, 2018, Association meeting were distributed to the members prior to the February 14
meeting. The minutes were approved with one correction: page 3, “…The selection of members for of sub-committee will be
held during the February 15, 2018 meeting…”
4. COMMITTEE REPORTS
Scholarship Awards
Ana Li, the secretary, announced that the organization will be granting two 20,000 Php scholarship next year. Any student who
will be studying Library Science at a university level eligible to apply. Announcements and other pertinent documents will be
sent to all members. All applications must be submitted by August 16, 2018.

5. OLD BUSINESS
Articles for the organization’s yearly journal are due by June 19, 2018.

6. NEW BUSINESS
The organization’s website does not seem to attract individuals and lacks a sense of creativity. A committee was formed to
look into the possible ways of improving the website’s aesthetics and content. Beck Wakit, the committee’s chair has assigned
Butch Ibanes to redesign the website. The committee’s proposal will be forwarded to the board for approval.

7. ADJOURNMENT
The meeting was adjourned at 5:00pm

Prepared by:
Ana Tagle, Secretary

What should be excluded in the minutes?

The minutes are a factual record of business. Robert’s Rule of Order (2005) recommends that the following be excluded from a
minutes:
1. Condemnation or honors: Criticism of members should not be recorded unless it takes the form of an official motion.
Expressions of gratitude should only be included with the permission of the participants.
2. Discussion: Whatever statement was given by the members must be recorded objectively.
3. Extended repeating of reports: Just hit the highpoints or key facts, mostly if there is an attachment of a written report.
4. Opinions or judgments: Omit accounts like "a well-done report" or "a heated discussion."
Who should write the Minutes?
The Minutes are documents significant to an organization. In any kind of meeting, one must take the role of a note taker, a
secretary, or a recorder.
The person who takes the meeting minutes is usually a member of the organization or institution and takes note of the meeting
proceedings while taking part in the conference, assembly, session, or discussion.
In government or legal meetings, an outsider must be the note taker or recorder to avoid biases and maintain impartiality. He or she,
however, must have full knowledge of the adapted parliamentary process to be able to effectively carry out the role.
In some cases, the same person takes the minutes at each meeting. In others, the role of minute taker passes from member to
member or participant to participant. The role of the recorder builds effective leadership skills, effective communication, and full
involvement of members.

Firming up

1. Explain the significance of Minutes to an organization.

2. State the requirements of note taker. Explain each requirement.
3. Why should names of all attendees and absent members be included in the Minutes?

Concretizing
Watch the video of a simulation of a meeting (https://www.youtube.com/watch?v=-oXHqlKrBbQ). Listen carefully for details and make
sure all pertinent information are correctly documented. After watching the video, write a Minutes of the meeting.
Introspecting
In this lesson, I learned that Minutes are…
 CHAPTER 5
Communication for Academic
Purposes
 Lesson 1
Avoiding Plagiarism
Let’s Achieve These!
 Illustrate the differences and similarities of quotes, phrases, and summaries
 Write an acceptable summary and a paraphrase

Engaging: Putting things in the Right Perspective

1. What would you feel if someone claims your ideas or work as his/her?
2. What would you do to avoid such pilfering of idea?
3. Is borrowing acceptable in the intellectual field? Why or why not?

Initializing
With the multifarious information from the internet, books, and other reading resources that will help you finish your academic
papers, it is paramount that we recall how you can avoid using somebody's words or ideas as your own.
Let us first review how to quote, paraphrase, summarize, and to correctly cite authorities.
Quotes, paraphrases, and summaries are introduced by signal phrases. The tense or the verbs in the signal phrases depend
on the conventions of the style (e.g. APA, MLA) you are ascribing to.
Concept Grounding
Quoting is copying the words of the author and intertwining these words to your own. Quoted statements, which are
incorporated at the beginning, middle, or end part or your paragraph are enclosed in quotation marks and are identified with the author's
family name, year of publication, and page number of the journal or book where the quoted statement was lifted from.
Following the American Psychological Association (APA), 6th edition format, quoted statements fewer than 40 words are
incorporated in the texts and are enclosed in quotation marks while statements composed of more than 40 words are set off as block
quotations and are not enclosed in quotation marks.
Less than 40 words
Plagiarism is defined as "the practice of claiming credits for the words, ideas, and concepts of others" (American Psychological
Association [APA], 2010, p1 70).
More than 40 words/ block quotation
Siagto-Wakat (2017) as certained:
Most of the data gathered in studies on language anxiety used verbal communication under quantitative approach employing
close-ended questionnaires (Duxbury & Tsai, 2010; Hismanoglu, 2012; Hussain et al., 2011; Khodadady& Khajav, 2013: Matsuda, 2004;
Marwan, 2007, Orbeta & San Jose, 2013; Ozururk & Hursen, 2013: Rajab et al., 2012, Smith & Schroth, 2014; Thevasigamoney &
Yunus, 2014; Tum, 2012; Williams & Andrade, 2008; Wong 2012; Yahya, 2013; Yang, 2012). Other studies utilized qualitative using
open-ended questionnaire and interview (Khattak et al, 2011; Kocak, 2010), diary and semi-structured interview (Merc, 2011), semi-
structured interview (Riosat, 2011, or semi-structured interview and focus-group discussion (Hashemi, 2011). Some studies delved into
mixed methods using closed ended and open-ended survey questonnaires (Berkleyen, 2009; Grant et al., 2014: Kondo & Ying-Ling,
2004; Ozturk & Gurbuz, 2013), close-ended questionnaires and interviews (Ohata, 2005; Rezaei & Jafari, 2014; Savasci, 2014;
Suleimenova, 2013; Yalcin& Incecay, 014), or close-ended questionnaire and focus-group discussion (Klanrit& Sroinan, 2012;
Pappamihiel, 2002). (p. 228)
For block quotes with more than two paragraphs, the first paragraph is not indented while the succeeding paragraphs are
indented. Also, it the block quote does not introduce the author and year of publication, the name of the author, year of publication, and
page number are placed at the last part of the quoted statement
As ascertained:
Most of the data gathered in studies on language anxiety used verbal communication under quantitative approach employing
close-ended questionnaires (Duxbury & Tsai, 2010; Hismanoglu, 2012; Hussain et al., 2011; Khodadady & Khajavy, 2013; Matsuda,
2004; Manwan, 2007; Orbeta & San Jose, 2013; Ozururk & Hursen, 2013; Rajab et al., 2012; Smith & Schroth, 2014; Thevasigamoney &
Yunus, 2014; Tum, 2012; Williams & Andrade, 2008; Wong 2012; Yahya, 2013; Yang, 2012). Other studies utilized qualitative using
open-ended questionnaire and interview (Khattak et al, 2011; Kocak, 2010), diary and semi-structured interview (Merc, 2011), semi-
structured interview (Riosati, 2011), or semi-structured interview and focus-group discussion (Hashemi, 2011). Some studies delved into
mixed methods using closed-ended and open-ended survey questionnaires (Berkleyen, 2009: Grant et al., 2014; Kondo & Ying-Ling,
2004; Ozturk & Gurbuz, 2013), close-ended questionnaires and interviews (Ohata, 2005; Rezaei & Jafari, 2014; Savasci, 2014;
Suleimenova, 2013; Yalcin & Incecay, 2014), or close-ended questionnaire and focus-group discussion (Klanrit & Sroinan, 2012;
Pappamihiel, 2002). (Siagto-Wakat, 2017, p. 228)
Paraphrasing entails using your own words and own style of writing to state another author's idea. You may use a
grammatical structure different from that of the original text. Paraphrasing requires understanding the original text, setting it aside for you
to write your own text, then going back to the original text to check if what you have written brought out the meaning intended by the
author.
 Original Text:
The activities scheduled on March 19, 2018 for the Strawberry Festival celebration were called off because of the stormy
weather.
Acceptable Paraphrase:
Due to the inclement weather, the March 19, 2018 activities of the Strawberry Festival were cancelled.
Summarizing, on the other hand, warrants the articulation of the important ideas of the original text in a compendious form.
Hence, a research article can simply be summarized in less than ten sentences.
The following research abstract adopted Siagto-Wakat (2017) gives a summary from of a 15-page research article.
This qualitative study explored the use of doodling to surface experiences in the psychological phenomenon of language
anxiety in an English classroom. It treated the doodles of 192 freshmen from a premier university in Northern Luzon, Philippines. Further,
it made use of phenomenological reduction in analysing the data gathered. Findings reveal that doodling can be an effective tool in
surfacing experiences of a psychological phenomenon, such as language anxiety, although this may not be generalizable. The gathered
doodles show that English language learners go through shimming and shaming experiences, specifically, buffing, baffling, shutting,
sweating and shivering, and shattering. The findings of the study can benefit teachers for they can use doodling, a non-verbal tool, in
generating the classroom experiences of their students. More so, the anxiety experiences unveiled in this study will help language
teachers realize the impact of language anxiety on English language learners.
Using APA, 6th edition format, paraphrases and summaries are presented through in text citation.
Examples:
Siagto-Wakat (2017) surfaced that students undergo shimming and shaming experiences.
OR
In 2017, Siagto-Wakat surfaced that students undergo shimming and shaming experiences.
OR
Students undergo shimming and shaming experiences (Siagto-Wakat, 2017).
For citations with two or more authors, the word and is spelled out if the names of the authors are not enclosed in parenthesis
while ampersand is used if the names of the authors are enclosed in parenthesis.
Examples:
Heckler, Forde, and Bryan (2013) found that plagiarism depends on the kind of assignment given to the students.
In 2013, Heckler, Forde, and Bryan found that plagiarism depends on the kind of assignment given to the students.
Plagiarism depends on the kind of assignment given to the students (Heckler, F. & Bryan. 2013).
Firming up
Using a graphic organizer, illustrate the differences and similarities of quotes, phrases, and summaries.
Concretizing
1. Read “The Legend of the Black Rice” then write a summary of it.
2. Read the following paragraph then write an acceptable paraphrase.
Language anxiety experiences, as the findings show, may be experienced cognitively, physiologically, psychologically,
physically, emotionally, psychosocially, or in combination. As a result, it may sometimes be difficult to express through words the
language anxiety experience one wants to share. However, with the use of doodling, a non-verbal tool, the key informants were able to
clearly capture and share their Doodling, therefore, experiences. may also be a potential tool in generating other experiences brought
about by a psychological phenomenon or construct, although its application may not be generalizable." (Siagto-Wakat, 2017)
Introspecting
After recalling the concepts or quoting, paraphrasing, and summarizing, I realized that
 LESSON 2
Writing a Research Proposal: The Topic Proposal
Let’s Achieve These!
 Identify research gap, research objective, and research problem
 Write research objective and research problem

A research entails a careful scientific investigation of a phenomenon through synthesizing and analyzing research literatures in
order to come up with a sound problem and appropriate methodology to correctly gather data, organize, analyze, and present the data
findings about this phenomenon.
Engaging: Putting Things in the Right Perspective
Before formulating your research topic, let us first look at your relationship with research
1. What do you feel about research? Doodle your answer and write a one-sentence description of your doodle.
2. What made you feel such? (your answer in number 1) towards research?
3. Do you think research is important in your chosen field? Why?
4. Do you want to write more research articles? Why?

Initializing
Types of Research
1. Pure Research
2. Applied Research
3. Action Research
4. Policy Research

Kinds of Research Report

1. Academic research report
2. Research Article for Publication
3. Commissioned Research Report

Common Elements of a Research Report

1. Research Title
This presents the capsule of the study; hence, it should not be the first to be written. It is recommended that a title should
not be more than 12 substantial words.

2. Abstract
Generally, a research abstract consists of 150 to 250 words. It presents the research objectives and research problems,
methodology, summary of the findings and conclusions or further implications of the study.
An abstract, which is written as a non-indented single paragraph, is followed by three to six key words. The key words
should not be found in the title or abstract.
3. Introduction
The introduction presents a comprehensive review of research literatures in order to identify a research gap where the
objective of the current research will be anchored from. It also presents the research problems and significance of the study.
The introduction must vividly discuss all the important key terms of the research.
4. Methodology
The methodology must be carefully crafted according to the objective of the study. A sound method leads to solid findings.
The methodology must comprehensively present the research design, participants and locale of the study, data gathering
tools, data gathering procedure, treatment of the data, and research ethics employed in the study.

5. Results/Findings and Discussion

The results or findings of the study show the processed data and is presented according to the research problems. A
discussion follows after the presentation of the findings. While corroborations are considered part the discussion, these are
supposed to be presented moderately in order to highlight the discussion of the findings and their implications.

6. Conclusions and Recommendations

Conclusions are considered as the extension of the findings while recommendations are considered extension of the
conclusion.

7. References
References list the sources or authorities cited in the study. These are presented according to the prescribed format of the
institution or of the publishing companies. Note that only those that are cited on the research article should be listed on the
references.
 Concept Grounding
Finalizing a research topic requires a lot of literature reading. Here are important things that you need to do.
1. Decide on a topic you want to research on. Make sure that the topic is not very broad nor very narrow.
2. Search for as many research articles about your chosen topic as you can.
3. Make a summary of the research articles using a repertory grid.
4. Evaluate the repertory grid. Figure out research gaps or areas of the topic that are not explored. The research gap will be
your basis in crafting your research objective and research question.
5. If you have established your research gap and identified your research objective and research question, you may already
formulate your research title.

Firming up

1. Read the following excerpt of a research introduction then identify the research gap, research objective, and research
question/s. Based on your first answers, write a possible title for the research introduction excerpt.

...Understanding the multifaceted concept of language anxiety requires the use communication, either verbal or non-verbal.
Most of the data gathered in studies on language anxiety used verbal communication under quantitative approach employing
close-ended questionnaires (Duxbury & Tsai, 2010; Hismanoglu, 2012; Hussain et al., 2011; Khodadady & Khajavy, 2013;
Matsuda, 2004: Marwan, 2007; Orbeta & San Jose, 2013; Ozururk & Hursen, 2013; Rajab et al., 2012; Smith & Schroth, 2014;
Thevasigamoney & Yunus, 2014; Tum, 2012; Williams & Andrade, 2008, Wong 2012; Yahya, 2013; and Yang, 2012) Other
studies utilized qualitative using open-ended questionnaire and interview

(Khattak et al., 2011; Kocak, 2010), diary and semi-structured interview (Merc, 2011), semi-structured interview (Riosati, 2011),
or semi-structured interview and focus-group discussion (Hashemi, 2011). Some studies delved into mixed methods using
closed-ended and open-ended survey questionnaires (Berkleyen, 2009; Grant et al., 2014; Kondo & Ying-Ling, 2004: Ozturk &
Gurbuz, 2013), close-ended questionnaires and interviews (Ohata. 2005: Rezaei & Jafari, 2014; Savasci, 2014; Suleimenova,
2013; Yalcin & Incecay, 2014) or close-ended questionnaire and focus-group discussion ( Klanrit & Sroinan, 2012;
Pappamihiel, 2002)...

... While it is a fact that "for decades, language anxiety has been one of the most tantalizing areas in second language
acquisition (SLA) research” (Yang, 2012, p.184), the literature review of this study reveals that most of the studies made use of
quantitative and qualitative data gathering tools. Little is known about the use of non-verbal data gathering tools like doodles in
surfacing experiences or the psychological phenomenon of language anxiety. Hence, this study aimed at exploring the use of
doodling in capturing the language anxiety experiences of students. Specifically, it determined the answer to the question
“What typifies the language anxiety experiences of students?” The study especially considered the concept that doodling can
facilitate the reconstruction and deconstruction of the abstract (de Guzman et al., 2007). In this study, the abstract construct is
the language anxiety experiences of ESL learners. (adopted from Siagto-Wakat, 2017)

Concretizing
1. Form a group with five members. Decide on a topic that you like to study.
Each member shall download from reliable sources 10 peer-reviewed research articles about the topic.
2. Each member shall summarize the research articles following repertory grid the below.

Article Research Research Design or Population Findings/ Conclusion Recommendations Reference (author,
no. objective problems technique and locale result title of the article,
etc. of the article
number where you
got the data
presented in the
repertory grid)
follow the format
prescribed by your
teacher
1.
2.
3.
4
5.
6.
7.
8.
9.
10

Examine the repertory grids of all the members of the group. Which areas of the topic are most explored? Which are least explored?
Based on the least explored areas of the topic, identify a gap that you want to research on then write a research objective and research
problem’s.
Write a research title based on your answers in number 4.
Introspecting
From this lesson on topic proposal, I realized that…

LESSON 3
Writing a Research Proposal: The Research Introduction
Let’s Achieve This!
 Write a research introduction

Engaging: Putting Things in the Right Perspective

1. Your hobbies include reading about cars, brands of cars, kinds of different cars, and the car innovations in the world. You are
tasked to write an essay about this hobby.
a. How should you start your essay?
b. What details will you mention?
c. Do you have to mention ideas from different sources? Why?
Initializing
Now that you have finalized your research topic, you are ready to write the first draft of your research introduction.
Your introduction must present a comprehensive review of research literatures of the key terms of your research title, establish
the gap of your study and state the gap of the study, the research objective, the research problem/s, and the significance of the study.
The significance, however, may not be always required by institutions or publishing companies.
Concept Grounding
In presenting your research introduction, consider the format of your institution or the style prescribed. You also have to
consider your philosophical stance.
`For the purpose of discussion in this lesson, let us look at one way of crafting and presenting a research introduction. You
may start by evaluating the research gap, research objective, and research problem/s you have identified in lesson 2. Make sure that the
important concepts are captured by your title.
Identify the key terms in your title then make a working outline using the key terms in your title. Revise your outline as needed.
Sample title: Doodling the nerves: Surfacing language anxiety experiences in an English language classroom
Key Terms: doodling, language anxiety, language anxiety experience
Outline:
I. Language anxiety

A. Definition
B. Causes of language anxiety
C. Levels of language anxiety
II. Language anxiety experiences

A. Effects of language anxiety

B. Manifestations of language anxiety
III. Establishment of the gap

Methods used in studies on language anxiety (since this was the gap previously identified based on the repertory
grid)

IV. Statement of the gap

A. Definition of doodling/doodles (the tool that will be used to address the gap of the research)
B. Benefits of the tool
C. Studies conducted using the tool
V. Statement of the research objective
VI. Statement of the research problem
VII. Linking of the tool to the study
 After finalizing the outline, write its meat using the data on your repertory grid. Remember to quote, paraphrase, summarize
and correctly write the citations. If needed, search for more research articles to comprehensively present a literature review of your topic.
Writing the research introduction entails reading, re-reading, rewriting; hence, you do not end up writing the research
introduction in this lesson.
Firming up
Using a graphic organizer, illustrate how to write a research introduction.
Concretizing
1. Evaluate your research title in Lesson 2. Identify the key terms of your research title.
2. Write an outline based on your key terms.
3. Write your first draft of research introduction based on your outline.

Introspecting
In this lesson, I realized that…

LESSON 4
Writing a Research Proposal: The Method
Let’s Achieve This!
 Write the method of a research proposal
Engaging: Putting Things in the Right Perspective
1. Which of the following would you most likely do to get information about an interesting topic? Why?
a. Interview a knowledgeable person
b. Read online articles about the topic
c. Go to the library and borrow a book
d. Read magazines and other print documents about the topic

2. Among the different choices, which do you find most applicable in research?
Initializing
Remember that the data that will answer your research problem depends on the method. No matter how comprehensive and
well-researched your introduction, gap, and problems are if there is a problem on the method, the findings of the research may not be
solid or reliable.
Concept Grounding
A. Research Concepts

1. Research Approaches. Choosing the research approach -- quantitative, qualitative or mixed -- depends on the research
problem, experiences, and the audience or reader to whom the research is intended (Creswell, 2003).
Once you have identified the research approach suitable to your problem, experiences, and audience, you have to go back to
your research introduction. If your problem entails quantitative approach, you need to write a hypothesis for your problem.

2. Research Designs. Examples of research design or the strategy of inquiry are experimental for quantitative; phenomenology,
case study, grounded theory, and narrative for qualitative; and sequential, concurrent, and transformative for mixed method.
3. Research Techniques. Examples of research techniques are rating behaviors, field observation, close-ended measures and
open-ended measures (Creswell, 2003).

B. Parts of the Method

Terms used in the method part of the research vary depending on the approach or design used in the study or on the
institution. When writing the subparts, always go back to the design and approach of your study. Usually, the content of the sub-parts are
as follows:
1. Design. This sub-part of the method states the approach and design or the strategy of inquiry that will be used in the study. A
definition of the design according to an authority need be included. Explicitly discuss on this part if you will be using
triangulation.

2. Population and Locale. This is also termed as subject and study site or selection and study site. This part presents the setting
of the study, the number of respondents or key informants, the manner of choosing the respondents, and the rationale behind
the choice of the respondents and/ or the setting.
 3. Data Gathering Tool. This is also termed as instruments, instrumentation, or data measure. It presents the tools and the
descriptions of the tools that will be used in gathering the data. Examples include a validated interview guide that is based on
a-priori-code (e.g. for phenomenology) or a quantitative result (e.g. sequential mixed method where quantitative data is
gathered first), tape recorder, video recorder, validated and reliability-tested survey/ close-ended questionnaire, or likert scale
and its descriptions.

4. Data Collection Procedure or Data Gathering Procedure. This part presents the how or the steps that will be followed in order
to collect data for the study. For instance, if you will be conducting four classroom observations, you need to indicate that the
first observation will not be recorded because it may be a part of a procedure to do away from "halo effect”. You may also need
to indicate the intervals of the observation, the minutes of observation, etc. If you were to use sequential mixed method,
indicate which data will have to be collected first – quantitative or qualitative. Should you be using triangulation, discuss on this
part the sequence of the gathering of the data using the techniques or designs you have stated.

5. Data Analysis. This may also be termed data explication, mode of analysis or treatment of data. This part shows how the data
will be treated. It presents the process of systematically applying statistical and/or logical techniques to describe and illustrate,
condense and recap, and evaluate data. In a survey research, for instance, formula that will be used in treating the data or the
range or quantitative interpretation of the likert scale that is placed in the tool need be indicated on this part. The categorizing,
coding and thematizing steps used for qualitative data need be explicitly described on this area. If you would employ sequential
mixed method, indicate how you would treat the quantitative data and the qualitative data.

6. Ethical Consideration. This is one of the most important parts of the method for it addresses ethical concerns in research. At
times, this part is lumped with the data gathering procedures.

Firming up
` Compare and contrast research approach, research design and research techniques.
Concretizing
Activity 1
1. Conduct an informal survey in the classroom.
For example: How many of your classmates visited the library the last 2 weeks? What did they do in the library?
 Researched or read
 Checked out books
 Met up with a friend or classmate
 Slept
 Visited the librarian or a library assistant
 Other reasons
2. Decide how you will present and analyze your data.
3. After analyzing your data, answer the following:
a. How did you analyze your data?
b. In sum, what is the essence of the library to most of your classmates based on the gathered and analysed data?
c. In what way does your analysis manifest integrity?

Activity 2
1. Evaluate your research question in lesson 3. Decide on the appropriate approach and design that best suit the research
questions, your experiences, and your readers.
2. Write the method part of the research proposal you wrote in lesson 3.

Introspecting
1. I am enlightened about…
2. In a scale of 1-10, rate your confidence in identifying method for research problems. What pressing questions do you need to
answer?

LESSON 5
Writing a Literary Analysis
Let’s Achieve This!
 Write a literary analysis essay

Engaging: Putting Things in the Right Perspective

1. When reading a piece of literature, what details do you look for? Why?
 2. How do you present the details of a literary piece that you like the most or that you hate the most?
Initializing
A literary analysis makes a point about a literary piece. It examines, questions and evaluates a work of literature. The analysis
may be on the plot, setting, characters, tone, theme, etc.
Concept Grounding
Elements of Literature
These are some of the elements that can be the focus of a literary analysis.

TONE
SETTING

Elements of
Literature

THEME CHARACTERISTICS

PLOT

Element Definition
Plot The series of events in the story-beginning, middle, end
Character(s) The people/animals in the story who carry out the action
Setting The where and when the story takes place
Theme The central belief of the story, usually something abstract that
unifies the whole plot like love, friendship, etc.

Tone The attitude that a writer has towards the subject

Literary Criticism Approaches

Literary criticism is the comparison, analysis, interpretation and/or evaluation of works of literature. It evaluates the value and
merit of a literary work using certain parameters, approaches or concepts in literature. Approaches to literary criticism are used as bases
of literary analysis.

LITERARY APPROACHES

Biological Theoretical
Approach Approach

Historical Psychological
Approach Approach

Gender Approach Moralist Approach

Mythological Sociologist
Writing a Literary Analysis
1. The introduction should capture the reader's interest. You may use quotation, question, vivid description, startling fact etc. as
starter followed by an introduction about and a summary of the literary piece. Lastly, your introduction must clearly state a
thesis statement.
The thesis statement must be specific, arguable, and focused on any of the elements of the literary piece. It may also be
anchored on an approach. The approach may help you construct a thesis statement.
2. The body is the development of the thesis statement. Each paragraph in the body has a topic sentence that supports the
thesis statement, and each topic sentence is elaborated with evidences.
3. The conclusion should echo the thesis statement. It should not be presenting new ideas which were not developed in the
body.
4. The references list entries cited in the literary analysis text.
Firming up
Using a graphic organizer, illustrate the concept of writing a literary analysis.
Concretizing
1. Read the short story "Footnote to Youth'" by Jose Garcia Villa.
2. While reading write comments about the characters, plot etc. of the story and about how you feel towards the story in general.
3. Using your comments, write a literary analysis of Footnote to Youth. You may use literary criticism approaches and other
authorities to elucidate your claims. Do not forget to cite your sources. Remember, your literary analysis needs to have an
introduction with a clear thesis statement, body with topic sentences and evidences, conclusion, and references.

Introspecting
In this lesson, I learned that literary analysis requires…
 LESSON 6
Writing a Political Analysis Paper
Let’s Achieve These!
 Differentiate a political science analysis paper from literary analysis paper
 Write a political analysis paper

Engaging: Putting Things in the Right Perspective

Read the online article on Train Law (http://newsinfo.inquirer.net/994311/3-senators-call-for-suspension-of-train-law) then
answer the questions that follow:
1. What does TRAIN stand for?
2. Why are the senators calling for its suspension?
3. What are the effects of its implementation to the Filipinos?
4. What other possible long-term effects do you foresee?

Initializing
The field of Political Science requires a good grasp of writing skills for different purposes. Every now and then, people react to
various political issues that emerge. Rallies, position papers, essays, editorial, and others are possible ways to voice out one’s
understanding or stand regarding an issue or event in politics.
Concept Grounding
The field of political science covers vast topics from the old traditional structures of political science to the most recent theories
and practices in the said field. Extensive knowledge in the history of world and international affairs, and good analytical skills are vital
requirements in political science.
A. Political Science analysis paper:
1. answers questions pertaining to actions, procedures, and implementation of politics;
2. analyzes political events in the past and the present; and
3. investigates political phenomenon from diverse standpoints.
Requirements for a decent political analysis paper:
1. Vast understanding of local politics and international affairs
2. Extensive reading and research
3. Knowledge of the parts of a political analysis paper.
a. Introduction defines political terms, states the motive and thesis
b. Body - analyzes data, presents arguments in paragraphs, gives proof
c. Conclusion extrapolates the ideas stated in the body and makes counterarguments

4. Objectivity of the writer or author

5. Citation and referencing
6. Formality of tone
7. Clear, concise, and well-structured sentences
8. Clearly-defined terms

Firming up
Through a Venn diagram, compare and contrast Political Analysis paper with a Literary Analysis paper.

Concretizing
Read and research about ethnic conflicts in the Philippines and write a political science analysis paper.

Introspecting
In this lesson on Political Analysis paper, I was able to learn that:
This lesson taught me to be ______________ when it comes to political highlights and concerns.
 LESSON 7
Academic Presentations
Let’s Achieve These!
 lllustrate the three P's of Academic Presentation
 Present a research proposal

Engaging: Putting Things in the Right Perspective

1. Have you ever experienced presenting a paper in front of an audience? What are your experiences as a speaker?
2. What did you do to make your presentation effective?
3. Are there difficulties you have encountered during your presentation? If there are, how did you manage them?
Initializing
An academic presentation is communicating one's knowledge to an audience. Such communication is recognized through
demonstrating their ongoing engagement or non-engagement during the presentation by way of seeing the interactions ongoing and
understanding the structure of the emerging talk in order to understand the manner a speaker delivers his talk.
Concept Grounding
The Three P's of an Academic Presentation
A. Plan
Planning is fundamental in all activities. Before preparing for your presentation, set first your objective then evaluate your audience
and context.
 Setting your Objective
What is your purpose in delivering an academic presentation? What should the audience be able to learn or be able to do after
your presentation? Setting a clear objective will give clear direction of what you will present and how you will present. For
instance, your objective is for the grade 11 aspiring scientists to learn how to dissect a frog properly. What appropriate
materials will help you effectively attain your goal? What are the things you need to prepare? What will be the content of your
presentation? What will be its flow?
 Evaluating your Audience
Knowing the profile of your audience will also influence the format, content, and style of your presentation. Other than age,
gender, and educational attainment, you also need to consider religious and political beliefs, attitude and preferences of the
audience.

 Evaluating the context

Evaluating the context entails looking at the environmental conditions or setting of academic presentation. The time when you
will be delivering your presentation, the weather, and venue can affect your style of delivery and kind of visuals. When the sun
is at its peak, what color should you use in your visuals? If you would deliver your presentation at 1:00 pm, what should be the
tone of your voice? How should you speak? If you were present in wide hall, would font size 28 in a power point presentation
suffice? If you were to deliver your presentation in four to five minutes, how many slides would you prepare for a power point
presentation?
B. Prepare
Now that you have set your objectives and evaluated your audience and the context, it is time to prepare the content of and
visuals for your presentation and yourself as a presenter. An adage goes, failing to prepare is preparing to fail.
 Prepare the content

Similar to writing academic papers, the content of presentation includes introduction, body, and conclusion.

At the onset, establish a positive impression. Note that the introduction should not be lengthy. It should just be enough to win
the attention of your audience and to introduce the topic of your presentation.

The body is the meat of your presentation. Before, during, and after scribbling the body of your presentation, refer back to the
objective of your presentation. What part of the body do you need to amplify? Which need be abridged?

The conclusion is the last part of your presentation; hence, it should leave a positive mark on your audience. A weak
conclusion can affect negatively your presentation.

Review the content of your presentation. Will the content address the objective that you have set? Check on areas which may
not be clear or which may need more examples. Revise the content as needed.

After reviewing, prepare for possible questions that the audience may ask.

 Prepare the Visuals

Remember that you use visual aids to help you achieve your goal. They are to enhance and not to distract the presentation;
hence, it is very important that you choose an appropriate material. If you were to present a research proposal, would a power
 point presentation help you deliver the proposal? Does your presentation need to be very textual? Do you need handouts,
figures, charts, or graphs? The points to consider in preparing your slides for multimedia presentation
include:

1. Font size and type

2. Color
3. Background
4. Animation or transition
5. Images
6, Time allotment for each slide or part of presentation

 Prepare Yourself

One of the most forgotten aspects of preparation is preparing self as a presenter. Do not forget that it is equally important to
prepare yourself to go to war. A newly sharpened spear or a high caliber ammunition does not win war if the soldier is not
physically, psychologically and emotionally prepared.

If you were the clown of the class and you were required to present a research proposal, what would you do so that your
classmates would believe you? Would you prepare a formal attire with light color? Note that if you would like to command
respect, wear a collared and dark colored upper garment. Do you need to clip your hair?

To avoid being racked by the intensity eight quaking of knees, practice your presentation with your visuals. Familiarize yourself
with the content and transition of the slides if you prepared a power point presentation. If you opt to use a clicker, practice with
the clicker.

Remember to stay in one area and to avoid crossing over the projected visual. Also note that the posted or projected visual is
not your background. Practice how to work with your visual and communicate its content to your audience. That is, refer to
your visual and convey its message. You may use lines such as “The next slide presents...” In short, part of your preparation is
to identify an area where you are comfortable and to establish relationship with your visuals
and your audience. Are you more comfortable speaking with your visuals at your left side? How will you involve your audience
in your presentation?

When you commit mistakes in delivering your lines during practice, do not go back to the first part of presentation. Learn to
recover from your lapse by delivering ad lib.
You may use the video recorder of your phone to record your practice then evaluate your presentation. Do you have
mannerisms to minimize? Are your words clear enough to be understood? Were you able to deliver your presentation within
the required span of time? Practice as many times and record all your practice sessions to check on your improvements.
C. Present
During the day of your presentation, go to the venue earlier and check on the multimedia projector or the things that you need
for your visuals. Having small talks with your audience before your presentation may also help lessen your anxiety. Survey the room for
friendly faces. Look at these friendly faces during your presentation but make sure to balance.
While you might have prepared well for the presentation, inevitable circumstances, such as reactions of your audience, may
not permit you to finish your delivery on time. Keep track of your time but do not be rattled by the motion of the time keeper. You may
skim on your slides and highlight only on the slides that need to be focused on.
Do not forget to answer the questions of your audience honestly and courteously then extend your sincere gratitude to them.
Firming up
Using a graphic organizer, illustrate the three P’s of academic presentation. Explain your illustration.
Concretizing
Research proposal presentation. Present the research proposal you did in the previous lessons. You are given sex to eight
minutes for the presentation and three minutes for the question and answer.
Introspecting
This lesson has equipped me in terms of…
For me, an academic presenter is…
(ACRONYM: P-R-E-S-E-N-T-E-R)