READING AND WRITING

GRADE 11 - 10:00PM – 11:00AM

March 18, 2024 (Monday)

Purposeful Writing in the Disciplines: Writing a Book Review or Article Critique

What is a Book Review or Article Critique?

A book review or article critique is a specialized form of academic writing in which a
reviewer evaluates the contribution to knowledge of scholarly works such as academic books and
journal article. A book review or article critique, which is usually ranges from 250 to 750 words,
is not simply a summary. It is a critical assessment, analysis, or evaluation of a work. However,
take care not to equate the word “critique” to cynicism and pessimism. As an advance form of
writing, it involves your skills in critical thinking and recognizing arguments. A book review or
article critique is different in movie review that you see in a newspaper. Although movie review
involves the analysis of one’s work, it is written for a general audience and primarily aims to
offer a persuasive opinion. An academic book review or article critique, on the other hand,
addresses a more specific audience and usually offers a critical response to a published scholarly
work. Moreover, book review must not be mistaken for book reports. Book reports focus on
describing the plot, characters, or idea of a certain work.
Book and article reviewers do not just share mere opinion; rather, they use both proofs
and logical reasoning to substantiate their opinions. They process ideas and theories, revisit and
extend ideas in a specific field of study, and present analytical responses.
Structure of a Book Review or Article Critique
Introduction (around 5% of the paper)
 Title of the book/article
 Writer’s name
 Writer’s thesis statement

Summary (around 10% of the paper)

 Writer’s objective or purpose
 Methods used (if applicable)
 Major findings or claims

Review/Critique (in no particular order) (Around 75% of the paper)

 Appropriateness of methodology to support the arguments
 Theoretical soundness
 Soundness of explanation in relation to other available information and experts
 Sufficiency of explanation
 Other perspectives in explaining the concepts and ideas
 Coherence of ideas Conclusion (around 10% of the paper)
 Overall impression of the work
 Scholarly value of the reviewed article/book
 Benefits to the intended audience
 Suggestion for future directions

When writing a book review or article critique, make sure to ask the following:
1. What is the topic of the book or article?
2. What is its purpose?
3. Who are its intended readers?
4. Does the writer explicitly state his/her thesis statement?
5. What theoretical assumptions (i.e., a scientific/logical explanation without evidence) are
mentioned in the book or article? Are they explicitly discuss?
6. What are the contributions of the book or article to the field (e.g., language, psychology) it is
situated in?
7. What problems and issues are discussed in the book or article?
8. What kind of information (e.g., observation, survey, statistics, and historical accounts) are
presented in the book or article? How they are used to support the arguments or thesis?
9. Are there other ways of supporting the arguments or thesis aside from the information used in
the book or article? Is the author silent about these alternative ways of explanation? 10.What is
your overall reaction to the work?

Guidelines in Writing a Book Review or Article Critique

1. Read the article or book to be reviewed carefully to get its main concept.
2. Reread it to get the arguments being presented.
3. Relate the content of the article or book to what you already know about the topic. This will
make you more engaged with the article or book.
4. Focus on discussing how the book treats the topic and not a topic itself. Start your sentences
with phrases such as “this book presents…’ and “The author argues…”
5. Situate your review. This means that your analysis should be anchored on the theories
presented by the book or article writer.
6. Examine whether the findings are adequately supported or not.
7. Analyzed the type of analysis the writer use (e.g., quantitative, qualitative, case study) and
how its supports the arguments and claims.
8. Suggest some ways on how the writer can improve his/her reasoning or explanation.
9. Discuss how the same topic is explained from other perspective. Compare the writer’s
explanation of the topic to another expert from the same field of study.
10.Point out other conclusion or interpretations that the writer missed out. Present other ideas
that need to be examined.
11.Examine the connections between ideas and how they affect the conclusions and findings.
12.Show your reactions to the writer’s idea and present an explanation. You can either agree or
disagree with the ideas, as long as you can sufficiently support your stand.
13.Suggest some alternative methods and processes of reasoning that would result in a more
conclusive interpretation.

Completing a book review or article critique means that you can pinpoint the strengths
and weaknesses of an article or book and that you can identify different perspectives. This task
also equips you with more skills to engage in discussions with an expert and makes you a part of
a community of scholars.

Activity

Activity 1: Write T if the statement is true and F if false.

_______ 1. A review or a critique involves higher-order thinking skills.

_______ 2. A book description is similar to a book review.
_______ 3. A book review or article critique uses the organization of ideas.
_______ 4. A book review or article critique presents the strengths and weaknesses of a reading
material.
_______ 5. A book review is exclusive for professionals.
_______ 6. More than half of the review should be devoted to the summary.
_______ 7. The name of the author and title of the reviewed article is placed at the end of article
critique.
_______ 8. The purpose of an article critique is to inform and persuade readers.
_______ 9. The reviewer’s overall impression of the work should be placed in the introduction.
_______10. When reviewing a book or article, only one perspective should be used.

Activity 1 (Writing a Book Review) 1. T 6. F 2. F 7.F 3. T 8.T 4. T 9.F 5. F 10.F

READING AND WRITING

GRADE 11 - 10:00PM – 11:00AM
March 21, 2024 (Tuesday)

Activity 2:
Analyze the following text very carefully. Then, complete the table that follows.

This paper purports to assess the linguistic complexity of students’ narratives and reading
texts. However, the authors never stated the purpose behind the study. The authors provide no
motivations and goals for the study, no research questions, no strong methodological practices,
and very few findings that can be easily interpreted. While reading the study, every new sentence
is surprise. There are no details and the entire paper is completely under referenced.
Below I will discuss some of the major problems with the paper. First, the authors never
provide a rationale for their study. They never give a reason as to why they are studying reading
and writing together and they fail to link the two skills. The authors assume that the reader
knows the narrative and made no attempt to assist them in developing the narrative of the paper.
Another major problem with the paper is the naiveté that is apparent in the literature review, the
methods, and the analysis. The literature review is perhaps two pages long and boost up on their
knowledge of L2 writing and reading theory before they submit a paper to a professional journal.
It is interesting that the language background of the participants is never made explicit
(participants are at the mid beginners to high beginners level in using English is a second
language). The extent to which any results found in the study would be widely generalizable to
what is typically conceived as an EFL/ESL learner is not clear. Moreover, the author continually
draw on literature meant for an L1 acquisition audience and therefore of dubious extension to L2
contexts.
The methods section contains no details at all. Ten participants per grade level, in a
stratified random sample, hardly seemed enough to get much stable data. Since, there are only
ten participants per grade level on both accredited and nonaccredited schools due to logistical
constraints; the paper is more on exploratory study. In other words, it seems a stretch to ask most
journal readers to generalize from such a limited sample from such a specific population. The
authors state that “pupils were not given limits as to time and number of words, for them to be
relaxed in their narrative production” (p.5). However, later the authors explain that those written
data also form the basis of the corpus used for analysis. How does this differential production
affect the results of the analysis? Surely, a participant who produces 1,000 words will have
different results from one who produce 500. It is not clear how the authors can assert any sort of
pattern from linguistic ‘snapshot’ from just 10 students per school, producing such heterogeneous
data samples. Again, from such a modest sample size.
In general, the paper is hard to read. This likely goes back to the lack of research
problems. There are few transitions and, organizationally, the paper does not set up any
expectations for the reader. The first paragraph is a great example because it contains a single
sentence and at least five different clauses. The final paragraph in the introduction (right before
the methods sections) is another example. I have read that paragraph four times and am not sure
how to process it.
There are major problems with this paper, but I do not have a time or the energy to
discuss them all. The authors really need to rethink the purpose of the collected data and educate
themselves in the field of L2 reading and writing. I would highly suggest that the authors reread
issues of the journal of Second Language Writing and Reading in a Foreign Language.
Source:http://www.uwlux.edu/uploadedFiles/Academics/Deparments/
Political_Science_and_Public_Admin/journ al_article_critique_example.pd

Type of document: _________________________________________

Purpose of the review:
________________________________________________________________
______________________________________________________________________________
______
Writer’s Persona:
____________________________________________________________________
Intender reader:
_____________________________________________________________________
Strengths:
__________________________________________________________________________
Weaknesses:
_______________________________________________________________________

Activity 3: Write a book review by following the writing process outlined below. You may
assume the persona of a university professor writing a review for a particular book or article in
your chosen field.

A. Read the book or article to be reviewed. Complete the following details.

Article/ Book Title:
___________________________________________________________________
Article/Book Author:
___________________________________________________________________
Topic: ________________________________________________________________
 B. Complete the given information to come up with a writing situation for your book review
or article critique.
General purpose:
___________________________________________________________________
Specific Purpose:
___________________________________________________________________
___________________________________________________________________
Target Output:
___________________________________________________________________
Audience:
___________________________________________________________________
Writer’s Persona:
___________________________________________________________________

In writing a review/critique you must:

1. Provide a summary of the contents of the piece of writing under review;
2. Provide a general evaluation of the text;
3. Discuss each point you want to make about the text; and
4. Conclude by telling the readers if the text is worth reading or not. In addition you must
polish your writing by considering the properties of a well written text.

READING AND WRITING

GRADE 11 - 10:00PM – 11:00AM
March 21, 2024 (Thursday)

Purposeful Writing in the Disciplines: Writing a Literature Review

What is Literature Review?

A literature review is a type of academic writing that provides an overview of

a specific topic. It surveys scholarly work such as academic books (but not textbooks),
computerize databases, conference proceedings, dissertation’s/theses, empirical studies
government reports, historical records, journal article, monographs, and statistical handbooks.

As an advance form of academic writing, a literature review critically analyzes

the relationship among the scholarly works and the current work. It can be written as
a stand-alone paper or as part of a research paper explaining a theoretical framework and related
studies. Unlike an annotated bibliography which presents a summary and synthesis (i.e., linking
different sources).

Doing a literature review will test your ability to seek literature efficiently and identify
useful scholarly work. It will also test your ability to evaluate studies for their validity and
reliability. Hence, writing a literature review involves research, critical appraisal, and writing.
Everything else included, a student may take 40 hours to finish a well- written literature review.

Functions of a Literature Review

This type of a review has the following roles.
 Justifies a research questions, method or theoretical and conceptual framework
 Establishes the relevant of the topic
 Provides necessary information to better understand a specific topic or study
 Shows reviewers familiarity and mastery of the topic
 Establishes a niche of the study
 Resolves conflict among contradictory studies
Structure of a Literature Review
Introduction
 Purpose for writing literature review and the importance of the topic being reviewed
 Scope the review
 Criteria used for selecting the literature
 Organizational pattern of the review
Body
 Historical background
 Relevant theories
 Relationship between and among the studies, and how each study advanced a theory
 Strengths and weaknesses of each paper
 Various viewpoints on the topic
Conclusion
 Restatement of the main argument or thesis
 Main agreements and disagreements in the literature
 If stand-alone paper: conclusions; implications; and direction for future studies
 If part of a thesis or research paper: linking of the literature review to the research questions 
Overall perspective on the topic.

Guidelines in Writing a Literature Review

Writing a literature review is composed of three distinct parts ---literature search, evaluation and
analysis of articles and writing the literature review –all of which are discussed below.

Literature Search
1. Review the documentation style (e.g., APA, MLA, Chicago) that you will adopt and be
familiar with its format in relation to writing a literature review.
2. Choose and focus on a topic that you will explain.
3. Determine the kind and number of sources you will be using. Will your literature review be
exclusive to articles or will it include other documents? Will you focus on experimental studies
or will you also include theoretical papers that explain a theory?
4. Survey the available online databases relevant to your topic. These include Proquest, Science
Direct, JSTOR, or Google Scholar. As much as possible, include only the references published
by top journals and publishers.
5. Use relevant keywords when searching for scholarly documents or article. For example, if
your topic is about the impact of Facebook-based e-portfolios on the writing skills of ESL
learners, your possible keywords are Facebook, ESL writing, e-portfolio, portfolio assessment,
Facebook-based e-portfolio, and social networking site.
6. Always include landmark studies or papers (i.e., studies which had remarkably changed the
field) related to your topic.
7. Always evaluate the sources for coverage and currency. Include only those article directly
related to your topic.

Evaluation and Analysis of Articles

Once you have identified and obtained the articles for your review, analyze them before writing
the actual literature review. To do this, you may apply the following steps.
1. Skim the articles and read their abstracts.
2. Group the articles and other documents according to their categories.
3. Take down notes. Focus on the research questions, methodology used, major findings and their
explanation, and conclusion.
4. Summarize the details using a concept map. In this way, you will see the relationship,
similarities and differences among the articles.
5. Write a synthesis of the references you have read before writing the actual literature review.
6. Create an outline. You may look for other literature reviews to serve as models for writing the
outline.

Writing the Literature Review

Once all the materials are ready and you have clear outline of the ideas you want to express, you
may now start the actual writing process.

1. State clearly your thesis or main argument and be guided by it accordingly. Below is an
example of a thesis statement for a literature review.

2. If you say that no studies have been conducted on one aspect of your topic, justify it. 3.
Direct the readers to other related literature reviews that cover items which you do not intend
to cover. You may use the citation format “(see Author, year)” or follow the format
prescribed by your chosen documentation style.
4. Never treat a literature review as a series of annotated bibliography.
5. Use headings and subheadings to classify the parts of your topic. For each topic heading,
analyze the differences among studies and look for gaps. Note that each paragraph should
focus on one aspect of the topic.
6. Use effective transitions to make your review easier to read and understand.
7. The body of the literature review can be organized thematically, methodologically or
chronologically.
8. Use direct quotations sparingly.
9. Classify important definitions.

Activity 4: Write T if the statement is true and F if false.

_______1. A literature review requires skills in summarizing but not in synthesizing

information.
_______2. A literature review is an example of academic writing.
_______3. A literature review is limited only to articles.
_______4. A literature review requires skills in selecting sources.
_______5. A literature review shows a research gap.
_______6. Direct quotation should be used as frequently as possible.
_______7. Writing a literature review involves higher-order thinking skills.
_______8. The main purpose of making a literature review is to analyze literary texts such as
short stories and novels.
_______9. The quality of review is dependent on the quality of the reviewed articles.
_______10. The scope of the review should be indicated in the introduction.
 Activity 4 (Writing a Literature Review) 1. F 6. F 2. T 7. T 3. T 8.F 4. T 9.T

READING AND WRITING

GRADE 11 - 10:00PM – 11:00AM
March 22, 2024 (Friday)

Literature Riview

Activity 5: Read and analyze the following literature review very carefully. Then, complete
the table that follows.

Kram (1985) has proposed that mentoring relationships develop and mature over time,
providing different levels of mentoring functions as they progress through a sequence of four
distinct phases: initiation, cultivation, separation, and redefinition. During the initiation phase,
the mentor and the protégé begin initial interactions that involve learning the other’s personal
style and work habits. He described the first six to 12 months of a relationship as characterized
by musings that protégés and mentors providing coaching, challenging work and visibility, the
mentor embodies as fantasized role model with whom the protégé begins to identify and
develops positive expectations about career development. If the relationship matures past the
initiation phase, it then progresses to the cultivation phase, in which career development, role
modeling and psychosocial mentoring functions are proposed to be at their highest. Kram (1985)
further proposed that the emotional bond between the mentor and protégé deepens and intimacy
increases during this phase. This phase may last from two to five years as the protégé learns from
the mentor and the mentor promotes and protects the protégé. Protégés gain knowledge from the
mentor, and the mentor gains loyalty and support of the protégé and feelings that his or her
values, ideas and work habits may be passed on to the protégé during the cultivation phase. The
third phase, separation, involves a structural and psychological disconnection between the
mentor and the protégé when functions provided by the mentor decrease, and the protégé
becomes independent. In the redefinition phase, the mentor and protégé frequently develop a
relationship that is more peer-like, characterized by mutual support and informal contact. While
career and psychosocial functions are less evident, sponsorship from a distance, occasional
counseling and coaching and ongoing friendship continue. Hay (1995) believes that mentoring
process is underpinned by the following principles: recognizing that people are okay, realizing
that people can change and want to grow, understanding how people learn, recognizing
individual differences, empowering through personal and professional development, developing
competence, encouraging collaboration not competition, encouraging scholarship and a sense of
inquiry, searching for new ideas, theories and knowledge and reflecting on past experiences as
key to understanding.
According to Mackimm, et al (2003) mentoring relationship is a special relationship
where two people make real connection. It is a protected relationship in which learning and
experimentation occur through analysis, examination, reexamination and reflection on practice,
situations, problems, mistakes and successes (of both the mentors and the mentees) to identify
learning opportunities and gaps. According to Yang (2006), mentoring relationships range from
loosely defined, informal collegial associations in which a mentee learns by observation and
example to structured formal agreements between expert and novice co-mentors where each
develops professionally through the two-way transfer of experience and perspective. Whether the
relationship is formal or informal, the goal of mentoring is to provide career advice as well as
both professional and personal enrichment. It is important that the mentor and the mentee have a
clear grasp of the mentoring process for maximum benefits of this special relationship. For
mentoring to be effective, the mentee together with the mentor needs to reflect on the
experiences in school and attempts to understand the experience through analysis and
conceptualization. The individual makes choices based on analyzing the implications. She/he
identifies options, decides on what to do next and undergoes another experience.
Mentoring relationship is classified as formal or informal, and short term or long term
(Goodyear, 2006). Formal mentoring is usually mandatory and institutionalized by the school or
agency. The meetings are determined, monitored and evaluated based on clearly articulated goals
and milestones. Informal mentoring relationship is more spontaneous and springs from the
mentee’s intrinsic desire to become better. The choice of the mentor is based on trust and
confidence. Another type of mentoring is the duration of the relationship which can be short term
and long term. A short term mentoring usually addresses a set of specific needs. Long term
mentoring is based on the broad based goals incorporated in the professional development career
of the institution or agency. Whether the mentoring relationship is formal or informal, short term
or long term, literature proves that mentoring has improved the teacher’s personal artistry and
professional skill in the workplace. Source: (taken from the research article of Dayagbil, et al.)

A literature review is a synthesis of whatever professionals or researchers in the field are

saying about a particular topic in the area. It can be written separately from a research paper. It
must be updated, and it must supply new interpretations of the issue or subject matter based on
the information presented.

READING AND WRITING

GRADE 11 - 10:00PM – 11:00AM
March 25, 2024 (Monday)

Purposeful Writing in the Disciplines: Writing a Research Report

What is a Research Report?

A research report is an expanded paper that presents interpretations and analyses of a

phenomenon based on experiments and previous information so that the readers can better
understand it. It is a laborious work produced through formal investigation and scientific inquiry.

Parts of a Research Report

1. Title Page – contains an informative title that describes the content of the paper, the name of
author/s, addresses or affiliations, and date of submission. Examples of an informative title are
the following:
a. Effects of Facebook on the Academic Achievement of first Year Students
b. Development and Validation of a Software for Detecting Plagiarism

2. Abstract – contains the summary of the research findings and conclusions. It briefly presents
the context of the study, research questions or objectives, methodology, major findings,
conclusions, and sometimes implications. An abstract does not contain any citation or a great
deal of statistical results. Its length ranges from 100 to 250 words.

3.Introduction – explains the current state of the field and identifies research gaps. It is also the
part where the research focus is presented by addressing the identified gaps in the topic. It puts
the research topic in context. It is usually three to five paragraphs long.

4. Literature Review – contains the summary and synthesis of all available sources directly
related to the study. In a research report, the literature review is divided into two sections: related
concepts and related studies.

Related concepts present some of the fundamental concepts needed by the readers to
better understand the study. Concepts and theories are defined, explained, and described. Unlike
related concepts, related studies are based on previously conducted studies directly related to the
paper. Both the related concepts and studies will help the writer explain the phenomena that may
arise in the study.
This section ends with a paragraph that synthesizes all of the studies presented and puts
the study in context. Hence, the last paragraph may include the topic and specific research
problems. The length may range from two to three pages. Note that some cases, the literature
review is integrated in the introduction section.

5. Methodology – describes how the experiments or tests in the research were conducted. It
presents the context within which the study was conducted, the participants, the instruments
used, data gathering procedure, and the data analysis. In discussing the context of the study and
the participants, the number and the demographic profiles of the participants are explained as
well as the place where the study was conducted.
The discussion of the instrument used presents the tools in gathering data. These tools
may be in the form of a questionnaire, interview, focus group discussion, survey, and tests,
among others. All of the instruments used should be described in detail, along with the
explanation of how they were validated. The data gathering sections presents the details on how
the data were collected while the data analysis section presents how the data were analyzed,
either qualitatively (coding scheme) or quantitatively (statistical tools). The past tense is used in
writing the methodology.

6. Results – factually describes the data gathered and the tables and graphs that summarize the
collected data. Along with the tables and graphs are their respective interpretations. The flow of
the results section should follow the flow of the research questions/problems/objectives. It is
expected that for each research problem or objective, corresponding results are presented.

7. Discussion – provides an explanation of all the results in relation to the previous studies
presented in the literature review. In this section, the research problems or objectives, as well as
the major findings, are restated in the first paragraph. The succeeding paragraphs should explain
whether the study supports or rejects the previous findings and explain the reasons for this. New
findings uncovered in the research should also be stated. Similar to the flow of the results, the
discussion part follows the flow of the research problems or objectives.

8. Conclusion – contains the restatement of the major findings, the limitations of the study, the
recommendations, and the implications. Note that in some cases, the conclusion is integrated into
the discussion.

9. References – contains the different sources used in the study. These may be academic books,
journals, and other online sources. Its format depends on the school, teacher, or field of study.

Steps in Writing a Research Report

Writing a research report may seem like a daunting task, but if you break down the process into
small steps, you will be able to accomplish it effectively. The stages of writing a research report
also follow the basic writing process, with the few additions to accommodate and address the
different parts of the report.
1. Select and narrow down the topic. Use any of your preferred prewriting activities to generate
ideas.
2. Conduct a preliminary research by gathering the initial references.
3. Formulate the thesis statement and research questions. A good thesis statement effectively
guides and controls the flow of your paper.
4. Prepare a preliminary outline.
5. Gather additional references. Use the preliminary outline as a guide for this stage.
6. Prepare the pre final outline.
7. Prepare your instruments, such as your questionnaire. Below are some guidelines in preparing
a survey instrument.
8. Implement the instrument and gather the data.
9. Analyze the collected data and interpret it through tables and graphs.
10. Write the methodology and result sections.
11. Write the introduction and literature review.
12. Write the discussion. Be sure to link the literature review to the discussion section.
13. Write the conclusion.
14. Prepare the reference list. Be sure to list all the items citied in the body of your paper. It is
useful to keep a separate word document or physical notebook where you can list your reference
as you come across them to make sure you do not leave anything out when you have to prepare
the reference list
15. Edit and format your paper. Observe the proper mechanics.

Guidelines in Writing a Research Report

Now that you are aware of the steps in writing a research report, follow the writing guidelines
below to ensure that your report is well-written.
1. Fifty to seventy-five percent of the paper should be devoted to results and discussion.
2. Be sure to cite all your sources whether they are paraphrased or directly quoted.
3. As with the previous types of written works, use direct quotations sparingly; paraphrase as
much as possible.
4. Strictly follow the required documentation style.
5. Topics should be relevant, interesting, current, and manageable in terms of resources, skills
needed, and time. They should not be too sensitive and too controversial.
6. Research questions should directly address the given topic or thesis statement.

Example:
Title: Effect of Facebook on the Academic Performance of Senior High School Students Thesis
statement: Facebook has an effect on the academic performance of senior high school students

Research questions:
(1) Does exposure to Facebook affect students’ performance during examination?
(2) Does exposure to Facebook affect students’ attention span during class activities?
(3) Does exposure to Facebook affect students’ participation in curricular activities?

Activity 7: Write T if the statement is true and F if false.

_____1. The research report follows a format similar to that of an academic essay.
_____2. The abstract should be written prior to writing a conclusion.
_____3. An informative title is preferred when writing a research report.
_____4. The conclusion contains the details of the finding obtained from the study.
_____5. Gathering references can be done recursively.
_____6. It is better to have as many direct quotations as possible.
_____7. Majority of the paper content should be devoted to literature review.
_____8. Survey instruments should be aligned to research questions.
_____9. Tables and graphs for the gathered data are presented under the introduction section. _
____10. The discussion section presents the procedure undertaken to compete the study.
_____11. The introduction contains the purpose of the study and the current state of the field of
the study.
_____12. The literature review contains the explanation of relevant concepts and related studies.
_____13. The methodology contains the description of participants and instruments. _____14.
Title and thesis statement are written differently.
_____15. Two different documentation styles can be used in one research report.

Activity 7- (Writing a Research Report) 1. T 6. F 11. T 2. F 7. F 12.T 3. T 8. T 13.F 4. T 9. F 14.f

15. f

READING AND WRITING

GRADE 11 - 10:00PM – 11:00AM
March 26, 2024 (Tuesday)

Research Report
Activity 8: Write a research report based on the given data below.
Topic : Source: Critical Reading and Writing, Dayagbil, 2016 p. 145
Title : School Drop Outs: Fact or Fallacy
Methodology Research Method: Descriptive method
Respondents : Grade 6 students who stopped schooling Agan Elementary School, a public
school in the mountain Barangay of Zamboanga.
Procedure : Visited the homes of students who dropped out Distributed survey instruments
and conducted in- depth interview
Results : Students dropped out from school due to the following reasons: school is very far
from home, no money for school needs, too many assignments, does not like
the teacher

_____________________________________________
Title

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

In writing a research report, you must

1. choose a topic that is interesting and relevant to your audience;
2. use the accepted format;
3. accomplish the purpose of each part of the report;
4. acknowledge the sources of the information you used in your report; and
5. be consistent with the citation style that you use. You must also keep in mind the properties of
a well-written text to make your writing appear more academic.

READING AND WRITING

GRADE 11 - 10:00PM – 11:00AM
March 26, 2024 (Tuesday)

Purposeful Writing in the Disciplines: Writing a Project Proposal

WRITING A PROJECT PROPOSAL

A project proposal is a highly persuasive and informative documents that aims to address a
particular problem or issue. It is a bid or offer to initiate a project for an individual or a group. It
usually ranges from 1,000 to 2,500 words depending on the complexity of the project being
proposed.
A good project proposal specifies the following:
 Goals and objectives that the project wants to accomplish;
 Project plan that details how the set goals and objectives will be accomplished;
 Financial, human (e.g., experts, consultants), and technical (e.g., equipment and facilities)
resources useful in implementing the project; and
 Budget that specifies how much money is needed and for what purpose it will be spent.

Types of Project Proposal

There are four types of project proposals which vary depending on the context of the problem
and the receiver and sender of proposals.

1. Solicited internal
 It is used when the target reader is within the organization.
 It responds to a specific request within the organization.
 The problem has been identified within the organization and the decision to solve it has
been made.
2. Unsolicited internal
 It is used when the target reader is within the organization.
 It is a self-initiated proposal that no one asked for.
 The target reader has not yet identified that a problem exists within the organization;
hence, no decision has been made to solve the problem.

3. Solicited external
 It is used when the target reader is not within the organization.
 It responds to a specific request from someone who is not within the company.
 The problem has been identified and the decision to solve it has been made.

4. Unsolicited external
 It is used when the target reader is not within the organization.
 It is self-initiated proposals that no one ask for.
 The target reader has not yet identified that a problem exists; hence, no decision has
been made to solve the problem.
Parts of a Project Proposal
1. Cover letter
 Introduces the proposals to the reader
 States the project proposal title, date the proposal was requested (if solicited),
general purpose and scope of the proposal, and acknowledgement of people who have
contributed to the completion of the proposals
 Includes the highlights of the proposal and directs the readers to this highlights
2. Title Page
 Includes the project title that is concise and informative
  Includes the lead organization, place and date of project, client’s or donor’s name,
proponent’s name and the department or organization he/she represents, and date of
submissions
3. Abstract of Executive Summary
 Includes the objectives, implementing organization, major project activities and
total project cost
 Usually composed of 200 to250 words and highlights only the major points; some
abstract may be longer depending on the culture of the funding agency
 Uses a paragraph format

4. Context of the Proposal

 Describes the socio-economic, cultural, and political background in which the
proposal is situated.
 Presents data collected from other sources that are relevant to the planning stage
5. Project Justification
 Provides a rationale for the project
 Includes the problem statement that specifies the problem addressed by the project
 Points out why the problem is an issue that requires immediate attention
 Specifies the target group’s needs that arise from the adverse effect of the described
problem
 Presents the approach or strategy that will be used to address the problem
 Describes the capability of the implementing organization or group by stating its
track record Note: When writing this section, justify why your organization or group
is the best group to implement the project.
6. Personnel Involved
 List the people involved in the project, their corresponding roles, and their summary
of qualifications
7. Project implementation
 Is divided into an activity plan which specifies the schedule of activities and a
resource plan which specifies the items needed to implement the project
 Describes the activities and resource allocation in detail, as well as the person in
charge of executing the activities
 Indicates the time and place of activities
8. Budget
 Presents the expected income and expenses over a specified time period
 Itemizes the budget
9. Monitoring and Evaluation
 Specifies when and how the team will monitor the progress of the project
 Specifies the method for monitoring and evaluation
 Specifies the personnel in charge of monitoring and evaluation
10. Reporting Scheme
 Specifies the schedule for reporting the finances and progress of the project
11. Conclusion
 Briefly describes the project, the problem it addresses, and its benefits to all
stakeholders through a summary
  Directs the readers back to the good features of the project
 Urges the readers to contact the proponent to work out the details of the project
proposals

12. References
 Lists all the references used in drafting the project proposal using the format
required the funding agency

Guidelines in Writing a Project Proposal

1. The title page must be unnumbered but it is considered page I; the back page of the
title page is unnumbered as well; but it is considered page ii. The abstract, which
follows after the title page, is considered page 1 and must already be numbered.
2. Do not use abbreviations on the title page.
3. Attach the curriculum vitae of the personnel who are part of them.
4. In the project implementation section, use a Gantt chart for presenting the timeframe.
5. Write the abstract after you have completed the report.
6. Study the successful proposals that are similar to yours.
7. Be factual but use technical terms sparingly.
8. Choose a reader-friendly format
9. Use sections words to make your proposal more dynamic.

Activity 9: Write T if the statement is true and F if false.

_______1. A project proposal is mainly informational.
_______2. A Gantt chart is one way to present the schedule of activities.
_______3. A one-word title is more preferred to a descriptive title.
_______4. A project proposal is usually one page only.
_______5. It is ideal to include only the total budget needed.
_______6. Only one team leader should write the project proposal.
_______7. Opinions add credibility to the proposal.
_______8. The project proposal needs to address the specific problem.
_______9. The qualification of personnel is crucial to the approval of project proposal.
_______10. There is only one format for a project proposal.

Activity 9 – Project Proposal 1. T 6. F 2. T 7. T 3. F 8. T 4. F 9. T 5. T 10. F

Activity 10 – Answers may Vary
Activity 11 – Position Paper 1. T 6. F 11. F 2. T 7. T 12. T 3. T 8. T 13. T 4. F 9. T 14. F
5. F 10. T 15. T
Activity 12 – Answers may vary
Reading and Writing Skills Quarter 4 –

Purposeful Writing for Professions: Writing a Resume

By the end of this lesson, you are expected to

1. identify the unique features of and requirements in composing texts that are
professional correspondence
a) Resume
b) Application for College Admission
c) Application for Employment
d) Various forms of Office Correspondence

What comes to your mind when you hear the word résumé? Do you think it is
important for you to learn how to write a résumé? Why?

Résumé Formats

When you apply for a job or for any work, hiring administrators like the managers
usually require applicants to submit a résumé. To give them an overview of yourself, you
need to know the different formats in making a résumé so that it fits their standard. Below
are the three types of résumé format for you to follow.
1) Chronological Format
The chronological format is used to emphasize the applicant’s work experiences progress.
It starts with the complete work experiences, followed by the educational background. It
is best used if the applicant is applying for a job related to his previous experiences, and
has ten to fifteen years work experiences.

2) Functional Format
Functional format, on the other hand, focuses on the skills, not on the work
history. It is best used if the applicant changed career or if re-entering the industry
after a long absence. It is also used by the high school or college students entering the
industry.
3) Combination or Hybrid Format
Combination or Hybrid combines the chronological and functional format. It works
best if the applicant is aiming for a career change or wants to present both skills and
accomplishment.

Writing your Resume

Below are the important features of a resume.

1) Heading
The resume heading includes the applicant’s complete name, current
address and contact details such as cell phone number or e-mail address. The
heading can be written in the centre or on the left-side. Make sure that the
formatting style, especially the font type, looks professional.
 Example:
Ronan T. Kina-adman
Los-libertadores St. Comon, Mambajao, Camiguin
Phone: (088) 387-000
Mobile: (+63) 967 570 1927
e-mail: ronankinaadman@yahoo.com

 Explanation: The heading contains basic information about the applicant.

2) Objectives
An objective also referred to as job objective or career objective, reflects
the applicant’s career goals and intention for applying for the job. Remember to
 write a direct and specific objective that contains what you want to achieve in
your career and what the employer could expect from you.
 Example: To land a job as hotel chamberlain, making every room a
home of their own.
 Explanation:
The objective given as an example includes the position and its detailed
description.
3) Professional Summary
Professional summary, also referred to as ‘career summary’ or ‘career profile’,
showcases your knowledge and abilities. It includes short recent job summary,
together with your soft skills (e.g. problem-solving capability, adaptability to
change, etc.).

 Example:
Good cleaner, a flexible and hardworking. Hotelier with one year experience in
providing customer service, preparing beds and maintaining cleanliness of the
hotel rooms.
 Explanation:
This highlights the most valuable and recent job experience of the applicant.

4) Expertise and Achievement

This also refers to the ‘professional skills’ and ‘qualification’ of the applicant. It
includes personal and technical skills including the certifications and recognition
received.
 Example:
Order Taking Skills
Received recognition as best housekeeper dated October 2004 excellent in
finishing room make up on time
 Explanation:
This is the part where the applicant, with or without experience, can write
a detailed description of his abilities and skills.
5) Work Experience
This is also called "employment history," "relevant experience", or "work
history." Work experience is a part of a résumé where the applicant states all
previous employment. If you have no work experience yet, write first the
educational background, and include the optional part Training and Seminar
Attended.
 Example:
Housekeeper
Camiguin Highland Resort
(August 2002- October 2005)
 Explanation:
The example shows the applicant’s job title, the employer and the length of
service.
 6) Educational Background
The educational background section can also be labelled as Academic, Academic
Qualification or Education and Certifications. Write the degree together with your
major, minor or concentration (if there is any), school and year attended.
 Example:
TESDA
Camiguin School of Arts and Trades
2001-2002
 Explanation:
The inclusion of educational background from preschool to junior high
school is not required in this part. Mentioning only the details on where and when
the applicant got his senior high school and college degree would be enough.
Tips
 Pass the resume with a cover letter. A cover letter gives the employer an
overview why they are receiving the resume, job posting the applicant is applying
for and the matching skills related to the position.
 A resume is used to apply for a job that contains a summary of an
applicant’s personal information, educational background, skills and work
experiences while a Curriculum Vitae (CV) is used to apply for an academic
training or grant that contains a detailed description of a person’s educational
background, academic credential, and achievement.
 It is optional to include the following sections on the resume: Training
and Seminars Attended, Activities and Honors and References.

Activity 14: Write ( ) if the statement is true and ( ) if false on the space provided before the
number.
_______ 1. A resume is essential in helping you land a great job.
_______ 2. Employers prefer to read chronological resumes.
_______ 3. Use of personal pronouns (i.e... I, you, we, he/she, they) is highly recommended.
_______ 4. Use of color and fancy font will ensure that your resume will be noticed and read.
_______ 5. An ideal resume is about 2 pages.
_______ 6. Abbreviations must be spelled out.
_______ 7. Resumes should be written in past tense.
_______ 8. Include every detail of your employment history, (e.g. months).
_______ 9. A resume should read like a job description.
_______ 10. Use strong action verbs to describe your accomplishments.