Lesson Objectives:

At the end of this module, the learners are expected to:

 identify the unique features, parts, and requirements in
composing text that are useful across disciplines.
 write an academic paper following the process
approach to writing.
 ME LC
Identify the unique features and requirements in composing
text that are useful across disciplines.

a. Book Review or Article Critique

b. Literature Review
c. Research Report
d. Project Proposal
e. Position Paper
 WHAT’S NEW
Read the sample book review below and complete the matrix
with information about the text on a separate sheet of paper

Handbook of Disaster Risk Reduction & Management

Climate Change and Natural Disasters
By Yingigba Akenyemi
Climate change is increasingly of great concern to the world community. The earth has witnessed the build-up
of greenhouse gases (GHG) in the atmosphere changes in biodiversity, and more occurrences of natural disasters. Recently,
scientists have begun to shift their emphasis away from curbing carbon dioxide emission to adapting to carbon dioxide
emission. The increase in natural disasters around the world is unprecedented in earth’s history and these disasters are often
associated to climate changes. Many nations along the coastal lines are threatened by massive floods and tsunamis.
Earthquakes are increasing in intensity and erosion and droughts are problems in many parts of the developing countries.
This book is therefore to investigate ways to prepare and effectively manage these disasters and possibly reduce their
impacts. The book takes an in-depth look at climate change and its association to socio-economic development and cultures
especially in vulnerable communities; and investigates how communities can develop resilience to disasters. A balanced and a
multiple perspective approach to manage the risks associated with natural disasters is offered by engaging authors from the
entire world to proffer
solutions (Worldscientific 2020).

Main Idea
Purpose
Your evaluation
BOOK REVIEW
 WHAT IS IT?
A book review describes and evaluates a work of fiction or
nonfiction and offers the book’s overall purpose, structure, style of
narration to the unknown readers. It tells not only what a book is about,
but also how successful it is at what it is trying to do. It is a sneak peek at a
book, not a summary
As a reviewer, you bring together the two strands of accurate, analytical
reading and strong, personal response when you indicate what the book is about and
what it meant to readers. Hence, in writing a book review, you combine your skills of
describing the content of the pages, analyzing how the book achieved its purpose, and
expressing your most personal comments, reactions and suggestions.
 WHAT IS IT?
But before you start writing a book review, you have to read the book first and
ask yourself these questions:
 What are the author’s viewpoint and purpose?
 What are the author’s main points?
 What kind of evidence does the author use to prove his or her points?
 How does this book relate to other books on the same topic?
 Does the author have the necessary expertise to write the book?
 What are the most appropriate criteria by which to judge the book?
 How successful do you think the author was in carrying out the overall purposes of
the book?
 WHAT IS IT?
 Take this general guideline: the length of the review depends upon the length of the
book itself, and a review should not be less than 100 words. Longer books usually
asks for more than 500 words.

A book review title should be based on your total impression of a book. Similar to
creating passwords, strong titles might be “Drew girl power to new height”, “A night
owl that seldom sleeps even during daytime,” “Beautiful illustrations with a story to
match,” “Perfect for a weekend getaway” while weak titles are: “State of the art
book,”“Five stars,”“A breath of fresh air,” “Fast and furious.”
 How do you START writing a book review?

1. Identify the book by author, title, and sometimes publishing information.

2. Specify the type of book (for example: fiction, nonfiction, biography, and
autobiography). Help your readers to review with perspective.
3. Mention the book’s theme.
4. Include background, if necessary, to enable reader/s to place the book
into a specific context.
5. You may also use an interesting quote, an interesting fact, or an
explanation of a concept or term.
 What do you DO with the content?

1. For nonfiction books like biography, history and the like: pay primary attention to the
major points (the argument) the author is putting forth and to the sources the author
has drawn upon to back up his/her point of view.
2. For fictional works such as novels, chic lit, graphic novels, manga: Pay attention
primarily to the novel or book’s setting, plot, style, characters, theme/s, use of language
and voice. Caution: Do not give away the story for no one appreciates a spoiler!
3. Provide your reactions to the book.
4. Describe the book.
5. Respond to the author’s opinions and analyze it.
6. Explore issues the book raises.
 How do you CONCLUDE?

1. Relate your argument to other books or authors.

2. Relate the book to larger issues.
3. Tie together issues raised in the review.
4. Briefly restate your main points and your thesis statement.
5. Indicate how well the book has achieved its goal, what possibilities are
suggested by the book, what the book has left out, how the book compares
to others on the subject, what specific points are not convincing, and what
personal experiences you’ve had related to the subject.
 How do you REVISE the draft?

1. Allow time to elapse, at least a day, before starting your revision.

2. Correct grammatical mistakes and punctuation as you find them.
3. Read your paper through again looking for unity, organization and
logical development.
4. If necessary, do not hesitate to make major revisions in your draft.
5. Verify quotations for accuracy and check the format and content of
references.
OUTPUT No.5
Write a book review of a novel or a book that you like.
Literature Review
 WHAT IS IT?
Literature Review (LR)
 is a type of academic essay that examines what has already been written about a
topic. As a collection of published research about your topic by recognized scholars
and researchers, it is a way for you to examine also what has already been done in
regard to your research question or problem. Likewise, it summarizes and
synthesizes the conducted research driven by guiding principles. Although, it is not
a research paper, it provides background for your problem and a rationale for
your research (Abadiano 2016, 51-52).
 WHAT IS IT?
DOI
This system provides a means of identification for
managing information on digital networks.
 Literature reviews consist of the following components and its
purposes:
 INTRODUCTION
o Defines the topic and the scope being considered
o Notes intentional exclusions
o States the general findings of the review and the availability of the sources
 MAIN BODY
o Organizes the evaluation of the sources whether chronologically or thematically
o Showcases the critical summary and evaluation of the research’s premise, methodology, and
conclusion
o Uses grammatical connectors, relational words or phrases and transitional devices
 CONCLUSION
o Summarizes the key findings of the review
o Offers the reviewer’s justification of the conducted research
 REFERENCES
o Reflects the in-text citations
o Contains complete and correct citations
 Here are four literature review strategies:

SUMMARY SYNTHESIS
State briefly the argument and main Combine ideas in order to form an
points of relevant research integrated theory or system through
critical evaluation, compare/contrast,
etc.
ANALYSIS EVALUATION
Examine closely the elements or Assess the research based on the
structure of the research criteria or rubric that you choose,
state, and explain. Support it with
another similar research.
RESEARCH
REPORT
 WHAT IS IT?

A Research Report is a long, formal essay, usually five to fifteen

pages in length, which presents the writer’s views and findings on a chosen
subject. However, it is not just a long composition which follows the
principles of good writing. It is a scholarly work and not just a collection of
notes lifted from many different sources and strung together, one after the
other.
 WHAT IS IT?
The components of a research report are as follows:

Title
 It reflects the content and emphasis of the project described in the report.
Similarly, it should be as short as possible, including essential key words.
 WHAT IS IT?
The components of a research report are as follows:

Abstract
 It is an overview of the research study and is typically two to four paragraphs in
length containing 200-300 words. Think of it as an executive and technical
summary that distills the key elements of the remaining sections into a few
sentences.
 WHAT IS IT?
The components of a research report are as follows:

Introduction
 It provides the key question that the researcher is attempting to answer and a
review of any literature that is relevant. In addition, the researcher will provide a
rationale of why the research is important and will present a hypothesis that
attempts to answer the key question. Lastly, it should contain a summary of the
key question following the completion of the research.
 WHAT IS IT?
The components of a research report are as follows:

Methodology
 This is arguably the most important section for two reasons: (1) it allows readers
to evaluate the quality of the research, and (2) it provides the details by which
another researcher may replicate and validate the findings. Typically, the
information in the methodology section is arranged in chronological order with
the most important information on top of each section.
 WHAT IS IT?
The components of a research report are as follows:

Results
 In longer research papers, the results section contains the data and perhaps a
short introduction. Ideally, the interpretation of the data and the analysis is
reserved for the discussion section.
 WHAT IS IT?
The components of a research report are as follows:

Discussion
 This section is where the results of the study are interpreted and evaluated
against the existing body or literature. In addition, should there be any
anomalies found in the results, this is where the authors point them out. Finally,
it is an attempt to connect the results to the bigger picture and show how the
results might be applied.
 WHAT IS IT?
The components of a research report are as follows:

References
 This section provides a list of each author and paper cited in the research report.
Any fact, idea, or direct quotation used in the report should be cited and
referenced
 WHAT IS IT?
The components of a research report are as follows:

How do you format a research report?

 There is no one best format for all reports for a format depends on several
relevant variables. You must employ a suitable format to create a desirable
impression with clarity. Report must be attractive. While you should write
systematically, you must use the format (or often called structure) that best fits
the needs and wants of its readers.
Below is an example of senior high school students’ research report:
 SAMPLE RESEARCH REPORT
Utilization of Used Electrical Wires as Accessories
Rommel Abarte, Ferdinand Genaga and Jana Mae Clemente
Southville 1 Integrated National High School

Abstract
This study aims to find out the utilization of electrical wires as accessories among Grade 12 TVL Electrical
Installation and Maintenance (EIM) students for the school year 2019-2020. The descriptive-developmental design was
used to deal with the variables. Using purposive sampling, the consolidated data were determined, employed to
statistical analysis and utilized as inputs to the development of the finished products – the accessories. With an
obtained weighted mean of 3.76 interpreted as Utilized, the findings revealed that the students could use the materials
and had mastery to create such products. The research is a first in Southville 1 Integrated National High School for it
enlightened the respondents on the concept of designing with an attention to originality and creativity. The study
covers one group of respondents composed of twenty-seven (27) Grade 12 TVL-EIM students with 25 male and two
female participants respectively
Keywords: Utilization, Electrical Wires, Accessories.
 SAMPLE RESEARCH REPORT
Introduction
The study focuses on the utilization of used electrical wires as accessories of Grade 12 Electrical Installation and
Maintenance (EIM) students of Southville 1 Integrated National High School. Making accessories with electrical wires is one way of
reusing and recycling electrical wires as future entrepreneurs. Likewise, the creation of accessories with such materials is a
recreational activity that enhances skills in the proper handling of electrical tools in order to produce pieces such as earrings, bracelets,
necklaces, rings and a crown enhanced by an LED (Light Emitting Diode).
This in in cognizance to RA 10679, “An Act Promoting Entrepreneurship and Financial Education among Filipino Youth”
or “Youth Entrepreneurship Act of 2014” which declares that it is the policy of the State to promote the sustained development of
young Filipinos whose aptitude and skill in the field of finance and entrepreneurship shall be encouraged and honed through education
and specialized training programs. Towards this end, the State shall establish, maintain, and support a complete, adequate, and
integrated system of education and training to encourage the entrepreneurial spirit among our youth as well as support and promote the
growth of young entrepreneurs nationwide.
The researchers conducted this study to determine whether accessories using electrical wires are feasible to the EIM
students during their free time and start a business out of it.
 SAMPLE RESEARCH REPORT
Research Questions

1. What is the level of utilization of used electrical wires as accessories among Grade
12
TVL-EIM students in terms of:
1.1. usage of electrical tools and
1.2. skill mastery?
2. How do the Grade 12 TVL-EIM students utilize electrical wires as accessories in
terms of:
2.1. creativity and
2.2. originality?
3. Based on the results of the study, what can be proposed?
 SAMPLE RESEARCH REPORT
Methodology
The methods used by the researchers are sampling, data
collection and analysis. Likewise, they employed the descriptive-
developmental research to determine the utilization of used
electrical wires.
 SAMPLE RESEARCH REPORT
Results and Discussion

1. On the level of utilization of used electrical wires as accessories among Grade 12 TVL-EIM students in terms of
usage of electrical tools shows that the highest mean of 4 is achieved by indicator #1(Uses appropriate tools and
equipment in making accessories) interpreted as Utilized is followed by the mean of 3.92 gained by indicator #2 (Uses
electrical wires economically) interpreted as “Utilized”. The overall mean of 3.90 indicates that the level of utilization
of electrical wires in terms of usage of electrical tools is “Utilized”.

2. Apparently, the level of utilization of used electrical wires as accessories in terms of skill mastery shows that the
highest mean of 4.14 was gained by indicator #4 (Has the ability to use tools and equipment properly) with an
interpretation of “Utilized” is followed by the mean of 3.77 gained by indicator #1 (Knows how to create innovative
designs (with same interpretation. On the other hand, indicator #2 (Creates accessories with enough speed) gained the
lowest mean of 3.37 interpreted as “Moderately Utilized” and the overall mean of 3.71 which indicates that the level of
utilization in terms of skill mastery is “Utilized”.
 SAMPLE RESEARCH REPORT
Results and Discussion
3. In addition, the utilization of used electrical wires as accessories in terms of creativity reveals that the highest mean
of 3.74 is gained by indicator #3 (Shows spontaneous and cognitive attitude) and indicator #4 interpreted as
“Mastered” is followed by a mean of 3.70 for indicator #2 (Shows deliberate and emotional aptitude) with a similar
interpretation. With that, the overall mean of 3.69 indicates that the utilization of electrical wires in terms of creativity
is “Mastered”.

4. Finally, in terms of originality the participants rated the proponents with the highest mean of 3.85 as revealed by
indicator #1 (Designs are unique) interpreted as “Mastered” followed by a mean of 3.81 as seen in indicator #2
(Designs cater to the millennials) with a similar mean and interpretation. However, indicator #3 (Designs are
personally selected by the proponents) has the lowest mean of 3.62 interpreted as “Mastered”. Interestingly, the overall
mean of 3.76 indicates that the grade 12 TVL-EIM students’ utilization of used electrical wires as accessories in terms
of originality was “Mastered”.
 SAMPLE RESEARCH REPORT
Conclusions

1. Based on the findings, the proponents are skilled enough to utilize electrical wires as accessories. Their acquired
skill can be useful if they plan to put up their own accessories business applying it real-life business situations.
2. Although their developed products were approved by a school-based electrical engineer and by a panel of research
examiners, the proponents should obtain permission from a local DTI representative, have it registered in the local
SEC and then secure permits from the barangay, the city hall and the BIR. This is in case they aspire to venture into the
accessories business.
3. The results also indicated that the proponents demonstrated their competence in utilizing electrical tools and
equipment without the guidance of their EIM teachers. Their initiative and independence satisfy the law on youth
entrepreneurship which clearly advocates the putting up of a microbusiness strongly honed while in school.
4. The grade 12 researchers are capable of creating original designs with an attention to details and safety.
 SAMPLE RESEARCH REPORT
References:

Babbie, E. (2018) The Practice of Social Research, 8th ed: Wadsworth Publishing.
Ghani, A. (2014) Experimental Research Methods for Students in Built Environment and
Engineering.
https://www.researchgate.net/publication/274618610_Experimental_Research_Method
s_for_Students_in_Built_Environment_and_Engineering.
Lazatin, H (2019) The Best New Fashion and Accessory Brands You Should Discover in
Manila https://www.townandcountry.ph/style/fashion/new-fashion-and-accessorybrands-in-
the-philippines-a00184-20190726-Ifrm
 Project
Proposal
 WHAT IS IT?
A project proposal is a document that is written for problem
solving, service provision, event planning, or equipment selling. Generally,
proposals are used to convince the reader to do what the proposal suggests,
such as buying goods or services, funding a project, or implementing a
program. Proposals in the professional world are used for internal (within
an organization) and external (from one organization to another) purposes.
They are ways of generating income for companies or seeking funding for
projects. This is provided to the sponsor of the project for approval.
 WHAT IS IT?
A proposal stands out depending on its ability to clearly
answer questions about what is being proposed, how the plan will
be carried out, when it will be implemented, and how much
money will be needed or spent. In other words, they are
persuasive documents that need to do the following: highlight
reader benefits, prove your credibility in carrying out the project,
and allow the reader to respond easily.
 WHAT IS IT?
As a student, you have been familiarized with writing proposals -
maybe even without you knowing it. Whenever you envision, plan, and
complete a project for your science class or your club outreach, you are
thinking about fulfilling a need for something. This process may involve
writing a paper or doing a presentation in front of an audience to get their
approval. While proposal writing may seem like an intimidating task, they
can be made easier by following the guidelines in writing and familiarizing
yourself with the parts of a project proposal.

Projectmanager2018
 GUIDELINES IN WRITING A PROPOSAL
1. Gathering the Data. One of the characteristics of an effective proposal is being well- researched. It
needs concrete data to back up its claims so it can become more credible. You can gather data from
primary and secondary sources, and apply the strategies that you learned in writing a research paper in
the previous lessons.
2. Organizing the Data. A proposal becomes more effective if the information on it is clearly organized.
You can use the parts of the proposal to guide you in your organization, or use an outline to structure
your discussion more effectively.
3. Writing the Proposal. Fill out the parts of the proposal with the relevant data.
4. Revising the Proposal. Make sure to review your proposal for accuracy and organization before you
send it out. A good proposal will be comprehensive and will put your organization in the best light.
(Tiongson and Rodriguez 2016)

Projectmanager2018
 FORMATTING THE PROJECT PROPOSAL
Proposals are primarily categorized according to
their length. An informal proposal is about 2-4 pages long.
Meanwhile, a formal proposal has 5 or more pages.
Regardless of their purpose and audience, they have
standard parts such as the following:

Projectmanager2018
 FORMATTING THE PROJECT PROPOSAL
1. Introduction. This part provides the background necessary for understanding the
project, which is done by telling your reader the following:
 Rationale - this identifies the problem to be addressed and shows the need to solve it.
 Objectives - these reveal what the project intends to achieve in terms of results. It
also gives the reader an idea of the intended solution. Good objectives are SMART
(Specific, Measurable, Attainable, Results oriented, and bound within a realistic
Time frame).
 Benefits - these show what the reader or the target audience can gain from the
proposal, which may be improvements in processes or systems, an increase in
revenue, or a change in behavior of the beneficiaries of the proposal.
 FORMATTING THE PROJECT PROPOSAL
2. Project Description. This section gives specific information about the project itself. It indicates
how the project will address the identified problem through the following parts:
 Methodology – this entails the different activities, the project will take on, including the
manpower (i.e., the people involved and their duties), resources to be utilized and the expanded
output.
 Schedule - this discusses the task duration and expected start and end dates of each activity in
the project.
 Budget - this presents an analysis of all the costs anticipated in the project, which can be
itemized or shown as a whole, depending on the needs of the project.

Note: Organizations usually provide interested parties with a required format for project proposals,
so make sure that you follow the prescribed format.
(Brighthubpm 2009)
 SAMPLE TEMPLATE:
Project Title: _________________________________

Part of the Introduction Content

Rationale (What prompted the project? Is there an existing concern or potential problem
that you want to address?)
Objectives (What does the project hope to achieve?)
Benefits (Who are the project beneficiaries? How will they benefit?)
II. Project Description
Methodology (Who are the people involved in the project? What are their duties? What are
the resources needed? What is the expected output?)
Schedule (What is the date of implementation and its duration?)
Budget (What is the estimated amount of budget requirement? Budget sources?)
 ADDITIONAL ACTIVITIES
Assuming you are the Supreme Student Government (SSG) President and you would
like to convince the School Principal about a particular project (i.e. tutorial sessions,
school fair, etc.), write a one-page project proposal observing the required format.
Project Title: _________________________________
Part of the Introduction Content
Rationale (What prompted the project? Is there an existing concern or potential problem
that you want to address?)
Objectives (What does the project hope to achieve?)
Benefits (Who are the project beneficiaries? How will they benefit?)
II. Project Description
Methodology (Who are the people involved in the project? What are their duties? What are
the resources needed? What is the expected output?)
Schedule (What is the date of implementation and its duration?)
Budget (What is the estimated amount of budget requirement? Budget sources?)
POSITION PAPER
 WHAT IS IT?
The position paper is a composition that highlights an opinion of
an author or specified entity about an issue. As a debate, it presents one
side of an arguable opinion and persuades the readers or audience that the
author has a well-founded knowledge about the issue.
In writing the Position Paper, your goal as a writer is not only to
state and defend your position on the issue but also to show how your
stance relates to other position.
Do remember that arguments should be supported with reasons
and evidences?
 WHAT IS IT?
Writing Center of the University of Hawaii, stated that in
choosing the issue or problem to be discussed, you may ask yourself the
following questions as issue criteria to ensure that you will be able to
present a strong argument:

1. Is it the actual and real issue?

2. Can you clearly identify two positions?
3. Are you an advocate of one of these positions?
4. Is the issue narrow enough to be manageable?
 WHAT IS IT?
After choosing the argument to take, you must present relevant supporting
evidence like:

1. Factual knowledge, which valid and verifiable information

2. Statistical inferences, which are conclusions drawn from data gathered
3. Informed opinions, which are based on knowledge of the facts and carefully
considered principle, and rely on evidence instead of limited personal experience
4. Personal testimony, which are personal or first-hand experience of the writer or
knowledgeable party
(Rutgers 1998)
 WHAT IS IT?
Now, here are the components of a position paper.

I. The Introduction – identifies the issue that will be discussed and states the
author’s position on that issue.

A. Introduce your topic with background information

B. Build up your thesis statement which asserts your position37
 Fast food restaurants are bad for our health.
 Fast food packages should contain warning labels.
 WHAT IS IT?
II. The Body – contains the central argument and can be further broken up into sections:
A. Possible objections to your position (counter argument)
 Whose job is it to determine which restaurants are bad?
 Such labels would affect the profits of major corporations.
B. A discussion of both sides of the issue, which addresses and refutes arguments that contradict the
author’s position (your argument)
 It would be difficult and expensive for any entity to determine which
restaurants should adhere to the policy.
 Nobody wants to see the government overstepping its boundaries.
C. Explain that your position is still the best one, despite the strength of counter-arguments. This is where
you can work to discredit some of the counter-arguments and support your own.
 Restaurants might improve the standards of food if warning labels were put
into place.
 The role of the government is to keep citizens safe.
 WHAT IS IT?
III. Conclusion – restating the key points and when applicable, suggest
resolution to the issue.

A. restate your position

B. provide Plan of Action

(Thoughtco 2020)
REFLECT
ON THIS!
REFERENCE:

Almero, E., & Colarina, A. I. (2020).

Quarter 4 – Module 8: Composing
Academic Writing. Reading and Writing
Skills Alternative Delivery Mode, pg. 4-17.
Published by the Department of Education