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Reporting and Sharing Findings (RDL 1 IVg-j)

Writing Chapter V: Summary, Conclusions, and Recomendations The last chapter of a research paper or thesis 1) summarizes the findings of the study; 2) gives conclusions in the form of generalizations; and 3) gives recommendations for the solution of the problem or application of the findings. Summary This section outlines the important details of highlights of the study. 1. There should be a brief statement of the main purpose of the study (in Chapter I), the respondents/interviewees, the period of the study, method of research used, the research instrument, and the sampling design (in Chapter III). 2. There specific research questions (in Statement of the Problem) should be written first followed by the findings that answer it. 3. The findings should be textual generalizations, that is, a summary of the important data using words and numbers. 4. Only the important findings, the highlights of the data, should be included in the summary, especially those upon which the conclusions are to be based. 5. Findings are not explained nor elaborated upon anymore. They should be stated as concisely as possible. 6. No new data should be instroduced in the summary of findings. Conclusions This sections contains the principles or general truths that were learned from the study. 1. Conclusions are principles, general statements, and/or generalizations based upon the findings. These are logical and valid outgrowths of the findings. 2. Conclusions should answer the specific research questions in the Statement of the Problem. 3. Conclusions should point out what is factually learned from the inquiry. 4. Conclusions should be formulated concisely, that is, brief and short and yet convey all the necessary information. 5. Conclusions should be stated categorically, i.e., as if 100 percent true and correct. 6. Conclusions should refer only to the subject, locale, population, and time period of the study. 7. Conclusions should not be repetitions of any statement anywhere in the research paper or thesis. Recommendations This section appeals to people or entities concerned to solve or help solve the problems discovered in the inquiry. 1. No recommendation should be made for a problem (or anything for that matter) that has not been discovered or discussed in the study. 2. Recommendations may be made for the continuance of a good practice or system, or for its improvement. 3. Recommendations should aim for the ideal but they must be feasible practical, and attainable. “It is useless to recommend the impossible.” 4. Recommendations should be logical and valid. 5. Recommendations should be addressed to the persons or institutions which are in a position to implement them. 6. There should be a recommendation for further research on the same topic in other settings in order to verify, amlify, or negate the findings of the study. (Or to study areas that were not explored in the present research. R E F E R E N C E S Calderon, J. F. & Gonzales, E. C. (1993) Methods of research and thesis writing. Mandaluyong, National Book Store.

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Finding Answers Through Data Collection (RDL1 IV d-f)

Conducting an Interview An interview is “a purposive face-to-face encounter, usually between two parties (an interviewer and an interviewee), in order to exchange information” (Miranda-Plata, et al., 2006). (However, because of modern comunication technology, interviews can also be not "face-to-face". Interviews may be conducted over the telephone, chat, or video call.) The interview is one of the most common data-gathering techniques, and used in qualitative research (the other being the survey, used in quantitative research). “By talking to people who have the information [that] you need, you can enrich your knowledge about the topic you are working on”. An interview typically has three stages: the pre-interview stage, the interview proper, and the post-interview stage. The pre-interview stage 1. Determine the purpose of your interview. Determine the specific objectives in conducting your interview: What will you use the interview for? How will you use the information? 2. Research the topic. Read in order to gain background knowledge on your topic. This will help you to be able to ask the right questions. 3. Choose your interviewee. Determine who is/are the best people to interview. Determine their availability, their knowledge of the topic, and whether they may freely share the information that you need. 4. Prepare for the interview. Make arrangements for the interview, for example, a letter of request, a call to the interviewee's office, and recording equipment. 5. Prepare an interview guide. An interview guide is a research instrument (see previous lesson) that contains questions to be asked by the interviewer/researcher. Determine how to phrase the questions in order to extract the information that you need. The interview proper The interview proper has three basic parts: 1) the opening, 2) the body, and 3) the closing. 1. The opening. This is when the tone of the interview is set. Aim for a positive atmosphere right from the beginning. This will pave a smooth path for communication. Establish rapport, i.e, goodwill between you and your interviewee. Make a good impression. Also, set the foundation for the interview by a) introducing yourself/yourselves (“We are senior high school students conducting an interview for our Research subject”); b) stating your purpose ('We want to find out more about depression”, etc.) and c) describing what will be covered in the interview, including the topics (“We would like to talk about causes, symptoms, treatment, and prevention of malaria”), and time limit. 2. The body. This is the main part of the interview where you, the researchers, ask the questions. Remember that the prepared questions in the interview guide only serves as a guide and should not be seen as the only questions that may be asked during the interview. (See “Types of questions” below.) Your prepared list of questions should also not be see as the strict sequence that should be followed. Follow the interviewee's lead on where the discussion goes, and yet use your interview guide if the discussion get sidetracked. You must research this well. 3. The closing. Do not neglect the closing part of the interview. Aim to leave with a positive attitude to the interviewee. Signal the conclusion (“And for my/our final question...”). Provide a summary statement by reviewing the points that were discussed. Make sure that your interview notes are accurate. Finally, show appreciation and courtesy to your interviewee for the time and knowledge he or she has shared. The post-interview stage 1. Arrange for a follow-up session, if needed. Make your interviewee aware of his/her valuable contribution to your research. Maintain the goodwill that was established during the interview so that you will be able to arrange a follow-up session in case you need to clarify some information pertinent to your research. 2. Prepare the interview report. Sort through the information gathered during the interview. Identify the information need for your research. Recall the purpose for conducting the interview. Make sure that you present different perspectives on the topic at hand. (See “Writing Chapter IV: Results and Discussion” below.) Types of Interview Questions 1. Open-ended questions are broad questions which can be answered freely by the interviewee: “How did you get started with your business?” “How would you describe your dream job?” 2. Close-ended questions call for restricted answers, i.e., specific answers: “How many languages do you speak?” “Do you agree with amending the Constitution?” 3. Primary questions are those that introduce new topics or other aspects within the same topic: “What makes digital photography fascinating to you?” 4. Secondary questions are those that help the interviewee clarify or elaborate on responses which may not have been clear or complete: “Can you please give an example of that?” “What do you mean by the word, 'esoteric'?” “Did you say 'poorer' or 'purer'?” 5. Neutral questions ask for simple, clear-cut answers. These is the type that interviewers should ask. “What is it like being a girl studying engineering?” “What are the latest developments in your field?” 6. Leading questions are those that direct (or force) the interviewee make expected responses. These should generally be avoided. “Noontime shows are stupid, aren't they?” (You are making the person agree with you.) “Is it true that you did not vote for our president? Who did you vote for?” (You are forcing a person to say something that is supposed to be a secret.) “Where were you when you murdered the victim?” (You are already assuming that the suspect is actually guilty.) 7. Loaded questions are those “loaded” with some negative aspect of the interviewee, and thus highly inappropriate. “How can you stand being around a bunch of idiots?” (You are calling his/her friends “idiots”.) “What ever happened to the corruption charges against you?” “When the aliens to you up on their spaceship, did they do anything sexual to you?” (From the movie “Independence Day”, 1995.) Tips in Conducting an Interview 1. Contact the person you wish to interview ahead of time. 2. Get permission first before using any recording equipment (e.g., voice recorder, video cameras). Research is ethical! 3. Check if your recording equipment is working properly. 4. Take down notes during the interview. Do not rely on electronic recording equipment. 5. Listen attentively during the interview. Show your interviewee that you are interested. Avoid doing other things during the interview, such as browsing your phone. 6. Ask only one question at a time. 7. Tactfully redirect the interviewee if they stray away from the topic. 8. After the interview, send your interviewee a thank-you note (or a small token of appreciation). WRITING CHAPTER IV: RESULTS AND DISCUSSION The fourth chapter of a thesis or research paper is called Results and Discussion. In a qualitative research paper, this chapter presents the results of the interview. There is no fixed sections in this chapter. When writing this chapter, consider: 1) You intended audience (i.e, your teacher or research panel); and 2) your teacher's requirements for the subject. Begin with a brief background about the interview situation (When? Where?) and the interviewee(s). Present the interview in the order that the questions are presented in the interview guide. Give the main points discussed during the interview. Paraphrase or summarize the responses of your interviewee(s). Use quotations only if the interviewee said something particularly striking. Quotations provide flavor to the interview report. Ensure the smooth flow of ideas by using transitional devices (such as first, next, then, meanwhile, finally, and others). The closing should reinforce the highlights of the interview by summarizing the key points. R E F E R E N C E S Miranda-Plata, S., Beltran-Montenegro, M. C., Rañosa-Madrunio, M. B., Valdez, P. N. M., Gabriel, C. D., Calero, E. R., et al. (2006). Research: Process and product workbook. Biñan, Laguna: Trailblazer Publications.

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Understanding Data and Ways to Systematically Collect Data (RDL 1 IV a-c)

Chapter III of the research paper is called Methodology. It is composed of the following sections: 1) Methods of Research, 2) Data Gathering Technique, 3) Research Instrument, and 4) Sampling Design. (Another section, called Statistical Treatment of the Data, is only used for quantitative research.) METHODS OF RESEARCH Describe your method of research. It can be any one of the following: 1. Historical research – investigates what happened in the past. This involves the collection of historical data, such as documents, oral traditions, relics and artifacts. This is not a mere research on the history of a subject, but an attempt on writing the history of a subject using historical data described above. 2. Descriptive research – attempts to describe what is in the present. This is done primarily through the use of surveys and interviews. 3. Experimental research – attempts to predict what will happen in the future. It involves the manipulation of variable and studying its effects. DATA GATHERING TECHNIQUE Describe your data gathering techniques. There are two main sources of data: 1. Secondary data is derived from previous researches and found in written publications. It is called “secondary” because the data was already collected by previous researchers. 2. Primary data is derived from the researchers' own collection of data; e.g., through surveys or interviews. RESEARCH INSTRUMENT A research instrument refers to the method used in the collection of primary data. The two most common research instruments are: 1. Survey questionnaire and 2. Interview guide. SAMPLING DESIGN Describe how you selected the respondents of your study. Samples may be chosen through the following methods: 1. Random sampling – also called the fishbowl method or the lottery or raffle method. Each member of the total population has an equal chance to be included in the study. For example, the names of all the members of the population are written in strips of paper, placed into a fishbowl or other receptacle and the required number of respondents are is taken from the bowl. 2. Systematic sampling – also called interval sampling; where every nth element is chosen as a respondent to the study. For example, in a village, every 7th house shall be selected as a participant in the study. 3. Stratified sampling – an equal number of respendents are taken from each stratum or 'level' of the population. For example, ten students each are selected from each of the academic strand (e.g., ABM, GAS, HUMMS, and STEM) or from each grade level (seventh grade, eighth grade, ninth grade, tenth grade) 4,. Purposive sampling – respendents are selected because they possess the desired characteristics need in the study. For example, in a research about addiction to online gaming, people who play online games are selected for the study. 5. Convenience sampling – the respondents are chosen because they are accessible to the researchers. For example, the reseachers' own classmates or neighbors.

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Learning from Others and Reviewing the Literature (RDL III f-j)

INTRODUCTION Chapter II: Review of Related Literature and Studies (RRLS) is composed of discussions of facts and principles to which the present study is related. For example, of the present study deals with teenage pregnancy, literature to be reviewed or surveyed should be composed of materials that deal with teenage pregnancy. Guidelines in Choosing References (According to Calderon & Gonzales) 1. Materials should be as recent as possible. This is important because of the rapid social, political, scientific, and technological changes in our societies today. As a rule of thumb, include only references in dated in the last ten (10) years. 2. Materials should be as objective and unbiased as possible. Some references may be one-sided, e.g., political and religious biases. 3. Materials should be relevant to the study. Only references that have some similarity to and or bearing on the problem researched on, should be included. 4. Materials must not be too few or too many. There must be sufficient enough reference to give the researcher(s) insight into the problem or to indicate the nature of the present investigation. The number may also depend upon the availability of the needed references. Guidelines in Using Online References (According to Miranda-Plata, et al.) 1. Determine the credibility of the website. A credible website usually gives the name of the author (whether individual or organization), the date of publication (when the material was posted), as well as contact details of the author (e.g., e-mail addresses). Be wary of anonymous websites! 2. Assess the quality of writing. The language should be clear, logical, and organized. A good website should contain verifiable information, which can be seen in its citations of sources. 3. Judge the objectivity of the website. The website should be free from bias. For example, company websites may be good sources of information about the company, but may be biased on only the positive side of their organization, products, and services. 4. Verify the accuracy of the data. It is important to counter-check the information on the website by checking other websites or references. CITATION (According to Bordo, et al.) Citation is a form of acknowledgment in which the researchers give the source of information taken or borrowed from a certain reference material or periodical. The purpose of citation are the following: 1. To give credit to borrowed ideas or information; 2. To expand further lifted statements, facts, and statements integrated in the text; 3. To establish the validity of evidence borrowed; 4. To provide additional information or facts those mentioned by authorities on the topic under study; 5. To provide cross-reference to various parts of research. The American Psychological Association Format A popular method of citation is the use of the format of the American Psychological Association (APA). It is often used in studies in the social sciences (e.g., psychology) but is also used in other fields of study as well. (Other formats include the Modern Language Association [MLA] format and the University of Chicago (UC) format, also called the Turabian System, which is named after Kate Turabian, who was the University of Chicago's thesis secretary. The APA format is known as the “author-date” format. The reference, whether quoted, paraphrased, or summarized, is introduced by or followed by the citation containing the author's surname and the copyright year. It is also called the “in-text parenthetical” format because the citation is often given within the body of the text and enclosed in parentheses. (This is unlike the UC-Turabian System, which cites references using footnotes.) When material is quoted, paraphrased, or summarized, it is cited within the text as in-text citations. All references used in the study is listed in “References” list at the end of the research. For an explanation of the APA Citation Format, see this article in the Instructional Minutes Blogspot blog site: PLAGIARISM (According to Bordo, et al.) Plagiarism is the use of ideas or information of others without clear and proper acknowledgment or citation. Common forms of plagiarism 1. Purchasing an essay or paper from a dealer (online or elsewhere) and calling it one's own. 2. Borrowing another student's paper and calling it one's own. 3. Having someone else do one's work, for free or for hire, and calling it one's own. 4. Copying directly from outside sources and calling it one's own. In other words, deliberately failing to cite one's sources. 5. Improperly documenting quoted, paraphrased, or summarized source material. 6. Extending the bibliography or references list in one's paper by adding references that were not used in the study. 7. Having other students write a paper as a group and calling it one's own. 8. Collectively writing a paper as a group but each one submitting copies as individual work. How to avoid plagiarism 1. Do you own work. Begin your research as early as possible. Avoid procrastination. 2. Establish your own voice. Learn as much as possible about your topic and develop your own point of view. 3. Do your research carefully. Read the research material clearly and make a bibliography of the materials you intend to use on paper. 4. Keep copies of all your drafts. This will be proof that you wrote your own paper. 5. Make sure that your research contain properly-cited references. R E F E R E N C E S Bordo, P. E. C., E. D. Mercado, M. G. Gayeta, E. S. Magtoto, & L. F. Noroña (2010). The elements of writing across disciplines. Malabon: Jimcyzville Publications. Calderon, J. F. & E. C. Gonzales (1993). Methods of research and thesis writing.. Mandaluyong: National Book Store, Inc. Miranda Plata, et al. Research: Process and product workbook. Biñan, Laguna: Trailblazer Publications. Guerrero, G. T. (February 1, 2015). “Documenting references using the APA format”. Instructional Minutes Blog site. Retrieved: January 12, 2017 from:

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Identifying the Inquiry and Stating the Problem (RDL 1 I c-d)

Chapter I of the research paper is called the The Problem and Its Background (sometimes also called the Introduction), which is composed of the following sections: 1) Background of the Study, 2) Statement of the Problem, 3) Scope and Delimintation, and 4) Significance of the Study. (Other theses have sections such as Objectives of the Study, Hypotheses, Limitation of the Study and Definition of Grades, but these will not be considered in this study.)

No study can begin without a topic. This article also includes guidelines on how to select a research problem and how to write a research topic.

THE RESEARCH PROBLEM (According to Calderon & Gonzales)

A problem is “any significant, perplexing, and challenging situation, real or artificial, the solution of which requires reflexive thinking”. In research, it is known as the research topic or research title

Elements of a Research Title. The research title is not meant to be entertaining or “catchy” like the titles of television programs or movies, but informative. The parts of a research title contain the following information:

1. The subject matter or topic to be investigated. (“What?”)

2. The place or locale where the research is to be conducted. (“Where?”)

3. The population or universe from who the data are to be collected, i.e., the respondents or interviewees. (“Who”?)

4. The time period of the study during which the data are to be collected. (“When”?)

Example:

Subject matter: The teaching of Science Place or locale: in the high schools of Province A Time period: during the school year 1989-1990 Population: as perceived by teachers and students

Subject matter: The effects of the use of cell phones on the academic performance Population to senior high school students Place or locale: at Philippine Christian University Time period: during the first semester, school year 2016-2017

Choosing a Workable Topic (According to Bordo, et al.)

Avoid the following topics:

a. Controversial issues (e.g., political scandals, court matters, etc.) b. Very new topics (references may not yet be available) c. Personal bias and discriminating topics (e.g., racism, sexism, etc.) d. Supernatural and paranormal topics (e.g., fortune-telling, astral projection, telepathy, etc.) e. Political conflicts (e.g., graft and corruption, wiretapping, war on drugs, etc.) f. How to commit crimes

Things to consider in selecting a topic:

a. Time frame for completion (Research should be feasible) b. Benefit to the community. Topics that improve human life is the ultimate goal of research. (Research is ethical) c. Focus on a specific area of knowledge; i.e., it should be concentrated on a specific subject area. d. Topics should be interesting; that is, pertinent to the readers’ interests. e. Topics should be measurable and observable for it must be results oriented.

BACKGROUND OF THE STUDY (According to Bordo, et al.)

This section serves the following purposes: 1) to provide readers with the background and general direction of the research paper, 2) to bring about a smooth transition into the major discussion of the paper, and 3) to arouse curiosity among the readers thereby getting their attention.

The following are some elements that should or might be included in this section:

Presentation of the problem – Describe the existence of an unsatisfactory condition or a problem that needs a solution.

Historical background of the problem - Give the historical background of the problem, if applicable.

Geographical conditions of the study locale - If applicable, describe the geographical location of the study.

Rationale of the study - Give the reason(s) why the study should be conducted.

Example:

In 2004, the researcher migrated to the Philippines to accompany her spouse who was at the time studying at the Adventist Institute for International Advanced Studies (AIIAS) in Silang, Cavite. They discovered the study opportunities and were motivated by the quality of education and low school fees being offered. They visited several colleges and universities to collect pamphlets and sent them back to Vanuatu for educational awareness. The Ni-Vanuatus became aware and decided to send students to study in the Philippines. The first two schools to receive Vanuatu students were AMA Computer College in Dasmariñas, Cavite and Air Link Aviation College in Parañaque City. The researcher came to know Cavite State University (CvSU) in 2009 and transferred from AMA.

(Ngwele, March 2011)

STATEMENT OF THE PROBLEM

The statement of the problem (also called “purpose statement and research questions”) is a statement of the purpose of the study and a series of questions that will help in researching the topic. It is composed of 1) the general statement of the problem (the purpose statement) and 2) the specific sub-problems or sub-questions (or research questions). (It may help to think that the specific sub-questions/research questions is an outline in question form.)

Guidelines in Writing the Statement of the Problem (According to Calderon & Gonzales)

1. The general statement of the problem (or the purpose statement) and the specific sub-problems (or the research questions) should be formulated first before conducting the research.

2. It is customary to state specific sub-problems in the interrogative form; hence, sub-problems are also called “specific questions”.

3. Each specific research question should be clear and unequivocal (should only have one meaning) in porder to avoid confusion.

4. Each research question should be researchable apart from the other questions (i.e., separable).

5. Each research question must be based upon known facts and phenomena. Furthermore, data from such facts and phenomena should be accessible to the researcher.

6. Answers to each research question can be interpreted apart from the answers to the other specific questions.

7. Answers to each research question must contribute to the development of the whole research study.

8. Summing up the answers to all the specific questions will give a complete development of the entire study.

9. The number of research questions should be enough to cover the development of the whole research study.

Example:

This research aims to develop an evaluation model of a web-based tool used in test administration for Grade 11 and 12 students.

Specifically it aims to answer the following questions:

1. What are the commonly used web-based tools used in test administration?

2. How are these web-based test tools evaluated?

3. How could evaluation model be designed for web-based test administration? (Leanillo, 2016)

SCOPE AND DELIMITATION

This section is a description of what is included in the study and what is not included. The population under study and the locale of the study should be described.

Example:

The study shall only include children studying at the Sunday school of Beth Yaacov synagogue in Makati City. This will include only children from ages five (5) to twelve (12), being the age when Jewish children begin their religious education, and ending at the age when they become bar mitzvah and bat mitzvah. Children from other Jewish communities in the country, like the “Bagel Boys” in Pampanga or the recently established Chabad House also in Makati, are not included. Children below the age of religious instruction (five years old) and beyond (twelve years old) are not included. Attendees of the various adult classes held at the synagogue, are likewise not included. (Guerrero, October 2011)

SIGNIFICANCE OF THE STUDY

This is a list of the people or institutions who will benefit from the study and how they will benefit from the study.

Example:

The study will provide some insights and information on the effect of watching Korean dramas on housewives’ perception on marriage. Also, the useful and relevant information acquired from this study will stimulate awareness on housewives on the possible effects the message weight after their beliefs and attitudes.

Married couples. The study would be beneficial to them since they are married and they would be able to understand each other more and be more aware of each others feelings toward a certain topic.

Future researchers. The study would serve as their reference in their research study which could be beneficial and similar to this.

Housewives. Since they are the participants, this would help them to know more and be aware in Korean dramas’ effects in their lives as well as their perception on marriage and family life. (Arcibal, April 2011)

R E F E R E N C E S

Bordo, P. E. C., E. D. Mercado, M. G. Gayeta, E. S. Magtoto, & L. F. Noroña (2010). The elements of writing across disciplines. Malabon: Jimcyzville Publications.

Calderon, J. F. & E. C. Gonzales (1993). Methods of research and thesis writing.. Mandaluyong: National Book Store, Inc.

Miranda Plata, et al. Research: Process and product workbook. Biñan, Laguna: Trailblazer Publications.

Arcibal, N. C. (April 2013). Housewives’ exposure to Koreanovelas on GMA 7 and their perception on marriage. Unpublished undergraduate thesis. Indang, Cavite: Cavite State University.

Cabulong, J. (October 2016). Development of localized and contextualized teachers’ guides with Strategic Intervention Materials (SIM’s) in Grade 9. Unpublished masteral thesis proposal. Manila: Philippine Normal University.

Guerrero, G. (October 2011). The teaching of Hebrew among children at Beth Yaacov Synagogue, Makati City. Unpublished masteral thesis proposal. Manila: Philippine Normal University.

Leanillo, M. (October 2016). Evaluation model on the use of a web-based tool in test administration for Grade 11 and 12 students. Unpublished masteral thesis proposal. Manila: Philippine Normal University.

Ngwele, H. (March 2011). Marketing the Philippines as an educational destination for Ni-Vanuatu university students. Edited by G. T. Guerrero. Unpublished undergraduate research paper. Indang, Cavite: Cavite State University.

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Qualitative and Quantitative Research (RDL 1 I b)

DEFINITION Qualitative Research is research involving non-quantitative characteristics. Quantitative research is primarily exploratory research: a. It is used to gain an understanding of underlying reasons, opinions, and motivations. b. It provides insights into the problem or helps to develop ideas or hypotheses for potential quantitative research. c. It is also used to uncover trends in thought and opinions, and dive deeper into the problem. Qualitative data collection methods vary using unstructured or semi-structured techniques. Some common methods include focus groups (group discussions), individual interviews, and participation/observations. The sample size is typically small, and respondents are selected to fulfill a given quota. Quantitative Research, on the other hand, is used to quantify the problem by way of generating numerical data or data that can be transformed into useable statistics. a. It is used to quantify attitudes, opinions, behaviors, and other defined variables – and generalize results from a larger sample population. b. It uses measurable data to formulate facts and uncover patterns in research. Quantitative data collection methods are much more structured than Qualitative data collection methods. These include various forms of surveys e.g., paper surveys, online surveys, etc. Characteristics of Qualitative Research 1. The absence of “truth”. In qualitative research, the researcher collects information (e.g., through interviews) from which some level of knowledge can be gained. But the information collected from interviewees are not immediately considered the “truth”. In order to verify the truthfulness of a statement, it is important to know the context of an interview situation. 2. The importance of context. The situation of the interviewee often has an influence on what they say. This also includes the physical environment (e.g., a neighborhood where early pregnancy is rampant) or mode (whether oral or through telecommunications) by which an in-depth interview (IDI), group discussion, or observation is conducted. 3. The importance of meaning. In qualitative research, “meaning” is derived from the data using of multiple sources such as: the context, the language, the impact of the participant-researcher relationship, the potential for participant bias, and the potential for researcher bias. 4. The researcher-as-instrument. The researcher is the center of the data-gathering phase and the instrument by which information is collected. The closeness of the researcher to the research participants and subject matter instills an in-depth understanding which can prove beneficial to a thorough analysis and interpretation of the outcomes. (However, this intimacy heightens concerns regarding the researcher’s ability to collect (and interpret) data in an objective, unbiased manner.) 5. The participant-researcher relationship. This relationship is at the core of IDIs, group discussions, and participant observation, where participants and researchers share the “research space” within which certain conventions for communicating (knowingly or not) may be formed and which, in turn, shapes the reality the researcher is capturing in the data. 6. The unique set of skills from the researcher. These are skills that go beyond the usual qualities of organization, attention to detail, and analytical abilities that are necessary for all researchers. These include techniques to build rapport with participants and active listening skills. 7. Flexibility of the research design. A defining characteristic of qualitative research is the flexibility built into the research design. For example, during an interview, a research not only uses his/her prepared questions but also ask follow-up questions not prepared beforehand. Characteristics of Quantitative Research 1. The solicitation of measurable characteristics in survey questionnaires (e.g. age, number of children, educational status, economic status). 2. The use of standardized, pre-tested instruments (i.e., survey questionnaires) to ensure that these are valid (measures what it is supposed to measure), usable (easy to read, understand, and answer) and reliable (yields consistent results—see number 5 below). 3. The use of a large number of respondents in order to make sure that this is representative of the larger population. 4. The use of tables, graphs, figures, etc. to organize data in order to show trends, relationships, or differences among variables. 5. The ability to repeat the study using the same research instruments (i.e., survey questionnaires) in another setting (e.g., at another place, at another time). Strengths and Weaknesses of Qualitative Research Strengths: 1. Qualitative data complements and refines quantitative data 2. It provides more detailed information to explain complex issues 3. There are multiple methods for gathering data on sensitive subjects 4. Data collection is usually cost efficient Weaknesses/Limitations: 1. Findings usually cannot be generalized to the study population or community 2. It is more difficult to analyse; does not fit neatly in standard categories 3. Data collection is usually time consuming Strengths and Weaknesses of Quantitative Research Strengths: 1. Findings can be generalized if the selection process is well-designed and sample is representative of study population 2. It is relatively simple to analyze 3 Data can be very consistent, precise and reliable Weaknesses/Limitations: 1. Related secondary data is sometimes not available or accessing available data is difficult/impossible 2. Difficulty in understanding the context of a phenomenon 3. Data may not be robust enough to explain complex issues R E F E R E N C E S “10 distinctive charactistics of qualitative research”. (n. d.). ResearchReviewDesign.com. Accessed: November 11, 2016. Retrieved: https://researchdesignreview.com/2013/07/31/10-distinctive-qualities-of-qualitative-research/ Regoniel, P. A. (January 3, 2015). “Quantitative methods: meaning and characteristics”. SimplyEducate.Me. Retrieved: “Strengths and limitations”. (n. d.). BetterThesis.dk. Accessed: November 11, 2016. Retrieved: Wyse, S. E. (September 16, 2011). “What is the difference between qualitative research and quantitative research?”. SnapSurveys.com. Retrieved: .

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Definition and Characteristics of Research (RDL 1 I a)

DEFINITION Research is the process of systematic, scientific, and objective search for: 1) the increasing of knowledge; 2) establishing of facts and principles; 3) proving, disproving, or modifying theories; and 4) developing new ideas, processes, or products. By “process”, we mean that research is a step-by-step procedure (see number 1 in Characteristics of Research below). By “scientific” we mean that research is based on science (from the Latin word scientia or 'knowledge'). “Proving” means proving that a theory is true; “disproving” means proving that the theory is false; “modifying” means adjusting a theory based on the evidence. CHARACTERISTICS OF RESEARCH (According to Bordo, et al.) 1. Research is systematic. This means that it follows certain processes. For example, the Scientific Method, which is a) identifying the problem; b) doing preliminary reading; c) formulating hypotheses; d) conducting experiments; and e) drawing conclusions. 2. Research is objective. It based on known facts or evidence. It is not based on personal opinion or beliefs. (The antonym for objective is 'subjective'.) 3. Research is organized. It follows a certain format; e.g., page size, line spacing (double spaced), font style (usually Times New Roman, Arial, or Calibri, etc.), and font size (usually point 12). It also follows a pattern in citing references, for example, the American Psychological Association (APA) format. 4. Research is ethical. It does no harm to other people, wither psychologically or physically. It also means that confidentiality and anonymity is observed: The identity of confidential source is never revealed, for their own security. It also means that the necessary permissions to conduct research should also be 5. Research is significant. Its importance can be seen on how the research will benefit people and the community. 6. Research is feasible This means that research is “doable”. It should be able to be finished in an allotted period of time. It means that that the research should also be within the reseacher[s]'s budget. R E F E R E N C E S Bordo, P. E. C., E. D. Mercado, M. G. Gayeta, E. S. Magtoto, & L. F. Noroña (2010). The elements of writing across disciplines. Malabon: Jimcyzville Publications.

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Writing a Project Proposal (EAPP I g-j 19-24)

A project proposal is a highly persuasive and informative document 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:

1. Goals and objectives that the project wants to accomplish; 2. Project plan that details how the set goals and objectives will be accomplished; 3. Financial, human (e.g., experts, consultants), and technical (e.g., equipment and facilities) resources useful in implementing the project; and 4. 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 proposal which is vary depending on the context of the problem and the receiver and sender of proposals.

1. Solicited internal a. It is used when the target reader is within the organization. b. It responds to a specific request within the organization. c. The problem has been identified within the organization and the decision to solve it has been made.

2. Unsolicited internal a. It is used when the target reader is within the organization. b. It is a self- initiated proposal that no one asked for. c. 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 a. It is used when the target reader is not within the organization. b. It responds to a specific request from someone who is not within the company. c. The problem has been identified and the decision to solve it has been made.

4. Unsolicited external a. It is used when the target reader is not within the organization. b. It is a self- initiated proposal that no one asked for. c. 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

I. Title The name of the project; for example: New Widget Development

II. Summary

A briief description of the main points of the project proposal (usually in 200 to 250 words). It may include the following:

A. Background. An explanation of the problems/needs/issues that are trying to be solved. This should include a brief setting and history behind the project.

B. Objectives An enumeration of the goals the project is aiming to achieve.

Objective 1 Objective 2 Objective 3

III. Time frame The time period under which the project is expected to be begun and completed. For example: June 2016 to November 2017. ( See “Work breakdown and task time estimates below.

IV. Proponents A list of people who are proposing the project.

V. Methodology

This sections details the plan for how the project objectives will be achieved. It usually starts with a description of the overall approach. Then it provides details on methodology, the population being addressed, and how anticipated problems will be managed. This includes:

A. Project approach. A few short paragraphs or bullet points on the overall approach to the project; including: How the project team will be organized, what development and collaboration tools will be used, and how the plan will be updated along the way.

B. Work breakdown and task time estimates. A detailed project schedule. This includes a list of tasks that will be performed for the project. broken down into time periods. Tasks should be to expose risks and make reasonable estimates in man hours required. You may want to include a milestone chart in this section.

C. Deliverables. These are the products, information, reports, etc that will be delivered to the client at the end and throughout the duration of the project. This includes a description of the deliverable(s) and an estimated delivery date.

VI. Risk Management (optional)

This section details the major project risks and delineates the plans to alleviate or control them. Make sure to address each risk’s likelihood of occurring as well as its impact on the project and the organization. This can either be:

A. Risk management plan. This is the detailed plan of action to minimize and contain any risk factors that may come up as the project progresses.

B. Risk register. This is a line-item list of risks and counter efforts.

VII. Project costs

In this section you will need to estimate the overall cost of the project. This includes:

A. Project budget. A detailed, line-item budget should be divided into categories such as salaries, fringe benefits, travel, supplies, and equipment. Make sure to also include any overhead costs (called “indirect costs”) that will be associated with the project.

B. Budget narrative. The budget narrative is basically a list of commentary needed to clarify and justify the figures on your budget.

Additional financial statements(if any). Some project proposals may require additional financial statements, such as a profit and loss statement, a recent tax return, an annual report, or a list of funding sources.

VIII. Conclusion

This section ties up all the above information in a short summary that explains the potential value of the project and emphasizes its feasibility.

IX. Appendix This is where additional charts, graphs, reports, etc. that were cited in the proposal, should be placed, because they may not be appropriate to be placed in the main body of the document.

GUIDELINES IN PREPARING A PROJECT PROPOSAL

1. Decide what the problem is and prepare a rough idea on how this problem can be addressed.

2. Develop or select a framework that will help you organize your ideas systematically.

3. Identify your specific activities, outputs, resources, and methodologies.

4. Build your project proposal team and appoint a project leader who is responsible for coordinating activities and communicating with the funding agency.

5. Identify the organization that will probably fund your project. These can be government agencies, non- governmental organizations, private companies and foundations and international funding agencies.

6. Hold an initial meeting with your team to discuss the plans in preparing the project proposal.

7. Allot sufficient time for planning.

8. Involve all the team members by assigning specific responsibilities to them.

9. Be realistic with your project proposal. Make sure that your objectives and activities are within the given time and resources.

10. Contact the funding agency if some items and requirements are not clear to you.

11. Always put yourself in the shoes of the receiver of the project proposal.

SAMPLE PROJECT PROPOSAL

NOTE:The following fictional project proposal is based on the Death Star, a fictional superweapon from the Star Wars movies. However, a real proposal was submitted through the “We, the People” section of the US White House website, which received a humorous “tongue-in-cheek” response from a senior White House official. This project was further placed on the “crowdsourcing” website Kickstarter.

TITLE: THE DEATH STAR ULTIMATE WEAPON

SUMMARY

In order to secure peace and security of our Galactic Empire, Grand Moff Wilhuff Tarkin (in his “Tarkin Doctrine”) hereby proposes a superweapon that will instill fear among the several star systems across the Galaxy and prevent them from rebelling against our Emperor.

The Death Star will be a moon-sized deep space mobile battle station that would be able to destroy an entire planet in a single shot from its powerful hyperlaser. This space station would be 120 kilometers in diameter (with 357 levels) and powered by a hypermatter generator which uses powerful kyber crystals. It would be able to house over 300,000 military personel, over 25,000 stormtroopers, and two million support crew. It will also be armed by 15,000 turbolaser emplacements and have a complement composed of several fleets of TIE fighters.

The objectives of this project shall be:

1. To instill fear among the several star systems across the Galaxy; and 2. To crush the Rebel Alliance.

TIME FRAME: September 2016 to August 2021 (or 2035, if allowances are made)

PROPONENTS

Wilhuff Tarkin Grand Moff

Archduke Poggle the Lesser Chief Engineer of Geonosis

Darth Tyrannus (formerly Count Dooku) Dark Lord of the Sith (deceased)

The Emperor

METHODOLOGY

While the idea of building a superweapon has been held by the ancient Sith Lords for millenia, Archduke Poggle the Lesser of Geonosis, with the help of his engineers, has laid down plans for the construction of this superweapon under the direction of the Emperor and his then-apprentice, Darth Tyrannus.

This space station shall be built in utter secrecy in orbit over the Planet Geonosis using floating construction droids and slave labor of Wookiees from the Planet Kashykk. Supplies, materials and equipment shall be collected at two drop-off points and then secretly transported to the construction site.

It is estimated that the construction of the Death Star may take as little as five years, including the collection of supplies, materials, and equipment, and the actual construction. However, construction may be extended up to nineteen (19) years to make allowances for delays due to shortages in labor and materials, and for occasional harassment from the Rebel Alliance.

At the end of the construction, the Galactic Empire shall be in possession of the Death Star, a moon-sized superweapon that would be able to destroy a planet with a single blast.

RISK MANAGEMENT

The project needs to be completed in utter secrecy. Hence, the plans for the superweapon shall be kept secret. No one, except the Emperor himself, shall have access to the complete set of plans. The plans shall be kept secret, lest the Rebel Alliance steals such plans finds a weakness that would destroy the superweapon. (Such as the small exhaust vent that leads into the main reactor.) The construction site shall be guarded at all times by four (4) Imperial Star Destroyers, each with their escort Star Frigates. All spies that are caught, even if they be members of the Imperial Senate, shall be punished by death (or their homeworld destroyed by the Death Star’s hyperlaser).

PROJECT COSTS

In 2012, Centives.Net conducted a study on how much steel would be used on the construction of the Death Star and the estimated cost. The study assumed that the Death Star would use a similar density of steel as a modern warship. If the aircraft carrier HMS Illustrious has a volume of 28,591.2 cubic meters and a weight of 22,000 tons, then a Death Star with a diameter of 120 kilometers would be made up 1.085 x 10^15 tons of steel. At current prices, this would cost 85 quadrillion US dollars ($ 85,000,000,000,000,000); or roughly 13,000 times the combined gross domestic product (GDP) of Planet Earth.

This price does not yet include the cost of a contractor (although no salaries would be needed for droids and slaves). In order to keep project costs down, open-source hardware and software (e.g., Raspberry Pi microcontrollers and Linux OS) and chicken wire will be used as needed.

CONCLUSION

In order to instill fear across the Galaxy and to crush the Rebel Alliance, Grand Moff Wilhuff Tarkin proposes the construction of the Death Star, a spherical mobile space station armed with a hyperlaser powerful enough to destroy planets. Though the pursuit of such a grand scheme may be physically impossible, and delays would displease the Emperor, “we shall double our efforts”.

While the Death Star would become the ultimate weapon in the Galaxy, Darth Vader, the Emperor’s enforcer said, “The ability to destroy a planet, even an entire star system, is insignificant next to the power of the Force.”

APPENDIX: Blueprint

http://www.centives.net/S/2012/how-much-would-it-cost-to-build-the-death-star/

http://starwars.wikia.com/wiki/Death_Star

https://petitions.whitehouse.gov/petition/secure-resources-and-funding-and-begin-construction-death-star-2016__

Prepared by Alyssa Mae B. Anacay and Rev. G. T. Guerrero.

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How to Write a Review Paper (EAPP I d-f 11-18)

Another important academic and professional writing skill is the ability to write review papers (or simply, "reviews"). Many people benefit from reading reviews on the Internet, whether these be about mobile phones or computers, books or movies, or even restaurants and other services. Reviews allow consumers make informed decisions whether or not to buy a product or try a service. Guidelines in Writing a Review A. Using and testing the product or service 1. Try out the product or service. In order to write a review, one should first try out a service or product. It is difficult to write a review on something that one does not have first-hand experience in using. A reviewer should try using a service or product--and test adequately--in our to write authoritatively about it. 2. Take down notes. While trying out a product, the reviewer should take down notes for future reference. For example, at a restaurant, jot down notes about the food, the decor, etc. 3. Take pictures. Photographs can enhance a review. For example, take pictures of the hotel room that you are reviewing; or take pictures of all sides of a mobile phone so that readers can see and locate its various parts, e.g., on/off button, volume up and down button, front and back cameras, etc. B. Prewriting 1. Find out the parameters of the review. Review the requirements of the review: For example, is it an assignment in school or is it for a blog or website? Other parameters include number of words, format (e.g, font and spacing), and especially the deadline. 2. Decide on your angle. This refers to the writer's particular perspective. For example, different "tech blogs" online have different perspectives. Some bloggers focus on the "unboxing" of a product (i.e., reviewing a product as it is removed from its package). Other bloggers review the specifications of a product (e.g., screen size, battery capacity, internal memory, etc.). And still other bloggers specialize in comparing products from different manufacturers (e.g., the "flagship" phones of two mobile phone manufacturers). 3. Determine your audience. Think about your audience, i.e., your readers. If the review paper would be submitted as a school assignment, the student writer should follow their teacher's requirements and use academic language. If the review would be published online, determine whether you are writing for a general audience or for a specific audience (e.g., app developers for Android OS). C. Writing the review 1. Briefly describe the product. Begin by describing the product, service, or book in one or two sentences. This is just an initial review; the rest of the details will be given in the following paragraphs. 2. Write with detail. Use specific examples for each of your main points. For example in a tech review, if one is writing about the battery capacity of a tablet, one can cite how long the power lasted while playing a video. If one is writing a review on a play, when commenting about the costumes, describe what makes the costumes "spectacular". Use complete sentences (not just fragments such as "food okay, service bad") and descriptive words (not just vague words such as "okay" or "meh"). 3. Personalize your review. Relate the review with your personal experience. For example, narrate how you tested a product (e.g., "The batteries lasted for two days with moderate texting and calling, but only two hours of using WiFi or gaming"). If you are reviewing a restaurant, you can describe what happened when you entered the door. 4. Position the product or service with its peers. It can be useful to compare and contrast the product one is reviewing with a similar product. For example, there are tech blogs that compare mobile phones of the same price range from different manufacturers. Differences in specifications may also be discussed: for example, what it the difference between a capacitive touch screen? 5. Include a sample. Include pictures of the product or service being reviewed. For example, when reviewing a restaurant, include pictures of the food. When reviewing a movie, include a video clip of the movie's trailer or a link to a video hosting website. 6. Be truthful and fair. This means being truthful and balanced. The truth should not be stretched in order to support one's argument. Facts should not be invented or exaggerated. Also, a negative experience should not outweigh the positive aspects; both the good and bad side should be presented. 7. Be creative and interesting. The review should capture the attention of the reader. While some reviews are straightforward presentations of the product, some reviews are also creative; for example, the use of humor. 8. Add privileged information. This is information that is not readily available from the company's website or advertisements. For example, in reviewing a play, one may include a behind-the-scenes look or interviews with the cast. 9. Conclude the review. This includes a brief restatement of the major points of the review. It may give a rating on the product or service; (e.g., one to five stars; or ratings such as “certified fresh” to “mixed reviews” to “rotten”). There may also be a recommendation to buy the product (or not). C. Finalizing the review 1. Clarify the review. This is making the review clear and concise. Over-the-top praise or criticism, as well as extraneous words should be eliminated. 2. Proofread the review. The review should be checked for spelling and grammar. People might question the credibility of a review full of spelling and grammar errors. It might also be a good idea to ask someone else to read and critique the review. 3. Submit the review. The review may now be submitted to one's teacher if it is an assignment; or posted on a blog or a website. REFERENCES "How to write a review". (n. d.). WikiHow.Com. Accessed: July 19, 2016. Retrieved: . Klingensmith, M. (2004). "How to write a review". SimpleSaid.Com Accessed: July 19, 2016. Retrieved: .

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Writing a Reaction Paper (EAPP I d-f 11-18)

A reaction paper is an essay in which a student responds to a work of literature. An example of this is the book report, which includes a summary of a book-length narrative> It may include the purposes and significance of the book, its structure and style, etc. A reaction paper often includes the student’s interpretation, that is, what they think the author means and then what the work personally means to them. A reaction paper also includes literary analysis in which the student discusses a story’s plot, theme, setting, point of view, and so on.

Procedures in writing a reaction paper

A. Reading and Pre-writing

1. Understand the purpose of the reaction paper. Reactions papers are assigned so that students can write how they feel and think about a text–whether this be a short story, novel, or even a film, play, lecture, or field trip. A reaction paper is not just a simple summary of a text; or where a student can express their opinion: “I liked this story because it was interesting” or “I hated this story because it was boring. Opinion needs to be supported by evidence; e.g., pertinent quotes from the text.

2. Figure out what is required for in the paper. Students should also consult their teacher for specific requirements of a paper; e.g., a teacher may want an analysis or evaluation of the text, or they may want a student’s personal response to the text. (A reaction paper is usually written in the first person, using "I”).

3. Reading the text. A student should read the text assigned as soon as possible. They should not wait for the last minute to read and wrirte their reaction. The text may need to be read multiple times in order to be familiarized and to understand the text.

4. Taking down notes. While reading the text, it is helpful to record one’s impressions for reference when one begins to write the reaction paper. For example, the student may jot down their initial reactions to the text using writing prompts such as I think that…, I see that…, I feel that…, or It seems that… and others. Another technique is annotating the text where the student may write notes (or annotate) on the margins of the text. These may include notes on the plot, highlights, or personal opinions. Annotating the text may help students locate pertinent ideas after reading the text multiple times.

B. Drafting and writing the reaction paper

Every writing assignment is different, so students are advised to consult their instructor for specific requirements. (For example, how many pages should the reaction paper have?) But generally, a reaction paper has the following structure:

1. Introduction. The reaction paper may begin with a brief and accurate summary of the text; together with backgeround information such as the name of the author and publication date, and the author’s specific position on his/her topic. (For example, if the topic is about the death penalty, what is the author’s stand on the issue?)

2. Discussion After the introduction, the student may not proceed with their evaluation of the text. The student should demonstrate understanding of the text and establish their position (i.e, their thesis or main idea). Major points supporting the student’s main idea is ideally devoted one paragraph each, each with minor details supporting the major points. Students should keep in mind the specific requirements their teacher gave them in their writing of the reaction paper. (For example, the teacher may have required a technical analysis of the text, or may simply want personal opinions.)

3. Conclusion. The reaction paper should be concluded by a summary of one’s position on the text.

Revising and Proofreading

1. Editing for clarity. After writing the first draft of the react paper, it must be checked for clarity. For example, each paragraph should be related to the main idea, and sentences within paragraphs should support the major points. There should also be a smooth and logical flow from one idea to the next.

2. Proofreading and spell-checking. The reaction paper should be checked for errors in spelling, grammar, punctuation, etc.

3. Meeting writing requirements. Finally, the student should check if the assignment meets the requirements give by the teacher. For example, the teacher may have required that the research paper to be five pages long.

REFERENCES

Troyka, L. Q.

Savage, J. (n.d.). “How to write a reaction paper”. eHow.Com. Accessed: July 15, 2016. Retrieved:

Sachs, K. (n. d.). “How to write a reaction and reflection essay”. eHow.com. Accessed: July 15, 2016. Retrieved: WikiHow.Com. (n. d.). “How to write a reaction paper”. Accessed: July 15, 2016. Retrieved: Literature Education Online (LEO) (n. d.). “Writing a reaction or response essay”. Accessed: July 15, 2016. Retrieved:

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Précis writing (EAP I a-c 10)

The word précis (pronounced as “PRAY-see”) comes from an Old French word which means ‘to cut short’. A précis is a concise summary of an article or other work. It explains the main idea and the supporting details of a text in a greatly condensed form while retaining the structure of the original. According to Barun K. Mitra (in Effective technical communication: A guide for scientists and engineers, 2006), “The most important task [in writing a precis] is to ensure that the original sequence of events and the flow of ideas remain unchanged”. As in the summary and the paraphrase, the précis is not a critical analysis of a text. It does not include a reader’s personal reaction and evaluation.

A précis (also called an abstract) is usually found at the beginning of a thesis or a research paper. It gives the researcher an overview of the research paper’s contents. Here is an example of a precis on a book written by Leah Newman entitled, Robert Frost: The People, Places, and Stories Behind His New England Poetry (Shelburne, VT: The New England Press, 2000).

Leah Newman collected 36 of Frost’s poems, arranging them chronologically according to when they were written (or based upon her educated estimate if an exact date for his writing the poem is not firm). Writing for the ordinary reader and not for scholars, she comments on both the autobiographical evidence in each poem and on literary analyses of it. Her appendices include a chronology of Frost’s life, a 'How to Start a Frost Poetry Circle,’ and a thematic groupings of the poems.

Guidelines in writing a précis

A précis is NOT merely a summary or paraphrase of the original text. It should not be just lifting out whole phrases from the original. While it is written in your own words, a précis should be a “miniature version” of the original text. It should follow the order of ideas of the original and written using what is called “reported speech”.

1. Read and understand the original text. Reread multiple times and take down notes. 2. Identify the main idea, the major supporting details, and the minor supporting details. 3. Create an outline of the original text. 4. Using your notes and your outline, summarize the main idea and each of the supporting details using one or two sentences each. 5. Check your précis if it of the same tone, order, and meaning as the original. 6. Make sure that the précis meets the writing requirements. Generally, a precis is 100 to 200 words long.

Some writing requirements require that the precis be given a title and that the number of words be given at the end, in parentheses or brackets.

Example of a précis-writing process

Original text There is an enemy beneath our feet - an enemy more deadly for his complete impartiality. It recognizes no national boundaries, no political parties. Everyone in the world is threatened by it. The enemy is the earth itself. When an earthquake strikes, the world trembles. The power of a quake is greater than anything humans themselves can produce. But today scientists are directing a great deal of their effort into finding some way of combating earthquakes, and it is possible that at some time in the near future humankind will have discovered a means of protecting itself from earthquakes. An earthquake strikes without warning. When it does, its power is immense. If it strikes a modern city, the damage it causes is as great as if it has struck a primitive village. Gas mains burst, explosions are caused and fires are started. Underground railways are wrecked. Buildings collapse, bridges fall, dams burst, gaping crevices appear in busy streets. If the quake strikes at sea, huge tidal waves sweep inland. If it strikes in mountain regions, avalanches roar down into the valley. Consider the terrifying statistics from the past 1755: Lisbon, capital of Portugal - the city destroyed entirely and 450 killed. 1970: Peru: 50,000 killed. In 1968 an earthquake struck Alaska. As this is arelatively unpopulated part, only a few people were killed. But it is likely that this was one of the most powerful quakes ever to have hit the world. Geologists estimate that during the tremors, the whole of the state moved over 80 feet farther west into the Pacific Ocean. Imagine the power of something that can move an entire subcontinent!

This is the problem that the scientists face. They are dealing with forces so immense that man cannot hope to resist them. All that can be done is to try to pinpoint just where the earthquake will strike and work from there. At least some precautionary measures can then be taken to save lives and some of the property. (330 Words)

Outline and notes

Topic and thesis: Earthquake - the deadly enemy of mankind. –Earthquake strikes all without a distinction of national boundary or political affiliation. –The power of a quake is greater than that of a man-made weapon of destruction. –Scientists are trying to find out means to combat earthquakes; they will find some way to protect themselves from earthquakes.

I. Damage caused by an earthquake in general. ___A. Strikes without warning. ___B. Modern city when struck reduced to a primitive village.

II. Damage caused by an earthquake in particular. ___A. Quake strikes plains, seas and mountains causing all round destruction. ___B. In 1755, Lisbon destroyed, 450 killed. ___C. In 1970, Peru struck, 50,000 killed. ___D. In 1968, Alaska hit, subcontinent moved 80 feet into the Pacific Ocean.

III. What can the scientists do ? ___A. Scientists cannot resist the powerful earthquake. ___B. They can predict the place of origin of the quake so that precaution can be taken to save man & property.

Précis

Earthquake - The Great Destroyer

Earthquakes are one of humankind’s deadliest enemies. Earthquakes strike all without a distinction of nationality or political affiliation. The power of a quake is greater than that of any man-made weapon of destruction. An earthquake can strike without a warning. A modern city when struck is reduced to rubble. A quake strikes plains, seas and mountains causing all round destruction. A quake struck Lisbon in 1755 killing 450; Peru in 1970 killing 50,000; Alaska in 1968 moving it 80 feet into the Pacific Ocean. Scientists are trying to find out means to combat earthquakes, to predict the origin of the quake so that precaution can be taken to save people and property from destruction. (115 words)

Preparedby Gilmartin Guerrero

REFERENCES

Webster University (n. d.). “Perfecting a précis”. Accessed: June 22, 2016. Retrieved:

Norquist, R. (updated November 10, 2015). “Précis”. About.Com. Accessed: June 22, 2016. Retrieved:

HitBullsEye.Com. (n. d.). “Précis writing”. Accessed: June 22, 2016. Retrieved:

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Outlining (EAP I a-c 8)

An outline is an organization plan or pattern of a text. If a text could be compared with a human body, the outline would be its skeleton and the sentences, its muscles. Getting the outline of a text is an important skill in reading so that students would be able to see the logical arrangement of a text.

There are two formats used in outlining: the Roman numeral format and the numeral or decimal format.

Roman numeral format

I. First major detail

II. Second major detail ____A. Minor detail ____B. Minor detail ____C. Minor detail _______1. Minor detail support _______2. Minor detail support __________a. Minor detail support __________b. Minor detail support ____________(1) Minor detail support ____________(2) Minor detail support

III. Third major detail

Number or Decimal format

1. First major detail

2. Second major detail ____2.1. Minor detail ____2.2. Minor detail ____2.3. Minor detail ________2.3.1. Minor detail support ________2.3.2. Minor detail support ______________2.3.2.1 Minor detail support ______________2.3.2.2. Minor detail support ______________________2.3.2.2.1 Minor detail support ______________________2.3.2.2.1 Minor detail support

3. Third major detail

General rules in outlining

A. In the Roman numeral format… 1. Numbers (Roman numerals such as I, II, III and Hindu-Arabic numerals such as 1, 2, 3) alternate with letters (Uppercase A, B, C and lowercase a, b, c). 2. Numbers are ordered by using Roman numerals first, followed by Hindu-Arabic numerals, and finally numbers enclosed in parentheses without periods, e.g., (1), (2), (3). 3. Letters are ordered by using uppercase (or capital) letters first, followed by lowercase (or small) letters, and finally letters enclosed in parentheses with periods, e.g., (a), (b), etc.

B. In the numeral or decimal format each level is labeled with a number (e.g., 1., 2., 3.). A supporting detail under any level is labeled with an additional decimal, e.g., 2.1.1 is a supporting detail under 2.1. which in turn supports major detail 2.

In both formats, a supporting detail under any level should be indented to the right. Also, there should be a minimum of two details per level.

Principles of outlining

1. Parallelism. Items in an outline should be expressed in the same grammatical structure: nouns with nouns, verbs with verbs, words with words, sentences with sentences, and so on. (See the types of outlines below.) This enables readers to recognize similarities of content and function. Mixing structures (e.g., words with sentences) should be avoided.

Faulty parallelism: ____A. How to use free weights ____B. Using weight machines

Correct parallelism: ____A. Using free weights ____B. Using weight machines

2. Coordination. In outlining, items of equal importance are placed on the same level.

Faulty coordination: ____I. Definition of communication ____II. Oral and written communication ____III. Functions of communication ____IV. Forms of communication

Correct coordination: ____I. Definition of communication ____II. Functions of communication ____III. Forms of communication _______A. Oral communication _______B. Written communication

3. Subordination Major details that support the major idea should be arranged in logical order. Minor supporting details, which support the major details, should be placed under the major detail that it supports. (In the example above, the minor details oral and written communication is placed under the major detail “Forms of communication”.)

4. Division In outlining, the major and minor details are divided into units or levels. There should also be at least two items under each level.

Faulty division: ___I. Preparing for the test ___II. Take down notes ___III. Taking the test ______A. Concentrate ______B. Read the question ______C. Answer the test

Correct division: ___I. Preparing for a test _____A. Review the lesson _____B. Take down notes _____C. Sleep early _____D. Have a good breakfast ___II. Taking the test ______A. Concentrate ______B. Read the question ______C. Answer the test

Prepared by Gilmartin Guerrero

REFERENCES

Miranda-Plata, S., et al. (2006). Research process and product workbook. Binan, Laguna: Trailblazer Publications.

Troyka, L. Q. (2002). Simon & Schuster handbook for writers. New Jersey: Prentice Hall.

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Summarizing and Paraphrasing (EAP I a-c 7 and 9)

Summarizing A summary is "a brief statement that gives the most important information about something" (Meriam-Webster dictionary). It reviews the main points of a passage and gets at the gist of what a writer says. It condenses the essentials of someone else's thought into a few statements. The main difference between a summary and a paraphrase (see "Paraphrasing" below) is that a summary is much shorter than a paraphrase and that the summary provides only the main point of the original. Guidelines for writing a summary 1. Read and understand the original text. 2. Look for the main idea (thesis statement) and the major details. 3. Minor supporting details do not need to be included. 4. When writing the summary, use your own words to express the original writer's ideas. 5. After writing the summary, check if your summary accurately represents the original. 6. Keep your summary short--about one-half to one-third of the original. Original text: Intelligence tests typically tap linguistic and logical-mathematical intelligence--the intelligences of the greatest moment in contemporary schools--perhaps sampling spatial intelligence as well. But as a species we also possess musical intelligence, bodily-kinesthetic intelligence, naturalistic intelligence, intelligence about ourselves (intrapersonal intelligence) and intelligence about other persons (interpersonal intelligence). And it is possible that humans exhibit a ninth, existential intelligence--the proclivity to pose (and ponder) questions about life, death, and ultimate realities. Each of these intelligences features it own distinctive form of mental representation; in fact, it is equally accurate to say that each intelligence is a form of mental representation. (From The Disciplined Mind: What All Students Should Understand by Howard Gardner. New York: Simon & Schuster, 1999, p. 72.) Summary: Traditional intelligence tests only evaluate two or three intelligences--language and logical-mathematical intelligence plus spatial intelligence--out of the nine intelligences identified by Gardner. Furthermore, Gardner says that each intellignce has "its own distinctive form of mental representation". Paraphrasing A paraphrase is the precise restating of a passage written by another person into your own words. It is more detailed and longer than a summary. A paraphrase is a parallel text because it follows closely the original text. A paraphrase "re-presents" what another person wrote but in your own words. Guidelines for writing a paraphrase 1. Read and understand the original text. 2. Look for the main idea (thesis statement) and for the major supporting details 3. Use your own words and writing style to restate the message. 4. Use synonyms to replace technical and difficult words. However if using synonyms is awkward, quote a few of the original words (and enclose with quotation marks). 5. Reread your paraphrase to make sure that it does not distort the source's original meaning. 6. The paraphrase is about as long as the original text. Original text: These two minds, the emotional and the rational, operate in tight harmony for the most part, intertwining their very different ways of knowing to guide us through the world. Ordinarily there is a balance between the emotional and rational minds, with emotion feeding into and informing the operations of the rational mind, and the rational mind refining and sometimes vetoing the inputs of the emotions. Still, the emotional and rational minds are semi-independent faculties, each, as we shall see, reflect the operation of distinct, but interconnected circuitry of the brain. In many or most moments, these minds are exquisitely coordinated; feelings are essential to though, thought to feeling. But when the passions surge, the balance tips: it is the emotional mind that captures the upper hand, swamping the rational mind. (From Emotional Intelligence by Daniel Goleman. Nw York: Bantam Books, 1995, p. 9) Paraphrase: The emotional and rational parts of our mind help make our work through our livs. Usually, the two minds have equal input. The emotional mind provides information to the logical mind, and the logical mind processes the data and sometimes overrules emotional desires. Nevertheless, while the two minds show a biological connection in the brain, each can assert some independence. Most of the time our two minds work together, with feelings necessary for thinking and thinking necessary for feeling. Still, if strong emotions develop, passions overrule logical thinking. Prepared by Gilmartin Guerrero REFERENCE Troyka, L. Q. (2002). Simon & Schuster Handbook for writers (6th ed.). NJ: Prentice Hall.

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Supplemental Lecture - Academic Language

Academic language possesses the following characteristics:

1. Academic writing is complex. Words and sentences used in academic texts are usually more complicated than those used in everyday conversation. writers may also use a wider variety of words in their essays. Academic texts also use more complicated patterns of grammar: simple sentences (subject + predicate) are usually used in everyday language but complex sentences (those using independent clauses, dependent clauses, and subordinate clauses) are used in academic texts.

Informal: If users know how search engines work, theu can deal better with them.

Formal: An understanding of the fundamental operations of the search engine will provde improved user interface.

2. Academic writing is formal. Academic language does not use colloquial expressions (or slang, street language) which may be used in everyday language. Students need to be conscious of the words and expressions they use in academic writing assignments. Formality can be achieved by observing the following:

* Using one-word formal equivalents and avoiding two-word “phrasal verbs” (verb + preposition) which are considered informal.

The week-long power outages used up/consumed the store’s entire stock of batteries.

The committee was formed to look into/investigate the reports of cheating.

Avoiding abbreviations and contractions such as aren’t (are not), wasn’t (was not), OK, ‘coz, ASAP, and others

2. Academic writing is precise. It is exact. This includes the use of factual information and the use of words that avoid ambiguity. Words should be specific, definite, and clear. Instead of just saying move, use the specific movement such as walk, jump, fly, or run. Instead of just saying mathematics, one should refer to the specific branch of mathematics, such as statistics, algebra, or trigonometry.

3. Academic writing is objective. It is based on known facts and phenomena; not on the writer’s feelings and bias on the matter. This can be achieved by using impersonal language. Instead of writing

If you don’t know how to navigate through an e-commerce website, you will waste a lot of time;

write,

If one does not know how to navigate through an e-commerce website, one might waste a lot of time.

4. Academic language is explicit. It is direct and clear in order not to leave room for ambiguity or misinterpetation. (See “Academic writing is precise” in number 3 above.)

5. Academic writing uses hedging. While academic language is precise and objective, it must also avoid the appearance of being presumptuous.

Instead of writing

A repeat of terrorist attacks as massive as 9/11 is just a matter of time.

write

It is possible that a terrorist attack as massive as 9/11 could be just a matter of time.

Other hedging devices are: possibly, probably, would, may, might, could, seems that, appears to be, it may be advisable, it is possible that, and others.

Prepared by Gilmartin Guerrero with material from Wayleen Anarna.

REFERENCE

Miranda-Plata, S., et al. (2007). Keys to success in academic writing. Philippines: Trailblazer Publications.

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Reading Academic Texts (EAP Ia-c 1 to 4)

Definition

Academic texts are texts specifically written for use of teachers and students. It might also be texts that are assigned by teachers to students because of their usefulness to their subject.

Academic texts in the subject include: 1) reaction/reflection papers; 2) critiques; 3) concept papers; 4) position papers; 5) report surveys/field reports; and 6) laboratory/scietific technical reports.

The first part of this subject is on the reading of academic texts so that the learner will be able to write academic texts in the later part of the semester.

The structure of academic texts

A. The thesis structure. The writer presents a “thesis” (or main idea), which is his/her position on a certain subject, then proceeds by giving supporting details that supports the main idea.

Introduction. Where the writer presents his/her topic and his her main argument on the topic. The thesis statement is usually given at the beginning of an essay but may also be given at the end.

Major details or points. There may be one or more main sections or points which serve as supporting details to the thesis statement or main idea.

Minor details. Each major detail may be supported one or more supporting details.

Conclusion. In the final paragraph(s), the writer may summarize the ideas presented in the essay and present his/her conclusion on the subject.

B. The problem-solution structure. Here, the writer presents the problem and lists possible solutions to the problem. An example of this structure is the scientific method. The scientific method is defined as “a way to ask and answer scientific questions by making observations and doing experiments.” The steps of the scientific method are to:

Presentation of the Problem. The writer of a problem-solution text first presents the scientific problem making observations about the problem. It is important to clarify the problem before looking for solution.

Reviewing of previous research. Next, the writer may present researches from other writers that will help better understand the problem.

Formulation of hypotheses (singular: hypothesis). The writer may present one or more more possible answers to the problem.

Conducting experiment(s). The writer then presents one or more experiments that can prove or disprove his/her hypotheses.

Analyzing the data and drawing generalizations. The writer presents the results of the experiments and finally explains how the results can be used to solve the problem.

C. Factual report structure. The writer presents the who, what, where, when, why, and how of an event. Examples of factual reports are narratives and newspaper articles.

Chronological order. Narratives are usually written in chronological (time) order: introduction, first event, second event, (and so on) and conclusion. Some narratives are written in media res (in the middle of things) in order to arouse curiosity, e.g., next-to-the-last event, introduction, first event, second event, (and so on), and finally the conclusion.

Inverted pyramid order. Newspaper articles are usually writen not according to time order but in order of importance; starting with the most important details (who, what, where, when) to specific details (why, how) and finally to lesser important details.

Language of academic texts

Academic language possesses the following characteristics:

Complex. Words and sentences used in academic texts are usually more complicated than those used in everyday conversation. writers may also use a wider variety of words in their essays. Academic texts also use more complicated patterns of grammar: simple sentences (subject + predicate) are usually used in everyday language but complex sentences (those using independent clauses, dependent clauses, and subordinate clauses) are used in academic texts.

Formal. Academic language does not use colloquial expressions (or slang, street language) which may be used in everyday language. The words used tend to be longer (e.g., use better vs. improved utilization) and contractions are not allowed. (e.g., won’t vs. would not).

Precise. Academic language is exact. This includes the use of factual information and the use of words that avoid ambiguity.

Objective. This refers to the writing based on known facts and not on the writer’s feelings and bias on the matter. This also includes impersonality in writing (e.g., avoiding words such as you and referring to oneself not as “me” but as “the researcher”).

Explicit. Academic language is direct and clear in order not to leave room for ambiguity or misinterpetation.

Hedged. This refers to cautious language as to not to be perceived as being presumptuous. Strong claims are tempered down with words such as probably, possibly, may, peraps, theoretically, it appears that, and so on.

Responsible. Everything stated sould be accompanied by evidence and sources of information are properly cited. The writer makes sure that the information he/she publishes will not lead to misinformation.

Prepared by Gilmartin T. Guerrero with material from Wayleen Anarna.

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Introduction to English for Academic and Professional Purposes

Welcome to the subject English for Academic and Professional Purposes (EAPP). It is one of the subjects for the new Senior High School curriculum under the K-12 system. EAP is an “Applied Track Subject” and not a “Core Subject” (like Oral Communication Skills [OCS] or Reading and Writing Skills [RWS]). EAP is the “[t]he development of communication skills in English for academic and professional purposes”. The subject is divided into five topics, as follows: First Quarter: I. Reading Academic Texts- Here, the learner “acquires knowledge of appropriate reading strategies for a better understanding of academic texts”. II. Writing the Reaction Paper/Review/Critique- The learner writes a reaction/review paper and a critique. III. Writing a Concept Paper- The learner “produces a well-balanced concept paper on a specific discipline”. Second Quarter: IV. Writing a Position Paper- The learner “presents a convincing position paper based on properly cited factual evidence”. V. Writing the Report Survey/Field Report/Laboratory/Scientific Technical Report- The learner “produces a well-written report” in various disciplines. The curriculum guide can be downloaded from the Department of Education's Senior High School curriculum page: http://www.deped.gov.ph/k-to-12/curriculum-guides/Applied-Track-Subjects There is also a Facvebook Group for students of EAPP. Search for "Instructional Minutes for Senior High School. (Joining group required.) REFERENCES Barrot, J. S. (2016). Academic reading & writing for senior high school. Quezon City: C&E Publishing. Troyka, L. Q. (2002). Simon & Schuster handbook for writers (6th ed.). Upper Saddle River, NJ: Prentice Hall. Kirszner L. G. & Mandell, S. R. (2001). Patterns for college writing: A rhetorical reader and guide. Boston, MA: Bedford/St. Martin. Bank, R. (2010). The Everything guide to writing nonfiction. Avon, MA: Adams Media. Miranda-Plata, S., et al. (2006). Research process and product workbook. Biñan, Laguna: Trailblazer Publications. __________, et al. (2006). Keys to confidence and competence in English 1. Biñan, Laguna: Trailblazer Publications. Other books on critical reading, research writing and technical library are available at the college and high school library.

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PCU Vision, Mission, and Hymn

Our Vision

“A distinctively strong Christian University integrating faith, character and service in building up and enhancing the quality of life.”

Our Mission

We, at Philippine Christian University, a church-related academic institution, commit ourselves to:

Provide an education that will enhance the development of Christian character;

Promote academic excellence and the highest quality education;

Be responsive to Philippine needs and conditions;

Become responsible stewards of God’s creation and resources;

Foster international understanding and goodwill;

Support the ecumenical movement.

PCU Hymn

Fulfillment of our yearning For Christian higher learning, To thee our eyes are turning PCU; Thy blue and silver banner In firm unchanging manner Is steadied by unshaken loyalty

REFRAIN: Thine is love of man in service tendered, Thine is love of God in worship rendered, Thine is wholesome growth in Christ engendered, Alma Mater, PCU.

SOURCES

PCU Vision and Mission: http://pcu.edu.ph/about-2/mission-vision-goals/

PCU Hymn: http://dasma.pcu.edu.ph/about-us/pcu-hymn/