Reading and Writing Q4 W5 8

Reading and Writing
MODULE 3
PURPOSEFUL WRITING IN THE
DISCIPLINES AND FOR PROFESSIONS
WEEK 5-8
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OVERVIEW
This module is divided into two parts: Purposeful Writing in the
Disciplines and Purposeful Writing in the Professions. In the first part
of the module, there will be five lessons:
Lesson 1: Writing book reviews and article critiques
Lesson 2: Writing a literature review
Lesson 3: Writing a research report
Lesson 4: Writing a project proposal
Lesson 5: Writing a position paper
For the second part of the module, you have to keep in mind that landing a job,
starting a business or continuing your studies in college maybe one of the many
choices you decide to pursue. For this endeavour, job hunters, business seekers and
students are required to present specific letters to inform the person you wish to be
granted with or taken in for a specific request so that you will surely get the attention
and or the position you wanted to be part of. The five lessons on the second part of
the module will teach you the basics in writing a letter depending on the purpose.
W WHAT I NEED TO KNOW

By the end of this module, you will be able to:
1. Identify the unique features of and requirements in

composing texts that are useful across disciplines; and
2. Identify the unique features and requirements in
composing professional correspondence.
To achieve the objectives of this module, do the following:

Happy
 Take your time reading the lessons carefully. reading
and
 Follow the directions and/or instructions in the activities writing!
and exercises diligently.
 Answer all the questions that you encounter. As you go

through the module, you will find help to answer these
questions.
 Do the suggested tasks with patience and industry.
 Take your time to study and learn.
GENERAL INSTRUCTION
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WHAT’S NEW
PURPOSEFUL WRITING IN THE DISCIPLINES
LESSON 1
WRITING A BOOK REVIEW OR ARTICLE CRITIQUE

What is a Book Review or Article Critique?
A book review or article critique is a specialized form of academic writing in

which a reviewer evaluates the contribution to knowledge of scholarly works such as
academic books and journal article. A book review or article critique, which is usually
ranges from 250 to 750 words, is not simply a summary. It is a critical assessment,
analysis, or evaluation of a work. However, take care not to equate the word “critique”
to cynicism and pessimism. As an advance form of writing, it involves your skills in
critical thinking and recognizing arguments. A book review or article critique is
different in movie review that you see in a newspaper. Although movie review s involve
the analysis of one’s work, they are written for a general audience and primarily aim
to offer a persuasive opinion. An academic book review or article critique, on the other
hand, addresses a more specific audience and usually offers a critical response to a
published scholarly work. Moreover, book review must not be mistaken for book
reports. Book reports focus on describing the plot, characters, or idea of a certain work.
Book and article reviewers do not just share mere opinion; rather, they use both
proofs and logical reasoning to substantiate their opinions. They process ideas and
theories, revisit and extend ideas in a specific field of study, and present analytical
responses.
Structure of a Book Review or Article Critique
Introduction (around 5% of the paper)
 Title of the book/article
 Writer’s name
 Writer’s thesis statement
Summary (around 10% of the paper)
 Writer’s objective or purpose

 Methods used (if applicable)
 Major findings or claims
Review/Critique (in no particular order) (Around 75% of the paper)
 Appropriateness of methodology to support the arguments

 Theoretical soundness
 Soundness of explanation in relation to other available information and experts
 Sufficiency of explanation
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 Other perspectives in explaining the concepts and ideas
 Coherence of ideas
Conclusion (around 10% of the paper)
 Overall impression of the work

 Scholarly value of the reviewed article/book
 Benefits to the intended audience
 Suggestion for future directions
When writing a book review or article critique, make sure to ask the following:
1. What is the topic of the book or article?
2. What is its purpose?
3. Who are its intended readers?
4. Does the writer explicitly state his/her thesis statement?
5. What theoretical assumptions (i.e., a scientific/logical explanation
without evidence) are mentioned in the book or article? Are they explicitly
discuss?
6. What are the contributions of the book or article to the field (e.g.,
language, psychology) it is situated in?
7. What problems and issues are discussed in the book or article?
8. What kind of information (e.g., observation, survey, statistics, and
historical accounts) are presented in the book or article? How they are
used to support the arguments or thesis?
9. Are there other ways of supporting the arguments or thesis aside from
the information used in the book or article? Is the author silent about
these alternative ways of explanation?
10. What is your overall reaction to the work?
Guidelines in Writing a Book Review or Article Critique
1. Read the article or book to be reviewed carefully to get its main concept.
2. Reread it to get the arguments being presented.
3. Relate the content of the article or book to what you already know about the
topic. This will make you more engaged with the article or book.
4. Focus on discussing how the book treats the topic and not a topic itself. Start
your sentences with phrases such as “this book presents…’ and “The author
argues…”
5. Situate your review. This means that your analysis should be anchored be
anchored on the theories presented by the book or article writer.
6. Examine whether the findings are adequately supported or not.
7. Analyzed the type of analysis the writer use (e.g, quantitative, qualitative, case
study) and how its supports the arguments and claims.
8. Suggest some ways on how the writer can improve his/her reasoning or
explanation.
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9. Discuss how the same topic is explained from other perspective. Compare the
writer’s explanation of the topic to another expert from the same field of study.
10. Point out other conclusion or interpretations that the writer missed out. Present
other ideas that need to be examined.
11. Examine the connections between ideas and how they affect the conclusions
and findings.
12. Show your reactions to the writer’s idea and present an explanation. You can
either agree or disagree with the ideas, as long as you can sufficiently support
your stand.
13. Suggest some alternative methods and processes of reasoning that would
result in a more conclusive interpretation.
Completing a book review or article critique means that you can pinpoint the
strengths and weaknesses of an article or book and that you can identify different
perspectives. This task also equips you with more skills to engage in discussions
with an expert and makes you a part of a community of scholars.
WHAT IS IT?
ACTIVITY 3
Instructions: Write a book review by following the writing
process outlined below. You may assume the persona of
a university professor writing a review for a particular book
or article in your chosen field.
A. Read the book or article to be reviewed. Complete the following details.
Article/ Book Title:

_
Article/Book Author:
_
Topic:
_
B. Complete the given information to come up with a writing situation for your
book review or article critique.
General purpose:
_
Specific Purpose:
_
_
Target Output:
5
_
Audience:
_
Writer’s Persona:
_
Tone/Formality:
_
WHAT’S NEW
LESSON 2
WRITING A LITERATURE REVIEW

What is Literature Review?
A literature review is a type of academic writing that provides an overview of

a specific topic. It surveys scholarly work such as academic books (but not textbooks),
computerize databases, conference proceedings, dissertation’s/theses, empirical
studies government reports, historical records, journal article, monographs, and
statistical handbooks.
As an advance form of academic writing, a literature review critically analyzes
the relationship among the scholarly works and the current work. It can be written as
a stand-alone paper or as part of a research paper explaining a theoretical framework
and related studies. Unlike an annotated bibliography which presents a summary and
synthesis (i.e., linking different sources).
Below are the differences among the sources.
Annotated Bibliography Book Review Literature Review

Summarizes the Evaluates a book Review Reviews a significant
references and explain number of scholarly work
how important they are in to be identify what is
addressing the research known and not known
questions about a topic
Doing a literature review will test your ability to seek literature efficiently and
identify useful scholarly work. It will also test your ability to evaluate studies for their
validity and reliability. Hence, writing a literature review involves research, critical
appraisal, and writing. Everything else included, a student may take 40 hours to finish
a well- written literature review.
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Functions of a Literature Review
This type of a review has the following roles.
 Justifies a research questions, method or theoretical and conceptual framework

 Establish the relevant of the topic
 Provide necessary information to better understand a specific topic or study
 Shows reviewers familiarity and mastery of the topic
 Establish a niche of the study
 Resolves conflict among contradictory studies
Structure of a Literature Review
Introduction
 Purpose for writing literature review and the importance of the topic being
reviewed
 Scope the review
 Criteria used for selecting the literature
 Organizational pattern of the review
Body
 Historical background
 Relevant theories
 Relationship between and among the studies, and how each study advanced a
theory
 Strengths and weaknesses of each paper
 Various viewpoints on the topic
Conclusion
 Restatement of the main argument or thesis

 Main agreements and disagreements in the literature
 If stand-alone paper: conclusions; implications; and direction for future studies
 If part of a thesis or research paper: linking of the literature review to the
research questions
 Overall perspective on the topic.
Guidelines in Writing a Literature Review
Writing a literature review is composed of three distinct parts ---literature search,

evaluation and analysis of articles and writing the literature review –all of which are
discussed below.
Literature Search
1. Review the documentation style (e.g., APA, MLA, Chicago) that you will adopt
and be familiar with its format in relation to writing a literature review.
2. Choose and focus on a topic that you will explain.
3. Determine the kind and number of sources you will be using. Will your literature
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review be exclusive to articles or will it include other documents? Will you focus
on experimental studies or will you also include theoretical papers that explain
a theory?
4. Survey the available online databases relevant to your topic. These include
Proquest, Science Direct, JSTOR, or Google Scholar. As much as possible,
include only the references published by top journals and publishers.
5. Use relevant keywords when searching for scholarly documents or article. For
example, if you topic is about the impact of Facebook-based e-portfolios on the
writing skills of ESL learners, your possible keywords are Facebook, ESL
writing, e-portfolio, portfolio assessment, Facebook-based e-portfolio, and
social networking site.
6. Always include landmark studies or papers (i.e., studies which had remarkably
changed the field) related to your topic.
7. Always evaluate the sources for coverage and currency. Include only those
article directly related to your topic.
Evaluation and Analysis of Articles
Once you have identified and obtained the articles for your review, analyze them
before writing the actual literature review. To do this, you may apply the following
steps.
1. Skim the articles and read their abstracts.
2. Group the articles and other documents according to their categories.
3. Take down notes. Focus on the research questions, methodology used, major
findings and their explanation, and conclusion.
4. Summarize the details using a concept map. In this way, you will see the
relationship, similarities and differences among the articles.
5. Write a synthesis of the references you have rea before writing the actual
literature review.
6. Create an outline. You may look for other literature reviews to serve as models
for writing the outline.
Writing the Literature Review
Once all the materials are ready and you have clear outline of the ideas you want
to express, you may now start the actual writing process.
1. State clearly your thesis or main argument and be guided by it accordingly. Below
is an example of a thesis statement for a literature review.
Because of Facebook’s popularity, many educators have explored its educational

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

or chronologically.
8. Use direct quotations sparingly.

9. Classify important definitions.
WHAT IS IT?
ACTIVITY 2
Instructions: Analyze the following text very carefully.

Then, complete the table that follows.
This chapter contain literature and studies on instructional materials design and
development. Subsequent to materials design is the preparation of learning materials.
Materials refer to both printed and non-printed objects and items that teachers and
learners use to facilitate language learning (Tomlinson, 1998). Nowadays, materials
are becoming more and more sophisticated as they incorporate authentic language
samples and real as that help make a connection between classrooms and real-life
activities (Nunan, 1999). They also incorporate information and communication
technology (ICT), role-plays, information –gap activities, songs, tape transcripts,
integrated macro skills, and explicit rubrics.
Materials can either be commercially-produced (e.g., textbooks) or teacher-made.
Of the two types, a textbook is considered to be the more popular one as its shape not
only the curriculum but also the instructional programs in all subjects (Apple, 1985).
Textbooks are a major teaching tool that provide structure to teaching and a framework
for learning (McGrath, 2002); thus, making them an integral component of English
language teaching-learning situations (Hutchinson & Torres, 1994).Some scholars
(Brown, 2009); Tyson-Bernstein, 1998) even argued that textbooks have become a de
facto curriculum of public schools inexperienced teacher and a powerful tool in
transmitting information about ELT profession (Brown, 2009). Textbook are packed
with details of classroom life and examples needed by teachers for classroom
application and are also developed using framework within which they can operate
(Akbari, 2008). As Akbari (2008) argued, methods are not replaced by post method
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but by textbook- define practices. These arguments make it very crucial to develop a
materials design model anchored on most recent and established language learning
and teaching principles.
Advocates of textbooks assert the facilitative role of textbooks as these books save
time, guide the discussion, give directions to lessons, promote confidence and security
among teachers, and make teaching more organize (Hutchinson & Torres, 1994).
They can also facilitate professional development among teachers if these books
present strong approach (Edge & Wharton, 1998) and re-skill both experienced and
inexperienced teachers through its well-designed framework (Hutchinson & Torres,
1994; Richard, 1998). Additionally, textbook advocates argue that professionally –
developed and tested materials reduce workload and allow the teachers to devote
more time in facilitating learning than producing materials (Akbari, 2008; Bell & Gower,
19980. From these contentions, Hutchinson and Torres (1994) maybe correct in
claiming that textbook can be an agent of change in a positive way. Moreover,
textbooks provide teachers greater convenience (Dole & Osborn, 1991). They also
serve as a teaching and learning map for both teachers and learner, provide variety
and language samples, give a glimpse of what to learn and what to be tested, reinforce
learning and instructional modifications and adjustments, save time, provide
scaffolding linguistically, culturally, and methodologically, provide a pedagogical
structure, and facilitate the monitoring of teaching and learning (McGrath, 2002).
These advantages lead McGrath (2002) to conclude that materials ca be a potent
instrument of change and a scaffolding system for curricular changes. Richards
(2001b) also specified some advantages of using textbooks. He argued that textbooks
provide a structure and a syllables for a language program, standardize instruction,
and maintain quality, and present information in a visually appealing manners. Further,
provide a wide range of learning resources, provide effective language models and
input, and train the teachers through the teacher’s guide. As to their effectiveness in
learning, in a large-scale study of 52 schools in the Philippines, Heynemann, Jamison,
and Montenegro (1984) concluded that students receives instructions via textbooks
Although there is a consensus that global textbooks maybe a helpful teaching
instruments for teachers, they are criticized for their failure to meet specific local needs
(McGrath, 2002; Richards, 2001b) and being devoid of social and moral contents, as
these two are highly regulated in textbooks (Dole & Osborn, 1991). Also, they may
contain inauthentic language, may be expensive, may deform content, and may deskill
teachers (Richard, 2001b). These concerns about global textbooks have prompted
countries to initiate textbook projects for their respective countries rather than relying
on global course books which appear to have underestimated the learner’s skills
(Tomlinson, 1998). Finally, local and global textbooks are driven by market and
institutional demands rather than the principles of SLE and teacher’s beliefs on what
facilitate acquisition. In fact, in a survey conducted, 85% of ELT materials were
selected by the administrators, 15% by the teachers, and none were selected by
learners (Tomlinson, 1998). These textbooks are technically well-designed and use
uniform format and conventional test type that lure the potential buyers in adapting the
books; unfortunately, these feature have no pedagogical values (Tomlinson, 2008a).
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As regards teacher-made material, Howard and Major (2004) argued that they have
some advantages over commercially- produced material. First, teacher-made
materials allow the contextualization of teaching and learning as they are aimed at a
specific group of learners. These materials also address the individual needs of the
learner, which make them more personalize. Finally, teacher-made material are more
timely as they can be easily updated in local and foreign events. However, the problem
that teacher-made material is that they are less organize compared to course books,
particularly those materials prepare by novice teachers. Preparation time (McGrath,
2002) and quality may also be an issue since teacher-made materials do not usually
undergo rigid evaluation.
Despite the many issues confronting materials, materials design, and materials
development, many interventions can be made to counteract them. As a starting point,
Chapelle (2009) pointed out that SLE research and investigation are a good source of
insights for materials development, design, and evaluation. Hence, writers, as applied
linguists who mediate practice and theory (McGrath, 2002), need to be familiar with
current principles and theories of language teaching, second language learning and
acquisition principles, and apply linguistics so that they can come up with a set of
sound instructional principles and framework (Richards, 2005a). However, these does
that mean that teachers should be applied linguist; they just need to be confident and
possess basic competence to make sound decisions when selecting and using
materials and to develop their own materials when situation dictates (McGrath, 2002).
Finally, to mitigate the perceived adverse effects of using course books, materials and
their design or approach must be targeted to a particular group of students, in a
particular type of teaching situation and with the consideration of the teacher’s specific
range of skills, assumptions (Bell & Gower, 1998), and own framework (Breen, Hird,
Milton, Oliver, &Thwaite, 2001).
Similarly, other scholars (Bell & Gower, 1998; Lin & Chen, 2007; Li, 2006; McCarthy
& Carter, 1995; Nunan, 1988a; Nunan, 1988b; Tomlinson, 2008b) have suggested
some ways in preparing ELT materials. Nunan (1988a) and Bell and Gower (1998)
asserted that for materials to promote learner-centeredness, they need to allow
flexibility in the exploitation of materials and reflect the real world and real people using
authentic language, particularly in spoken texts. It is also necessary to foster
independent learning and reflect the socio-cultural aspect/context in which the
materials will be used (Li, 2006; Nunan, 1988a). Further, materials should suit learners
with different proficiency levels and learning styles and act as a model for teachers’
development of their own variations. Nunan’s (1998a) suggestions were
supplemented by McCarthy and Carter (1995) as they argue that instructional
materials should include tasks about global understanding, cultural access, noticing,
and language discussion if the aim is to make materials reflective of sociolinguistic
concerns. Cultural access tasks aim to help learners understand a text as a whole.
Noticing tasks, on the one hand, allow learners to compare their utterances to that of
the native speakers. Finally, language discussion tasks aim at making learners reflect
and analyze why certain linguistic forms are used, whether they are appropriately
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used, and whether they can and should produce such utterances in their own contexts.
Similarly, Tomlinson (1998) pointed out that for materials to create a more positive
impact, they should feature novelty (atypical tasks, illustrations, and content), variety
(diversity of texts, materials, and activities), attractive presentation (appropriate colors,
spacing, and photos), and appealing content (topics, themes, and stories hat interest
the target users). Learners feel more comfortable when content and activities in the
materials are not crammed in a page, when illustrations and texts are culturally
matched, when materials are more formative than summative, when the writer’s voice
is conversational rather than impersonal, when materials feature informal discourse
(contractions), and when materials are concrete, inclusive (not signaling any form of
superiority over learners), and active more than passive. With regard to promoting
language acquisition, materials need to provide a variety of genres/text types,
supplemental activities such as extensive reading and/or listening and attractive
illustrations and design that promote positive experience; promote independent
language learning; help learners personalize and localize their language learning
experience; be principled, relevant, and coherent; and use multimedia resources
(Tomlinson, 2008b). As explained by Lin and Chen (2007), the integration of
multimedia in the design and development of instructional materials have provided
latent learning opportunities. It is because multimedia enhances cognitive encoding
through exposure to both verbal and visual information. Since materials preparation is
an integral component of teaching, Nunan (1988b) has also detailed some principles
that would guide novice teachers to practice effective materials preparation. He
contends that materials need to be linked to the curriculum they serve. Materials also
need to include authentic texts and tasks, stimulate interaction, and allow learners to
focus on forms. Further, materials need to encourage learners to develop learning
skills and language skills for tasks beyond classroom contexts.
Source:http://yuwritingcenter.wikispaces.com/file/view/Writing+a+Literature+Review+
-+Exercises.pdf
Purpose of the
Review
Writer’s Persona
Intended Reader
Strengths
Weaknesses
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WHAT IS IT?
ACTIVITY 3
Instructions: Write a literature review by following the

writing process outlined below. You may assume the
persona of a researcher writing a literature review for a
paper to be submitted to a professional scientific journal.
Complete the given information to come up with the writing situation for your literature
review.
General Purpose:
_
Scientific Purpose:
_
Target Output:
_
Audience:
Writer’s Persona:
_
Tone/Formality:
_
WHAT I HAVE LEARNED

A literature review is a synthesis of whatever professionals
or researchers in the field are saying about a particular topic in
the area. It can be written separately from a research paper. It
must updated, and it must supply new interpretations of the issue
or subject matter based on the information presented.
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WHAT’S NEW
LESSON 3
WRITING A RESEARCH REPORT

What is a Research Report?
A research report is an expanded paper that presents interpretations and analyses

of a phenomenon based on experiments and previous information so that the readers
can better understand it. It is a laborious work produced through formal investigation
and scientific inquiry.
Parts of a Research Report
1. Title Page – contain an informative title that describes the content of the paper,
the name of author/s, addresses or affiliations, and date of submission.
Examples of an informative title are the following:
a. Effects of Facebook on the Academic Achievement of first Year
Students
b. Development and Validation of a Software for Detecting Plagiarism
2. Abstract – contains the summary of the research findings and conclusions. It
briefly presents the context of the study, research questions or objectives,
methodology, major findings, conclusions, and sometimes implications. An
abstract does not contain any citation or a great deal of statistical results. Its
length ranges from 100 to 250 words.
3. Introduction – explains the current state of the field and identifies research
gaps. It is also the part where the research focus is presented by addressing
the identified gaps in the topic. It puts the research topic in context. It is usually
three to five paragraphs long.
4. Literature Review – contains the summary and synthesis of all available
sources directly related to the study. In a research report, the literature review
is divided into two sections: related concepts and related studies.
Related concepts present some of the fundamental concepts needed by the

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

conducted. It presents the context within which the study was conducted, the
participants, the instruments used, data gathering procedure, and the data
analysis. In discussing the context of the study and the participants, the number
and the demographic profiles of the participants are explained as well as the
place where the study was conducted.
The discussion of the instrument used presents the tools in gathering data.
These tools may be in the form of a questionnaire, interview, focus group
discussion, survey, and tests, among others. All of the instruments used should
be described in detail, along with the explanation of how they were validated.
The data gathering sections presents the details on how the data were collected
while the data analysis section presents how the data were analyzed, either
qualitatively (coding scheme) or quantitatively (statistical tools).
The past tense is used in writing the methodology.
6. Results – factually describes the data gathered and the tables and graphs that
summarize the collected data. Along with the tables and graphs are their
respective interpretations. The flow of the results section should follow the flow
of the research questions/problems/objectives. It is expected that for each
research problem or objective, corresponding results are presented.
7. Discussion – provides an explanation of all the results in relation to the
previous studies presented in the literature review.
In this section, the research problems or objectives, as well as the major
findings, are restated in the first paragraph. The succeeding paragraphs should
explain whether the study supports or rejects the previous findings and explain
the reasons for this. New findings uncovered in the research should also be
stated. Similar to the flow of the results, the discussion part follows the flow of
the research problems or objectives.
8. Conclusion – contains the restatement of the major findings, the limitations of
the study, the recommendations, and the implications. Note that in some cases,
the conclusion is integrated into the discussion.
9. References – contains the different sources used in the study. These may be
academic books, journals, and other online sources. Its format depends on the
school, teacher, or field of study.
Steps in Writing a Research Report
Writing a research report may seem like a daunting task, but if you break down
the process into small steps, you will be able to accomplish it effectively. The stages
of writing a research report also follow the basic writing process, with the few additions
to accommodate and address the different parts of the report.
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1. Select and narrow down the topic. Use any of your preferred prewriting activities
to generate ideas.
2. Conduct a preliminary research by gathering the initial references.
3. Formulate the thesis statement and research questions. A good thesis
statement effectively guides and controls the flow of your paper.
4. Prepare a preliminary outline.
5. Gather additional references. Use the preliminary outline as a guide for this
stage.
6. Prepare the pre final outline.
7. Prepare your instruments, such as your questionnaire. Below are some
guidelines in preparing a survey instrument.
Preparing a Survey Instrument
A survey instrument is a document that lists planned questions used to measure

attitudes, perceptions, and opinions of the respondents. It contains responses directly
related to each specific research questions. It can either be in the form of an interview
guide or a questionnaire.
A survey instrument usually has four parts:
 Personal information section for participants/respondents (this is usually

optional since, except for disclosing the gender and age and other general
demographic information, most participants wish to remain anonymous)
 Basic questions that establish the eligibility of the participants/respondents
 Main questions that are directly linked to the research questions.
 Open-ended questions (optional)
When preparing a survey instrument, follow these steps:
a. Do a preliminary research. You may visit your library or use online sources for
this.
b. Talk to a person who is knowledgeable in preparing survey instruments.
c. Master the guidelines in preparing a questionnaire or interview guide.
d. Clarify your research questions. Be sure that the items indicated in your
survey instruments are directly related to each specific research questions/
e. Write the instrument using the appropriate format. Get model instruments if
needed.
f. Edit your instrument and match it with your research questions.
g. Revise when necessary.
h. Pilot your survey instrument to further improve its quality. This means that you
have to get some respondents (colleagues or a small sample of the target
respondents) to try to answer the instrument and give you feedback. Then,
revise the instrument accordingly.
8. Implement the instrument and gather the data.
9. Analyze the collected data and interpret it through tables and graphs.
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10. Write the methodology and result sections.
11. Write the introduction and literature review.
12. Write the discussion. Be sure to link the literature review to the discussion section.
13. Write the conclusion.
14. Prepare the reference list. Be sure to list all the items citied in the body of your
paper. It is useful to keep a separate word document or physical notebook where you
can list your reference as you come across them to make sure you do not leave
anything out when you have to prepare the reference list
15. Edit and format your paper. Observe the proper mechanics.
Guidelines in Writing a Research Report
Now that you are aware of the steps in writing a research report, follow the writing
guidelines below to ensure that your report is well-written.
1. Fifty to seventy-five percent of the paper should be devoted to results and
discussion.
2. Be sure to cite all your sources whether they are paraphrased or directly
quoted.
3. As with the previous types of written works, use direct quotations sparingly;
paraphrase as much as possible.
4. Strictly follow the required documentation style.
5. Topics should be relevant, interesting, current, and manageable in terms of
resources, skills needed, and time. They should not be too sensitive and too
controversial.
6. Research questions should directly address the given topic or thesis statement.
Example:
Title: Effect of Facebook on the Academic Performance of Senior High School
Students
Thesis statement: Facebook has an effect on the academic performance of
senior high school students
Research questions:
(1) Does exposure to Facebook affect students’ performance during
examination?
(2) Does exposure to Facebook affect students’ attention span during class
activities?
(3) Does exposure to Facebook affect students’ participation in curricular
activities?
17
WHAT IS IT?
ACTIVITY 1
Instructions: Write T if the statement is true and F if false.
_1. The research report follows a format similar to that of an academic essay.
_2. The abstract should be written prior to writing a conclusion.

_3. An informative title is preferred when writing a research report.
_4. The conclusion contains the details of the finding obtained from the study.
_5. Gathering references can be done recursively.
_6. It is better to have as many direct quotations as possible.
_7. Majority of the paper content should be devoted to literature review.
_8. Survey instruments should be aligned to research questions.
_9. Tables and graphs for the gathered data are presented under the
introduction section.
_10. The discussion section presents the procedure undertaken to compete the
study.
_11. The introduction contains the purpose of the study and the current state of
the field of the study.
_12. The literature review contains the explanation of relevant concepts and
related studies.
_13. The methodology contains the description of participants and instruments.

_14. Title and thesis statement are written differently.
_15. Two different documentation styles can be used in one research report.
Great job! You are done with the first activity, have a break! You deserve one.
Then let’s take off to more fun activities!
So, read on!
18
WHAT IS IT?
ACTIVITY 2
Instructions: Write a research report by following the

writing process outlined below. You may assume the
persona of a scientist or researcher writing a research
report about a current social or economic issue for a
government agency.
Topic:
General Purpose:
Specific Purpose:
Target Output:
Audience:
Writer’s Persona:
Tone/Formality:
WHAT I HAVE LEARNED
In writing a research report, you must (1) choose a topic that is

interesting and relevant to your audience; (2) use the accepted
format; (3) accomplish the purpose of each part of the report; (4)
acknowledge the sources of the information you used in your
report; and (5) be consistent with the citation style that you use.
You must also keep in mind the properties of a well-written text to
make your writing appear more academic.
19
WHAT’S NEW
LESSON 4
WRITING A PROJECT PROPOSAL
A project proposal is a highly persuasive and informative documents that aims
to address a particular problem or issue. It is a bid or offer to initiate a project for an
individual or a group. It usually ranges from 1,000 to 2,500 words depending on the
complexity of the project being proposed.
A good project proposal specifies the following:
 Goals and objectives that the project wants to accomplish;

 Project plan that details how the set goals and objectives will be accomplished;
 Financial, human (e.g., experts, consultants), and technical (e.g., equipment
and facilities) resources useful in implementing the project; and
 Budget that specifies how much money is needed and for what purpose it will
be spent.
Types of Project Proposal
There are four types of project proposals which vary depending on the context of the
problem and the receiver and sender of proposals.
1. Solicited internal
 It is used when the target reader is within the organization.
 It responds to a specific request within the organization.
 The problem has been identified within the organization and the decision to
solve it has been made.
2. Unsolicited internal
 It is used when the target reader is within the organization.
 It is a self-initiated proposal that no one asked for.
 The target reader has not yet identified that a problem exists within the
organization; hence, no decision has been made to solve the problem.
3. Solicited external
 It is used when the target reader is not within the organization.
 It responds to a specific request from someone who is not within the company.
 The problem has been identified and the decision to solve it has been made.
4. Unsolicited external
 It is used when the target reader is not within the organization.
 It is self-initiated proposals that no one ask for.
 The target reader has not yet identified that a problem exists; hence, no
decision has been made to solve the problem.
20
Parts of a Project Proposal
1. Cover letter
 Introduces the proposals to the reader

 States the project proposal title, date the proposal was requested (if
solicited), general purpose and scope of the proposal, and
acknowledgement of people who have contributed to the completion of
the proposals
 Includes the highlights of the proposal and directs the readers to this
highlights
2. Title Page
 Includes the project title that is concise and informative

 Includes the lead organization, place and date of project, client’s or donor’s
name, proponent’s name and the department or organization he/she
represents, and date of submissions
3. Abstract of Executive Summary
 Includes the objectives, implementing organization, major project activities and

total project cost
 Usually composed of 200 to250 words and highlights only the major points;
some abstract may be longer depending on the culture of the funding agency
 Uses a paragraph format
4. Context of the Proposal
 Describes the socio-economic, cultural, and political background in which the

proposal is situated.
 Presents data collected from other sources that are relevant to the planning
stage
5. Project Justification
 Provides a rationale for the project

 Includes the problem statement that specifies the problem addressed by the
project
 Points out why the problem is an issue that requires immediate attention
 Specifies the target group’s needs that arise from the adverse effect of the
described problem
 Presents the approach or strategy that will be used to address the problem
 Describes the capability of the implementing organization or group by stating
its track record
Note: When writing this section, justify why your organization or group is the
best group to implement the project.
21
6. Personnel Involved
 List the people involved in the project, their corresponding roles, and their
summary of qualifications
7. Project implementation
 Is divided into an activity plan which specifies the schedule of activities and a
resource plan which specifies the items needed to implement the project
 Describes the activities and resource allocation in detail, as well as the person
in charge of executing the activities
 Indicates the time and place of activities
8. Budget
 Presents the expected income and expenses over a specified time period
 Itemizes the budget
9. Monitoring and Evaluation
 Specifies when and how the team will monitor the progress of the project
 Specifies the method for monitoring and evaluation
 Specifies the personnel in charge of monitoring and evaluation
10. Reporting Scheme
 Specifies the schedule for reporting the finances and progress of the project
11. Conclusion
 Briefly describes the project, the problem it addresses, and its benefits to all
stakeholders through a summary
 Directs the readers back to the good features of the project
 Urges the readers to contact the proponent to work out the details of the project
proposals
12. References
 Lists all the references used in drafting the project proposal using the format
required the funding agency
Guidelines in Preparing for 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.
22
3. 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.
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 and 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.
Guidelines in Writing a Project Proposal
1. The title page must be unnumbered but it is considered page I; the back page
of the title page is unnumbered as well; but it is considered page ii. The abstract,
which follows after the title page, is considered page 1 and must already be
numbered.
2. Do not use abbreviations on the title page.
3. Attach the curriculum vitae of the personnel who are part of them.
4. In the project implementation section, use a Gantt chart for presenting the
timeframe.
5. Write the abstract after you have completed the report.
6. Study the successful proposals that are similar to yours.

7. Be factual but use technical terms sparingly.
8. Choose a reader-friendly format
9. Use sections words to make your proposal more dynamic.
23
WHAT IS IT?
ACTIVITY 1
_1. A project proposal is mainly informational.
_2. A Gantt chart is one way to present the schedule of activities.

_3. A one-word title is more preferred to a descriptive title.
_4. A project proposal is usually one page only.

_5. It is ideal to include only the total budget needed.
_6. Only one team leader should write the project proposal.
_7. Opinions add credibility to the proposal.
_8. The project proposal needs to address the specific problem.

_9. The qualification of personnel is crucial to the approval of project proposal.
_10. There is only one format for a project proposal.
Here is a sample project proposal you can refer to:
I. Project Title:
“Bote Queen”
II. Project Proponents:

This project is headed only by the Supreme Student Government.
III. Project rationale:

In line with vision-mission of the school, this project will help Promote
cleanliness and awareness of the students about the 3Rs; Reduce, Recycle.
IV. Project objectives:
 To expose students in different environmental activities

 To raise fund and support the Supreme Student Government (SSG) projects
 To promote the awareness of the students
24
V. Project description:
This project will be accomplished through the help of our officers, faculty
and staff, and the support of the students. Each sections will have a
representative queen and they are required to bring bottles for the first
and last counting. From their bottles and other recyclable materials, they
will make a presentable costume to be showcased by their representative
and the pageant will begin.
VI. Project Duration:
 Each section will start collecting bottles on march 1,2019 (Friday)

 The first counting will be on March 5,2019 (Tuesday)
 The last counting will be on March 11,2019 (Tuesday)
 The pageant will begin on March 15, 2019 (Friday)
VII. Target Beneficiaries:

The five section will start collecting bottles will receive an incentive from
the Supreme Student Government (SSG) on their Christmas Party.
The collected money will be used for the LPCA battle that is proposed
to be held in October.
VIII. Propose Budget
The only expenses will be prize (trophy, sash, certificates) for the
winning sections and also the reigned Bote Queen. The budget for this
is estimated at Php 500-Php1500.
IX. Monitoring and Evaluation
This project will be overall managed by the Supreme Student

Government (SSG) and each adviser of the sections will assist their
students for the activities.
Source: http://www.slideshare.com
25
WHAT IS IT?
ACTIVITY 2
Instructions: Write a project proposal. Set the context for

writing; assume the person of a student leader who would
want to initiate a project for your school.
Complete the given information to come up with a writing situation for your projects
proposal.
Problem to be addressed:
_
General Purpose:
_ _
Specific Purpose:
_
Target Output:
_
Audience:
_
Writer’s Persona:
_
Tone/Formality:
_
WHAT I HAVE LEARNED

A project proposal is basically a problem-solution text that
aims to persuade its reader to grant funding on the project or the
accomplishment of the solution to the problem. It has five basic
parts, namely, title page, project summary, qualification budget
justification, and project narrative. It includes visual such as Gantt
charts, for timetable, and tables for budget justification and avoids
confusing terms such as jargons, acronyms, and abbreviations
specific to a field of study.
26
WHAT’S NEW
LESSON 5
WRITING A POSITION PAPER
What is a Position Paper?
A position paper is a type of academic writing that presents one’s stand or

viewpoint on a particular issue. The main objective of writing a position paper is to take
part in a larger debate by stating your arguments and proposed course of action.
Parts of a Position Paper
1. Introduction
 Uses a lead that grabs the attention of readers.

 Defines the issue and provide a thorough background.
 Provides a general statement of your position through a thesis statement.
2. Body
 State your main arguments and provide sufficient evidence (e.g., statistics,
interviews with experts, and testimonies) for each arguments.
 Provides counterarguments against possible weaknesses of your arguments.
3. Conclusion
 Restates your position and main arguments.

 Suggests a course of action.
 Explains why your position is better than any other position.
 Ends with a powerful closing statement (e.g., a quotation, a challenge, or a
question).
Choosing an Issue
1. The issue should be debatable. You cannot take any position if the topic is not
debatable.
2. The issue should be current and relevant.
3. The issue should be written in a question form and answerable by yes or no.
4. The issue should be specific and manageable
27
Guidelines in Writing a Position Paper
1. Begin the writing process with an in-depth research about the issue at hand.
2. Be aware of the various positions about the issue and explain and analyze them
objectively.
3. Reflect on your position and identify its weaknesses.
4. Establish your credibility by citing reliable sources.

5. Present a unique way of approaching the issue.
6. Limit your position paper to two pages.
7. Analyze your target readers and align your arguments to their beliefs, needs,
interest, and motivations.
8. Summarize the other side’s counterarguments and refute them with evidence.
9. Define unfamiliar terms at first mention.
10. Use an active voice as much possible. This will make your tone dynamic and firm.
11. Arrange your evidence logically using an inductive or deductive approach.
12. Check your paper for fallacies and revise accordingly.
13. Use ethical, logical, and emotional appeals. Ethical appeals relate to your
credibility and competence as writer, logical appeal refers to the rational approach in
developing and argument; emotional appeals pertain to feelings evoked during
arguments. Make sure to check your appeals to ensure that they are not fallacious.
WHAT IS IT?
ACTIVITY 1
1. A good position paper considers all possible views on the issue at

hand.
2. An issue is a crucial component of a position paper.
3. An issue is debatable if it cannot be answered by yes or no.
4. Audience analysis will help you write a more persuasive position
paper.
5. One way to establish your credibility as a writer is to boast about your
credentials.
6. Opinions are better than facts in supporting arguments.
28
7. Statistics can be used as evidence to support an arguments.
8. The main goal of a position paper is to inform readers.
9. The strongest type of appeal in a position paper is logical appeal.
10. Your position should be restated in the concluding paragraph.
WHAT IS IT?
ACTIVITY 2
Instructions: Analyze the following text very carefully.

Then, complete the table that follows.
He is married to a former student, currently a father of two, and a proud
defender of the right of faculty members to have romantic relationships with students.
He strongly believes that a teacher-student relationship should be allowed just for the
simple reason that having that kind of relationships doesn’t mean that there will
automatically be an effect on the student’s learning or the teacher’s job. But is this
statement true to all? I mean, can every professor in the world resist the temptation of
changing a partner’s grades for a benefit? Well, I say no. Nobody in this world is
perfect, and we all know that we are very much vulnerable to temptations. So I strongly
believe that a romantic relationship between a teacher and a student should not be
allowed in any educational institution.
Dating your professor can lead to several problems. Number one, an equal
relationship is very hard to maintain when one party has much power that the other.
Of course, when you’re dating your professor, you must clearly know that he holds
your grades. But on the bright side, if you’re not enrolled in any of your partner’s class,
you are somehow, safe. But don’t be too confident. Why you ask? Because there is a
big tendency that your partner (who is a professor) is friends with a professor who
includes you a part of his/her class.
Number two, if your relationship with your professor is known to people around
you (whether a student or a teacher), and you have excellent grades, they might think
that your grades were influenced by your partner. They would probably think that your
partner helped in giving you that high grade. As a result, your grades may be
questioned for their validity and they could have a very hard time taking you seriously
as a student.
Number three, a relationship with your professor leaves you unsure whether
your grades reflect your true academic performance or just a little something that your
partner gave you for a gift. Thus, it may lead to self-doubt. You will be very much
29
uncertain of what your potential is, therefore, leading to a tendency that you will not be
able to do your best in class activities.
And lastly, if a relationship between a teacher and a student ends badly, and
there are hard feelings on both sides, there will be a big tendency that both parties will
use his/her own position to do several things. First, obviously, he can sabotage your
grade. Second thing is he can say things to other instructors that will make them
perceive you negatively. And lastly, if in a situation wherein your ex is the only one
available for a certain course you must take, it will become very awkward and
uncomfortable for the both of you, thus, making it hard to focus on your studies. He
can also make sure that you will never pass his course.
On the other hand, there are a lot of things that we can do as a student, and
that involves sexual harassment or at least the appearance of having a case of sexual
harassment. By dating a student, a faculty member is very much vulnerable to charges
regarding harassment. A professor can lose his/her career when charged with this.
Professors dating a student can come under suspicion as well.
To conclude, having a relationship between a teacher and a student will not
bear any positive results, thus, it will only lead to many troubles for both parties. It will
only result in an unbalanced relationship, bias stereotypes, uncertainty of one’s
potentials, and at the end, the use of positions against each other. Think about it, are
you really willing to face the consequences of this said relationship? Or are you smart
enough to restrain from it?
By: S. Madrid (A Student Essay)
Purpose of the
Document
Writer’s
Persona
Intended reader
Strengths
Weaknesses
Revisions
Needed
WHAT I HAVE LEARNED

In writing a position paper, you should (1) describe the issue and
your position; (2) present both sides of the issue; (3) refute
counterclaims; and (4) use some figurative language and
analogies to explain a point. You should keep in mind the
properties of a well-written text to make your writing easy to read.
30
WHAT I KNOW
ection: Read each sentence carefully. Choose your answer by
writing the writing the letter of your choice on the space before each
number.
_1. It is a piece of paper which contains a summary of an applicant’s personal
information, educational background, skills and work experiences.
A. Business Letter C. Resume
B. Application Letter D. Memo
_2. A type of resume format used to emphasize the applicant’s work experiences
progress. It starts with complete work experiences, followed by the educational
background.
A. Application Letter C. Chronological Format
B. Functional Format D. Hybrid
_3. This is the most common layout used in writing cover letter. In this format,
all parts are justified to the left.
A. Full block C. Semi-block
B. Modified Block D. Normal
_4. This is the least used format in writing an application letter. It is almost the
same as the modified block format; however, the difference is that the first sentence
in each paragraph is indented.
B. Modified block D. Normal
_5. It is one of the components of a letter which includes the applicant’s
address to make it easier for the employer to easily contact the applicant.
A. Heading C. Complimentary close
B. Body D. Date
_6. The most important and critical part in the components of a letter. It includes
the information on the job the applicant is applying for, where the job posting was
seen, and the skills and experiences the applicant possesses.
A. Heading C. Complimentary Close
B. Body D. Date
_7. It is referred to as the “letter of intent”, and is a one page letter required for
college and university admission. The sender writes a letter to briefly discuss his
intention for attending the college program.
A. College Admission Letter C. Business Letter
B. Application Letter D. Letter of plea
31
_8. Referred to as ‘career summary’ or ‘career profile’, it is one of the features
in writing a resume.
A. Professional summary C. Work Experience
B. Body D. Objective
_9. This is considered to be the last part of the letter. The name is written on the
first line (also the title if applicable) on the second line then, a signature above the
first line.
A. Heading C. Body
B. Signature D. Date
_10. It is the traditional way of communicating information from one company to
another or used external correspondence.
A. Business Letter C. Business Email
B. Business Memo D. Friendly Letter
32
WHAT’S NEW
PURPOSEFUL WRITING FOR THE PROFESSIONS
LESSON 6
WRITING A RESUME
What comes to your mind when you hear the word résumé? Do you think it is
important for you to learn how to write a résumé? Why?
Résumé Formats
When you apply for a job or for any work, hiring administrators like the managers
usually require applicants to submit a résumé. To give them an overview of yourself,
you need to know the different formats in making a résumé so that it fits their standard.
Below are the three types of résumé format for you to follow.
1) Chronological Format
The chronological format is used to emphasize the applicant’s work experiences

progress. It starts with the complete work experiences, followed by the educational
background. It is best used if the applicant is applying for a job related to his previous
experiences, and has ten to fifteen years work experiences.
Heading
Objective:
Work Experience:
Educational Background:
Skills/Expertise:
Voluntary Activities/Involvement:
2) Functional Format
Functional format, on the other hand, focuses on the skills, not on the work history.
It is best used if the applicant changed career or if re-entering the industry after a long
absence. It is also used by the high school or college students entering the industry.
33
Heading
Objective:
Professional Summary:
Work Experience:
Skills and Expertise:
3) Combination or Hybrid Format

Combination or Hybrid combines the chronological and functional format. It works best
if the applicant is aiming for a career change or wants to present both skills and
accomplishment.
Heading
Objective:
Expertise and
Achievements: Work
Experience: Educational
Background:
Writing your Resume

Below are the important features of a resume.
1) Heading
The resume heading includes the applicant’s complete name, current
address and contact details such as cell phone number or e-mail address. The
heading can be written in the centre or on the left-side. Make sure that the formatting
style, especially the font type, looks professional.
34
Example:
Ronan T. Kina-adman
Los-libertadores St. Comon, Mambajao, Camiguin
Phone: (088) 387-000
Mobile: (+63) 967 570 1927
e-mail: [email protected]
Explanation:
The heading contains basic information about the applicant.
2) Objectives
An objective also referred to as job objective or career objective, reflects the
applicant’s career goals and intention for applying for the job. Remember to write a
direct and specific objective that contains what you want to achieve in your career and
what the employer could expect from you.
Example:
Landing a job as hotel chamberlain, making every room a home of their own.
Explanation:
The objective given as an example includes the position and its detailed description.
3) Professional Summary
Professional summary, also referred to as ‘career summary’ or ‘career
profile’, showcases your knowledge and abilities. It includes short recent job summary,
together with your soft skills (e.g. problem-solving capability, adaptability to change,
etc.).
Example:
Good cleaner, a flexible and hardworking. Hotelier with one year experience in
providing customer service, preparing beds and maintaining cleanliness of the hotel
rooms.
Explanation:
This highlights the most valuable and recent job experience of the applicant.
4) Expertise and Achievement

This also refers to the ‘professional skills’ and ‘qualification’ of the applicant. It
includes personal and technical skills including the certifications and recognition
received.
35
Example:
Order Taking Skills
Received recognition as best housekeeper dated October 2004

excellent in finishing room make up on time
Explanation:
This is the part where the applicant, with or without experience, can write a detailed
description of his abilities and skills.
5) Work Experience
This is also called "employment history," "relevant experience", or "work
history." Work experience is a part of a résumé where the applicant states all previous
employment. If you have no work experience yet, write first the educational
background, and include the optional part Training and Seminar Attended.
Example:
Housekeeper
Camiguin Highland Resort
(August 2002- October 2005)
Explanation:
The example shows the applicant’s job title, the employer and the length of service.
6) Educational Background
The educational background section can also be labeled as Academic,
Academic Qualification or Education and Certifications. Write the degree together with
your major, minor or concentration (if there is any), school and year attended.
Example:
TESDA
Camiguin School of Arts and Trades
2001-2002
Explanation:
The inclusion of educational background from preschool to junior high school is not
required in this part. Mentioning only the details on where and when the applicant got
his senior high school and college degree would be enough.
36
Tips
 Pass the resume with a cover letter. A cover letter gives the employer an
overview why they are receiving the resume, job posting the applicant is
applying for and the matching skills related to the position.
 A resume is used to apply for a job that contains a summary of an applicant’s
personal information, educational background, skills and work experiences
while a Curriculum Vitae (CV) is used to apply for an academic training or grant
that contains a detailed description of a person’s educational background,
academic credential, and achievement.
 It is optional to include the following sections on the resume: Training and
Seminars Attended, Activities and Honors and References.
WHAT IS IT?
ACTIVITY 1
Instructions: Fill in the following tables of your own data.

After filling in the desired information, make a formal
resume based on your details.
FUNCTIONAL FORMAT
Heading
Objective:
37
Work Experience:
Skills and Expertise:
CHRONOLOGICAL FORMAT
Heading
Objective:
Work Experience:
38
Skills/Expertise:
Voluntary Activities/Involvement:
COMBINATION or HYBRID
Heading
Objective:
Expertise and Achievements:
39
Work Experience:
40
WHAT’S NEW
LESSON 7
WRITING AN APPLICATION FOR EMPLOYMENT
What is an employment application letter?
Employment Application Letter, "is a one-page letter, also referred to as the "job
application letter" or "cover letter attached to the resume when applying for jobs.
The purpose of writing the employment application letter is to highlight the applicant’s
experiences and personal qualities for him to be considered for an interview schedule,
as well as with the available job position.
Different Letter Formats

The format, including the content and tone of the employment application letter,
depends on the applicant’s preference. Employment application letter or cover letter
has three different formats: full block, modified block and semi-block format. The
content in a cover letter are all the same and will vary on the format or on the placement
of each part.
1) Full Block Format

This is the most common layout used in writing cover letter. In this format, all
parts are justified to the left.
Applicant’s Address
Date
Hiring Person’s Name and Company Address
Salutation
Body
Complimentary Close
Signature
41
2) Modified Block Format
Another common format used is the modified block format. Modified block is a type
of format where applicant’s address, complementary close, signature and sender’s
identification is shifted to the right side. Note that the first sentence in the body or in
each paragraph is not indented.
Date
Salutation
Body
Complimentary Close
Signature
3) Semi-Block Format
The least used format is the semi-block. It is almost the same as the modified block
format; however, the difference is that the first sentence in each paragraph is indented.
Date
Salutation
Body (First line is indented)

Complimentary Close
Signature
42
If there is no required format, it is recommended to write it in full-block with one-
inch margin on all sides, single spaced and preferably using Times New Roman font
and twelve point font size.
Components of a Letter
1) Heading, Date and Inside Address
The heading includes the applicant’s address to make it easier for the employer to
easily contact the applicant. The date written below the heading indicates the date
when the letter was written. The inside address refers to where and to whom the letter
is addressed. Ensure that there is a line in between heading, date and inside address.
Example:
Ronan T. Kina-adman
Los-libertadores St. Comon, Mambajao, Camiguin
April 03, 2002
Mr. Triztan K. Rozales

Human Resource Manager
Camiguin Highland Resort
Soro-Soro, Mambajao,
Camiguin, 9100
Explanation:
Written on the first two lines of the heading is the address of the applicant. This
includes the street number, city, state and zip code. The format in writing the date is
month-day-year. The inside address includes the name of the name of the employer
or the human resource manager, his job title, name of the company and address.
2) Greeting or Salutation
Greeting or salutation is written to indicate for whom the letter is. It should start
with the word "Dear" followed by the last name of the receiver. End the salutation
with a colon (:). If the name has not been obtained, address it as “Ma’am/Sir.”
Example:
Dear Mr. Rozales:
or
Dear Ma’am/Sir:
Explanation:
The greeting or salutation addresses the person concerned with the hiring process.
43
3) The Body
The most important and critical part in writing the employment application letter is
its body. It includes information on the jobthe applicant is applying for, where the job
posting was seen, and the skills and experiences the applicant possesses. You can
also highlight the reason for a career change, if there is any. Finalize the letter in two
to three sentences by including the reason why the applicant is perfect for the job and
the statement of the applicant’s desire to meet the employer or human resource
person.
Example:
I am writing to express my interest in the Managerial Position posted at Jobstreet.com
last February 12, 2016. As per the qualification posted in your advertisement, I
consider myself as one of the qualified applicant for the said position.
Aside from being a graduate of University of the Philippines, I also have five-year
industry experience in managing a local fast-food chain. I am applying in your good
office because I am seeking for a career growth which I believe your company can
provide.
My skills and experiences are included in the resume attached on this letter. Thank
you for taking time in processing my job application papers and I look forward to meet
you at your earliest convenience.
Explanation:
The body of the letter contains information not seen in the applicant’s resume. In
this example, the applicant clearly indicates the desired position, source of information,
qualification and experiences and reason of career shift.
4) Complimentary Close
Complimentary Close is done to politely finish the letter. Note that the
complementary close ends with comma (,).
Example:
Sincerely,
or
Yours Truly,
Explanation:
Writing the complimentary close shows that the letter has already ended.
44
5) Signature and Sender’s Identification
This is considered as the last part of the letter. Write your name on the first line
and your title (if applicable) on the second line. Then sign directly above the first line.
Example:
(Signature)
Ronan T. Kina-adman
Explanation:
It shows the name of the job applicant
Tips
 Make sure the letter is free of errors and does not contain any slang or informal
language. This should be written in a professional manner so it to be considered
as a good employment application letter.
 Limit the letter up to one page only. The employer or human resource person
will not have time to read letter longer than this.
 It is advisable to computerize the letter so that it can be read easily and print it
in a good quality paper.
 The cover letter must not repeat elaborated details written in the resume.
 The applicant must not assume that he is hired after submitting the cover letter.
 The employment application letter is attached to the resume and not the
curriculum vitae. Curriculum Vitae are submitted for academic purpose and not
for job application purpose.
45
WHAT IS IT?
ACTIVITY 1
I. Instructions: Identify and label the parts of the business

letter. Write your answers on the blanks provided below
the figure
1. _
2. _
3. _
4. _
5. _
6. _
7. What is the format used in the sample above?
_
46
WHAT’S NEW
LESSON 8
WRITING AN APPLICATION FOR COLLEGE ADMISSION
College Admission Letter and Essay
College Admission Letter also referred to as the "letter of intent," is a one-page
letter required for college and university admission. The sender writes a letter to briefly
discuss his intention for attending the college program. College Admission Essay, or
known as "statement of purpose" or "personal statement," is an essay written by the
student applicant to answer the essay topics given by the admission office.
Pre-writing
Before you write a college admission letter and essay, you must first determine
the program you want to take, followed by a thorough research on program structure.
Then reflect on your purpose in enrolling the course, your achievements, and future
goals. Decide the format to use in writing a letter. If there is no required format, write
the letter in a full-block style, meaning all parts are aligned to the left, with the format
of one-inch margin, twelve-point font size, and single-spaced paragraph.
Writing your College Admission Letter

1) Heading, Date and Inside Address
Write on the top left the heading that includes your complete address and zip code.
It is the address of the sender. The date should be fully spelled out. The inside
address contains the name of the college or university admission head, his job title (if
applicable) and the address of the university. It is the address of the receiver. Skip a
line between the heading, date, and inside address.
Example:
a) Heading:
B15 L21 Amarillo St.

Brgy. Rizal, Makati 1218
b) Date:
February 16, 2016
47
c) Inside Address:
Ms. Katarina Katigbak

Officer-in-Charge, Admission Section
Office of the Registrar
Camiguin Polytechnic State College
Mambajao, Camiguin
Explanation:
The heading is a receiver’s quick reference to the sender’s address and can be
used if the letter has to return. The date indicates when the letter is written, and the
inside address refers to whom and where the letter is addressed.
2) Greeting or Salutation
It starts mostly with the word "Dear" followed by the last name of the receiver. End
the salutation with a colon (:). If the name has not been obtained, address it as
“Ma’am/Sir”.
Example:
Dear Ms. Katigbak:
or
Dear Ma’am/Sir:
Explanation:
The greeting or salutation addresses the person concerned with the admission
process.
3) The Body
The body is the main part of the letter which includes the course you are interested
in, reason for choosing the university, description of academic interest, the basis for
them to consider your application, and plans, if any. Last part will be your request to
consider your application for admission and information on how to contact you.
Example:
I am writing to inform you of my interest in applying for Bachelor of Science in Biology
at your prestigious school – Camiguin Polytechnic State College.
I am enthusiastic to conduct researches in science. As shown in my scholastic

achievements and the documents attached, I am part of the team that ranked second
in the recent National Science Investigatory Project. The university offers the best
tertiary education in the country and is at its prime in research and publication.
Because of this, studying at the university would help me improve my research skills
48
as I deepen my knowledge of biological science.
I plan to allot most of my time, during and after my studies, in conducting biological
research. I envision myself doing research for the benefit of my countrymen.
I hope for your kind consideration. For any questions or concern, contact me at this
number 09675701927
Explanation:
The body of the letter entails the course chose and the reason for choosing the
college as part of his academic career. The academic achievements related to the
course, future goal and a contact detail of the applicant is also included.
4) Complimentary Close
Complimentary Close is a polite way of finishing the letter. Remember that it always
ends with comma (,).
Example:
Sincerely,
or
Yours Truly,
Explanation:
Writing the complimentary close shows that the letter has already ended.
5) Signature and Sender’s Identification

This is the last part of the letter. Write your name on the first line and your title (if
applicable) on the second line. Then sign directly above the first line.
Example:
(Signature)
Triztan K. Rozales
Explanation:
It shows the name of the college applicant.
Writing a College Admission Essay

Most admission essays have a limit of two hundred to five hundred words and
usually answers assigned topic. The challenge here is to showcase you - as the right
candidate - for their university in a limited number of words. Remember that the
purpose of this essay is to know more of your personality without repeating what is
written in the profile or registration form. It should answer the question or topic clearly.
49
Introduction
The introduction should catch the attention of the reader. It should contain the
main concept for your essay. You can also restate the question without repeating the
exact words.
Example:
Topic: Explain why you would like to pursue a program in our college.
My goal is not just to finish a degree. It should be finishing a degree in this college.
Explanation:
This shows the main idea of the essay. It is short, but it captures the attention
of the reader.
Content
This is the part where you should answer the topic or question with clarity.
Provide justification based on the experience you have undergone. You can also
incorporate the factors that drive you into finishing your studies.
Example:
To be enriched holistically to serve the country cannot be possible if without the help
of the college. It is because the college has the best professors in the country –
professors that are not only into teaching but also in molding the students.
Explanation:
In this example, the applicant states the personal reason for pursuing a degree. It
answers the question or topic clearly.
Conclusion
To end the essay, write your plans after you graduate from their college. You
could also include the reinforcing statement stating that you are one of the best
applicants to their college.
Example:
After finishing my degree, I am looking forward to working with a research laboratory
to be of aid to our country in adding more scientific knowledge of the world around us.
All of this would be possible with the help of the college.
Explanation:
The conclusion in this example depicts the long term goal of the college applicant.
50
Tips
 In writing a college admission letter, use a full-block style or the format

prescribed by the college.
 In writing a college admission essay, answer the questions directly and state
specific experiences and or achievements to support your answer.
 Make sure that it is written in a positive tone, well-written and free of errors.
Sample College Application Letter Writing Tips:
 As it is a formal letter, words and phrases should be chosen carefully.

 The language should be simple and easy to understand.
 The content should be short and straightforward.
_ (Principal’s name)
_ (College address)
_
_
From:
(Your name)
(Your address)
Date (date of writing letter)
Dear Sir/Madam,
I came to know through one of your college students that you are conducting a special
workshop for management students. I am studying ...................... (name of course) in
…………….(name of institute) and would like to attend it. I would like to know if there
is any application to be submitted. If so, I request you to send me the application form
to my address.
The training programs you conduct are popular in the industry and I want to take
advantage of this opportunity. I understand that several big names in the industry are
associated with the program. Lot many students belonging to various colleges are
interested to participate in the training program and get benefitted.
51
Please inform me through email or you can contact me on my telephone
number .
Looking forward to hear from you,
Thanking you,
Yours sincerely,
(Your name)
52
WHAT’S NEW
LESSON 9
WRITING AN OFFICE CORRESPONDENCE
Office correspondence, also known as the ‘business correspondence’, is a written

exchange of internal and external communication to support all business processes.
It has three major forms including the business letter, business memo and business
e-mail that may be used for internal or external communication. Internal
correspondence means that there is a communication or agreement between
departments or branches of the same company, while external correspondence
means that the communication is between the company and another organization or
firm. The purpose of the correspondence is to communicate the information in a clear
and professional way.
1) Business Letter
Business letter is the traditional way of communicating information from one
company to another or used in external correspondence.
The format can either be full block, modified block and semi-block. The format used in
writing a business letter depends on the requirements set by the company. Different
types of letters are sales letter, order letter, complaint letter, inquiry letter, adjustment
letter, acknowledgement letter, follow-up letter, acknowledgement letter, cover letter,
letter of recommendation and letter of resignation.
Example of an Inquiry Letter
Los-libertadores street, Comon

Mambajao, Camiguin
April 03, 2019
Mr. John Harvey Carlisle

Flower Boutique Station
Poblacion, Mambajao
53
Dear Mr. Carlisle:
I am writing to ask if you have found a person to fill up the position of Operations
Manager as posted on your website. We currently have two qualified applicants that
fit the position.
Attached herewith are the resumes of the applicants, for your perusal. We look forward
to work with you again and hope to hear feedback from you.
Thank you and more power!
Sincerely,
(signature)
Triztan K. Rozales

The Good Side of Flora
Explanation:
The letter of inquiry as an example includes the heading, date, inside address,
salutation, body, complimentary close, signature and sender’s information. This letter
is an external correspondence between two difference companies.
2) Business Memo
Business memo is a written communication strictly between the company’s offices
to another, or used in internal correspondence. The difference between a memo and
a letter is that the memo has its title line and series number. The employees tend to
read the if the title line is related to their job description. It is also used to implement
internal guidelines or procedures that the employees must follow. Some types of
memos are operational memo, financial memo, request for action, directives, trip
report, field report and dress code memo among others.
Example:
Announcement Memo
Magnifico Learning Center

Pandan,Mambajao, Camiguin
Series No. 16 – 005
To: All School Teachers
From: The Head Teacher
Date: April 03, 2002
54
Subject: School Party
In line with the approved budget for the year 2001 – 2002 is the pursuance of the
proposed company outing this coming March 21 to 21 at the San Gregorio Farms and
Leisure. We advise everyone to prepare your sports outfit and toiletries. We look
forward to see you enjoy in our two day company outing.
Thank you for your continuous support.
(signature)
Triztan K. Rozales
Explanation:
The announcement memo includes information about the company outing of the
employees. The company also uses their own letterhead.
3) Business e-mail
Business e-mail is an office correspondence that can either be internal or external.
There is no required format in writing e-mail correspondence but it is expected that the
writer maintain a professional tone. Note that the header of the letter is written on the
blank fields including the ‘from’ and ‘to’ fields. ‘From’ contains e-mail from the sender
while the field ‘to’ contains the email of the recipient.
Example:
From: Triztan R.
To: Ruel B. [email protected]
Subject: Re: Vacant Position for supervisorship
Dear Sir Ruelr:
Good day!
In behalf of Areflor Funeral Homes, we extend our deepest gratitude for helping us
scout qualified applicants in the industry. We hope to work again with you.
Cheers!
Best regards,
Triztan K. Rozales
Human Resource Personnel
Flora Homes Caven
Mambajao, Camiguin
Tel. No. (088) 123-234-345
55
Explanation:
In the above example, the e-mail correspondence is informal and external. It
expresses gratitude towards the effort made by the manpower agency.
Tips
 Make sure the office correspondence is concise and easy to understand. It is

recommended for a correspondence to have brief sentences and paragraphs
for the employees tend to read it quickly.
 Controlling the tone of writing is important in any office correspondence. It
should not sound too formal or too informal.

 WHAT I HAVE LEARNED

Office correspondence is a written exchange of internal and
external communication to support all business processes. It is
also known as the business correspondence.
A business letter is a traditional way of communicating information

from one company to another or used in external
correspondence.
A business memo is a written communication strictly between the

company’s offices to another.
A business e-mail is an office correspondence that can either be
internal or external. There is no required format in writing e-mail
correspondence but it is expected that the writer maintains a
professional tone.
56
ASSESSMENT
ection: Read each sentence carefully. Choose your answer by
writing the writing the letter of your choice on the space before each
number.
_1. It is a piece of paper which contains a summary of an applicant’s personal

information, educational background, skills and work experiences.
A. Business Letter C. Resume
B. Application Letter D. Memo
_2. A type of resume format used to emphasize the applicant’s work experiences
progress. It starts with complete work experiences, followed by the educational
background.
A. Application Letter C. Chronological Format
B. Functional Format D. Hybrid
_3. This is the most common layout used in writing cover letter. In this format,
all parts are justified to the left.
B. Modified Block D. Normal
_4. This is the least used format in writing an application letter. It is almost the
same as the modified block format; however, the difference is that the first sentence
in each paragraph is indented.
B. Modified block D. Normal
_5. It is one of the components of a letter which includes the applicant’s
address to make it easier for the employer to easily contact the applicant.
A. Heading C. Complimentary close
B. Body D. Date
_6. The most important and critical part in the components of a letter. It includes
the information on the job the applicant is applying for, where the job posting was
seen, and the skills and experiences the applicant possesses.
A. Heading C. Complimentary Close
B. Body D. Date
_7. It is referred to as the “letter of intent”, and is a one page letter required for
college and university admission. The sender writes a letter to briefly discuss his
intention for attending the college program.
A. College Admission Letter C. Business Letter
B. Application Letter D. Letter of plea
57
_8. Referred to as ‘career summary’ or ‘career profile’, it is one of the features
in writing a resume.
A. Professional summary C. Work Experience
B. Body D. Objective
_9. This is considered to be the last part of the letter. The name is written on the
first line (also the title if applicable) on the second line then, a signature above the
first line.
A. Heading C. Body
B. Signature D. Date
_10. It is the traditional way of communicating information from one company to
another or used external correspondence.
A. Business Letter C. Business Email
B. Business Memo D. Friendly Letter
Congratulations!
You have completed your journey in this module. You did
a great job!
It’s now time to go on to the next adventure…
Good luck!
58
59
MODULE WRITERS’ PROFILE
Name: Prelyn O. Rasalan

Position: SHS Teacher III
Educational Attainment: Master of Arts in Teaching Social Studies
BSE English
Module Title: Module 3 (Purposeful Writing in the Disciplines)
Division: Bukidnon
Name: Ronan Tunzo Kinaadman

Position: SHS T-III
Educational Attainment: BSE – Gen Science
Module Title: Purposeful Writing for the Professions
Division: Camiguin
60

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Reading and Writing

W WHAT I NEED TO KNOW

1. Identify the unique features of and requirements in

To achieve the objectives of this module, do the following:

 Answer all the questions that you encounter. As you go

 Do the suggested tasks with patience and industry.

 Take your time to study and learn.

WRITING A BOOK REVIEW OR ARTICLE CRITIQUE

A book review or article critique is a specialized form of academic writing in

 Writer’s objective or purpose

 Appropriateness of methodology to support the arguments

 Overall impression of the work

Article/ Book Title:

WRITING A LITERATURE REVIEW

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

Annotated Bibliography Book Review Literature Review

This type of a review has the following roles.

 Justifies a research questions, method or theoretical and conceptual framework

 Restatement of the main argument or thesis

Writing a literature review is composed of three distinct parts ---literature search,

Because of Facebook’s popularity, many educators have explored its educational

7. The body of the literature review can be organized thematically, methodologically

8. Use direct quotations sparingly.

Instructions: Analyze the following text very carefully.

Instructions: Write a literature review by following the

WHAT I HAVE LEARNED

WRITING A RESEARCH REPORT

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

Related concepts present some of the fundamental concepts needed by the

5. Methodology – describes how the experiments or tests in the research were

A survey instrument is a document that lists planned questions used to measure

 Personal information section for participants/respondents (this is usually

_2. The abstract should be written prior to writing a conclusion.

_8. Survey instruments should be aligned to research questions.

_13. The methodology contains the description of participants and instruments.

Then let’s take off to more fun activities!

So, read on!

Instructions: Write a research report by following the

WHAT I HAVE LEARNED

In writing a research report, you must (1) choose a topic that is

 Goals and objectives that the project wants to accomplish;

 Introduces the proposals to the reader

 Includes the project title that is concise and informative

 Includes the objectives, implementing organization, major project activities and

 Describes the socio-economic, cultural, and political background in which the

 Provides a rationale for the project

7. Allot sufficient time for planning.

6. Study the successful proposals that are similar to yours.

9. Use sections words to make your proposal more dynamic.

_1. A project proposal is mainly informational.

_2. A Gantt chart is one way to present the schedule of activities.

_4. A project proposal is usually one page only.

_8. The project proposal needs to address the specific problem.

II. Project Proponents:

III. Project rationale:

 To expose students in different environmental activities

 Each section will start collecting bottles on march 1,2019 (Friday)

VII. Target Beneficiaries: