Composing

Academic Writing
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 At the end of the lesson, the students are able to:
● Differentiate between book review and book
report;
● Discuss the steps of writing a book review; and
● Write a book review applying the steps and
guidelines learned.
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 Questions:
● How often do you do online
shopping
● After purchasing the item,
did you give an honest
review
● How sure are you that the
item is good to buy
● What are the things you
consider in giving your
comments and impressions
to your orders
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 REVIEW
BOOK
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 · Book Review · As a reviewer, you bring
together the two strands of
It describes and evaluates a accurate, analytical reading
work of fiction or nonfiction and strong, personal response
and offers the book’s overall when you indicate what the
purpose, structure, and style book is about and what it
of narration to the unknown meant to readers.
readers. It tells not only what
a book is about, but also how
successful it is at what it is
trying to do. It is a sneak peek
at a book, not a summary.
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 expressing your
most personal
comments,
analyzing reactions, and describing
how the suggestions the content
book of the pages
achieved its
purpose

Accurate, analytical reading and strong, personal

response in indicating what the book is about and
what it meant to readers.
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 How does this book relate to
Questions other books on the same
topic?

What are the author’s Does the author have the

viewpoint and purpose? What necessary expertise to write
are the author’s main points? the book?

What kind of evidence does What are the most

the author use to prove his or appropriate criteria by which
her points? to judge the book?

How does this book relate to How successful do you think

the author was in carrying
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other books on the same

topic? out the overall purposes of
the book?
 · General Guidelines in Writing a Short Review ·
● Length of the review depends
upon the length of the book
itself
● A review should not be less
than 100 words
● Longer books usually ask for
more than 500 words
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 · General Guidelines in Writing a Short Review ·
● A book review title should be
based on your total impression
of a book.
“Drew girl power to new “State of the art book,”
height” “Five stars”
“A night owl that OR “A breath of fresh air”
seldom sleeps even “Fast and furious”
during daytime”
“Beautiful illustrations
with a story to match,”
“Perfect for a weekend
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getaway”
 How do you START writing a book review?
1. Identify the book by
author, title, and sometimes
publishing information.
2. Specify the type of book
example: fiction, nonfiction,
biography, and
autobiography
3. Mention the book’s theme.
4. Include background
5. You may also use an
interesting quote, an
interesting fact, or an
explanation of a concept or
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term.
 What do you DO with the content?

1. For nonfiction 2. For fictional works

books like such as novels, chick
biography, history, lit, graphic novels,
and the like: pay Manga: Pay attention
primary attention to primarily to the novel
the major points(the or book’s setting,
argument) plot, style, characters,
theme/s, use of
language and voice.
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 What do you DO with the content?

3. Provide your 5. Respond to

reactions to the author’s
the book. opinions and
analyze it.
4. Describe the
6. Explore
book.
issues the book
raises.
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 How do you CONCLUDE?
1. Relate your argument to other books or authors.
2. Relate the book to larger issues.
3. Tie together issues raised in the review.
4. Briefly restate your main points and your thesis
statement.
5. Indicate how well the book has achieved its
goal, what possibilities are suggested by the book,
what the book has left out, how the book compares
to others on the subject, what specific points are
not convincing, and what personal experiences
you’ve had related to the subject.
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 How do you REVISE the draft?
1. Allow time to elapse, at least a day, before
starting your revision.
2. Correct grammatical mistakes and
punctuation as you find them.
3. Read your paper through again looking for
unity, organization, and logical development.
4. If necessary, do not hesitate to make major
revisions in your draft.
5. Verify quotations for accuracy and check the
format and content of references.
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 Sometimes, all you want from a novel is for it to be a heart-warming, feel-good affair, and that’s
exactly what you get in Olivia Beirne’s debut The List that Changed My Life. Centred on an extremely
relatable lead character, this book deftly balances light-hearted humour with more serious topics,
resulting in a life-affirming story that hits a lot of good notes and is sure to strike a chord with any
reader.
Georgia Miller is your average 26-year-old – she loves wine and reality TV, avoids any activity that
involves a sports bra, and she’s found a comfort zone that she’s very happy operating within, thank
you very much. She has a job as an assistant designer, that pays the bills even if she’s not actually
doing what she was hired to do, and a loving family who lives close by, including a braver, bolder, older
sister she’s particularly close to. Life is steady and normal, and no risks need to be taken, but then
Georgia’s sister Amy is diagnosed with Multiple Sclerosis, and it forces Georgia to take stock of her
own life.
With Amy no longer able to tick off everything she wanted to do on her bucket list – and facing a
future of increasing dependence as the illnesses progresses – she writes her sister a list of activities
that encourages her to step out of her carefully cultured comfort zone and embrace life, and all of its
thrills. With a deadline to work towards, Georgia needs to find some bravery of her own to complete
the list, honour her sister, and learn a few things about herself in the process.
“I shake my head as the wind tickles my ears and plays with my hair, spiralling behind me. My chest
rises and falls as I peddle, and for the first time in weeks, the tight knot around my heart isn’t there. I
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feel happy.”
 The List that Changed My Life is one of those novels that plays out
largely how you’d expect; there’s an engaging heroine, and a love interest
that helps Georgia with her mission, not to mention a lot of luck at play, a
lot of coincidences and a lot of happenstance to further the narrative too.
As a character, Georgia is completely convincing, being, as she is, as prone
to overthinking, exaggerations and second guessing as the rest of us. Her
first-person narrative reads like an honest, hilarious internal commentary,
and it’s impossible not to get sucked up into the whirlwind of Georgia’s
thoughts as she sets out to tick off every item on the list.
There are times, however, when the novel feels a bit too contrived. A lot
of Georgia’s narrative momentum is brought about by others – her sister
creates the list, love interest Jack sets the ball in motion to achieving a lot
of them, and more often than not Georgia just turns up and lets life
happen. In fact, a lot of the novel feels like it skims the surface, jumping
through the list and only adding complications as an afterthought,
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meaning they often come about without warning and are quickly glossed
over again too.
 Even so, reading this novel is a lot like sitting down to catch up with an
old friend, and Beirne has a knack for seeing the humour in everyday life.
Most heartening, though, is Georgia and Amy’s strong relationship which,
while being a little too dependent or even possessive at times, served as
the strongest aspect of the novel. You believe that Georgia wants to make
her sister proud and that she would be willing to push herself beyond her
comfort levels in tribute to the sister who she’s looked up to her entire
life.
The List that Changed My Life may feel a bit formulaic, ticking off a lot
of the hallmarks of contemporary fiction as it goes, but at its heart this
novel really is something altogether more charming. There’s an inspiring
message underlining this story, and a reminder to challenge yourself and
embrace new opportunities wherever possible. It’s a lovely message, and
it’s one that’s made a lot more effective when it’s told with a likeable
character in such a warm, easy package.
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 Book Review Book Report

 Describes, analyzes  Summarizes the work

and evaluates a Both written that you read
particular source to in 3 parts:  It is all about your
give detailed evidence Intro, Body personal opinion
 Asking you to move &
beyond personal likes Conclusion
and dislikes
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 Directions:
Choose a novel you
preferred to read.
You will be given a 1
week to finish
reading it.
Afterwards, write a
book review on a
novel that you will
be chosen.
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 FORMAT
1.Introduction
•Describe the book cover and title.
•Include any subtitles at this stage.
•Include the Author’s Name.
Thesis
•Write a brief description of the novel.
•Briefly introduce the main points of the body in your book review.
•Avoid mentioning any opinions at this time.
2. Body
•Use about 3 quotations from the author’s novel.
•Summarize the quotations in your own words.
•Mention your own point-of-view of the quotation.
•Remember to keep every point included in its own paragraph.
3. Conclusion
•In brief, summarize the quotations.
•In brief, summarize the explanations.
•Finish with a concluding sentence.
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•This can include your final opinion of the book.

•Star-Rating (Optional). https://essaypro.com/blog/book-review
 FORMAT
Name: Surname, First Name Middle Name Submission Date:
Grade & Section: Teacher:

Title:
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 Components Distinguished Proficient Apprentice Novice
(10 points) (9-8 points) (7-5 points) (4-1 point)

Introduction Book review Book review Book review No attempt was

“grabber” is very “grabber” is mildly “grabber” lacks made to catch the
interesting or interesting. interest. reader’s attention.
catchy.
Plot Summary Reviewer does a Reviewer offers a Reviewer offers way Reviewer gives away
good job of leaving little too much plot too much plot the ending.
the reader in summary but paints a summary, leaving the
suspense about fair picture of what reader little reason to
conflict resolutions the novel is about. read the book or
while painting a clear, novel.
interesting portrait of
the novel or book’s
story.
Opinion/ Reviewer offers Reviewer offers a Reviewer offers very Reviews consist of
Commentary his/her opinion on the little of his or her little of his/her plot summary and
book’s aspects. opinion on the book’s opinion on the book’s offers no opinion of
Reviewer also writes aspects. Reviewer aspects. Reviewer or commentary on
a recommendation to writes a also writes the book or novel.
readers. recommendation to recommendation
readers. to readers
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Spelling/ No errors. Somewhat errorless Some errors. Error-filled all

Mechanics throughout the text.
 At the end of the lesson, the students are able to:
● Differentiate between book review and book
report;
● Discuss the steps of writing a book review; and
● Write a book review applying the steps and
guidelines learned.
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 LITERATURE
REVIEW
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 · Literature Review Likewise, it summarizes and
synthesizes the conducted
is a type of academic essay research driven by guiding
that examines what has principles. Although it is not a
already been written about a research paper, it provides
topic. As a collection of background for your problem
published research about your and a rationale for your
topic by recognized scholars research (Abadiano 2016, 51-
and researchers, it is a way 52).
for you to examine also what
has already been done
regarding your research
question or problem.
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 · Literature Review ·
Literature reviews consist of the • Conclusion
following components and purposes: o summarizes the key findings of the
• Introduction review
o defines the topic and the scope o offers the reviewer’s justification of
being considered the conducted research
o notes intentional exclusions
o states the general findings of the • References
review and the availability of the o reflects the in-text citations
sources o contains complete and correct
• Main Body citations
o Organizes the evaluation of the
sources whether chronologically or
thematically
o showcases the critical summary
and evaluation of the research
premise, methodology, and
conclusion
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o uses grammatical connectors,

relational words or phrases, and
transitional devices
 · Literature Review ·
Synthesis
Summary
Combine ideas to form an integrated
State briefly the argument and main
theory or system through critical
points of relevant research
evaluation,
compare/contrast, etc.

Evaluation
Analysis Assess the research based on the
Examine closely the elements or criteria or rubric that you choose,
structure of the research state, and explain.
Support it with another similar
research.
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 REPORT
RESEARCH
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 · Research Report ·
is a long, formal essay,
usually five to fifteen pages
in length, which presents
the writer’s views and
findings on a chosen
subject. However, it is not
just a long composition
which follows the principles
of good writing. It is a
scholarly work and not just
a collection of notes lifted
from many different sources
and strung together, one
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after the other.

 · Research Report ·
Title
It reflects the content and emphasis of the project described in the
report. Similarly, it should be as short as possible, including essential
key words.
Abstract
It is an overview of the research study and is typically two to four
paragraphs in length containing 200-300 words. Think of it as an
executive and technical summary that gathers the key elements of the
remaining sections into a few sentences.
Introduction
It provides the key question that the researcher is attempting to answer
and a review of any literature that is relevant. In addition, the
researcher will provide a rationale of why the research is important
and will present a hypothesis that attempts to answer the key question.
Lastly, it should contain a summary of the key question following the
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completion of the research.

 · Research Report ·
Methodology
This is arguably the most important section for two reasons: (1) it
allows readers to evaluate the quality of the research, and (2) it
provides the details by which another researcher may replicate and
validate the findings. Typically, the information in the methodology
section is arranged in chronological order with the most important
information on top of each section.
Results
In longer research papers, the results section contains the data and
perhaps a short introduction. Ideally, the interpretation of the data
and the analysis is reserved for the discussion section.
Discussion
This section is where the results of the study are interpreted and
evaluated against the existing body or literature. In addition, should
there be any anomalies found in the results, this is where the authors
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point them out. Finally, it is an attempt to connect the results to the

bigger picture and show how the results might be applied.
 · Research Report ·
References
This section provides a list of each author and paper cited
in the research report. Any fact, idea, or direct quotation
used in the report should be cited and referenced.
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 How do you format a research report?
There is no one best format for all reports for a
format depends on several relevant variables. You
must employ a suitable format to create a desirable
impression with clarity. Report must be attractive.
While you should write systematically, you must
use the format (or often called structure) that best
fits the needs and wants of its readers.
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 Below is an example of senior high school students’ research report:
Utilization of Used Electrical Wires as Accessories
Rommel Abarte, Ferdinand Genaga and Jana Mae Clemente Southville 1 Integrated
National High School

Abstract
This study aims to find out the utilization of electrical wires as accessories among
Grade 12 TVL Electrical Installation and Maintenance (EIM) students for the school
year 2019-2020.
The descriptive-developmental design was used to deal with the variables. Using
purposive sampling, the consolidated data were determined, employed to statistical
analysis and utilized as inputs to the development of the finished products – the
accessories.
With an obtained weighted mean of 3.76 interpreted as Utilized, the findings revealed
that the students could use the materials and had mastery to create such products.
The research is a first in Southville 1 Integrated National High School for it enlightened
the respondents on the concept of designing with an attention to originality and
creativity.
The study covers one group of respondents composed of twenty-seven (27) Grade 12
TVL-EIM students with 25 male and two female participants respectively
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Keywords: Utilization, Electrical Wires, Accessories

 Introduction
The study focuses on the utilization of used electrical wires as accessories
of Grade
12 Electrical Installation and Maintenance (EIM) students of Southville 1
Integrated National High School. Making accessories with electrical wires is one
way of reusing and recycling electrical wires as future entrepreneurs. Likewise,
the creation of accessories with such materials is a recreational activity that
enhances skills in the proper handling of electrical tools in order to produce
pieces such as earrings, bracelets, necklaces, rings and a crown enhanced by an
LED (Light Emitting Diode).
This in in cognizance to RA 10679, “An Act Promoting Entrepreneurship
and Financial Education among Filipino Youth” or “Youth Entrepreneurship Act
of 2014” which declares that it is the policy of the State to promote the sustained
development of young Filipinos whose aptitude and skill in the field of finance and
entrepreneurship shall be encouraged and honed through education and
specialized training programs. Towards this end, the State shall establish,
maintain, and support a complete, adequate, and integrated system of education
and training to encourage the entrepreneurial spirit among our youth as well as
support and promote the growth of young entrepreneurs nationwide.
The researchers conducted this study to determine whether accessories
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using electrical wires are feasible to the EIM students during their free time and
start a business out of it.
 Research Questions
1. What is the level of utilization of used electrical wires as accessories
among Grade 12 TVL-EIM students in terms of: 1.1. usage of electrical
tools and
1.2. skill mastery?

2. How do the Grade 12 TVL-EIM students utilize electrical wires as

accessories in terms of: 2.1. creativity and
2.2. originality?

3. Based on the results of the study, what can be proposed?

Methodology
The methods used by the researchers are sampling, data collection and
analysis. Likewise, they employed the descriptive-developmental research
to determine the utilization of used electrical wires.
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 Results and Discussion
1. On the level of utilization of used electrical wires as accessories among Grade 12 TVL-EIM students in
terms of usage of electrical tools shows that the highest mean of 4 is achieved by indicator #1(Uses
appropriate tools and equipment in making accessories) interpreted as Utilized is followed by the mean of
3.92 gained by indicator #2 (Uses electrical wires economically) interpreted as “Utilized”. The overall mean
of 3.90 indicates that the level of utilization of electrical wires in terms of usage of electrical tools is
“Utilized”.
2. Apparently, the level of utilization of used electrical wires as accessories in terms of skill mastery shows
that the highest mean of 4.14 was gained by indicator #4 (Has the ability to use tools and equipment
properly) with an interpretation of “Utilized” is followed by the mean of 3.77 gained by indicator #1
(Knows how to create innovative designs (with same interpretation. On the other hand, indicator #2
(Creates accessories with enough speed) gained the lowest mean of 3.37 interpreted as “Moderately
Utilized” and the overall mean of 3.71 which indicates that the level of utilization in terms of skill mastery
is “Utilized”.
3. In addition, the utilization of used electrical wires as accessories in terms of creativity reveals that the
highest mean of 3.74 is gained by indicator #3 (Shows spontaneous and cognitive attitude) and indicator
#4 interpreted as “Mastered” is followed by a mean of 3.70 for indicator #2 (Shows deliberate and
emotional aptitude) with a similar interpretation. With that, the overall mean of 3.69 indicates that the
utilization of electrical wires in terms of creativity is “Mastered”.
● 4. Finally, in terms of originality the participants rated the proponents with the highest mean of 3.85
as revealed by indicator #1 (Designs are unique) interpreted as “Mastered” followed by a mean of 3.81
as seen in indicator #2 (Designs cater to the millennials) with a similar mean and interpretation.
However, indicator #3 (Designs are personally selected by the proponents) has the lowest mean of
3.62 interpreted
● as “Mastered”. Interestingly, the overall mean of 3.76 indicates that the grade 12 TVL-EIM students’
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utilization of used electrical wires as accessories in terms of originality was “Mastered”.

 Conclusions
1. Based on the findings, the proponents are skilled enough to utilize electrical
wires as accessories. Their acquired skill can be useful if they plan to put up their
own accessories business applying it real-life business situations.
2. Although their developed products were approved by a school-based electrical
engineer and by a panel of research examiners, the proponents should obtain
permission from a local DTI representative, have it registered in the local SEC and
then secure permits from the barangay, the city hall, and the BIR. This is in case
they aspire to venture into the accessories business.
3. The results also indicated that the proponents demonstrated their competence
in utilizing electrical tools and equipment without the guidance of their EIM
teachers. Their initiative and independence satisfy the law on youth
entrepreneurship which clearly advocates the putting up of a microbusiness
strongly honed while in school.
4. The grade 12 researchers are capable of creating original designs with an
attention to details and safety.
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 References
Babbie, E. (2018) The Practice of Social Research, 8th ed: Wadsworth Publishing.
Ghani, A. (2014) Experimental Research Methods for Students in Built Environment
and Engineering.
https://www.researchgate.net/publication/274618610_Experimental_Research_
Method s_for_Students_in_Built_Environment_and_Engineering.
Lazatin, H (2019) The Best New Fashion and Accessory Brands You Should
Discover in Manila https://www.townandcountry.ph/style/fashion/new-fashion-
and-accessory- brands-in-the-philippines-a00184-20190726-Ifrm.
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 If you were given a
chance to solve a
problem here in our
school, what is it
and how
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 PROJECT
PROPOSAL
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 · Project Proposal· Proposals in the professional
world are used for internal
A Project Proposal is a (within an organization) and
document that is written for external (from one
problem solving, service organization to another)
provision, event planning, or purposes. They are ways of
equipment selling. Generally, generating income for
proposals are used to companies or seeking funding
convince the reader to do for projects. This is provided
what the proposal suggests, to the sponsor of the project
such as buying goods or for approval.
services, funding a project, or
implementing a program.
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 · Guidelines in Writing the Proposal·
3. Writing the Proposal. Fill out the
1. Gathering the Data. One of the parts of the proposal with the
characteristics of an effective relevant data.
proposal is being well- researched. It 4. Revising the Proposal. Make sure
needs concrete data to back up its to review your proposal for accuracy
claims so it can become more and organization before you send it
credible. You can gather data from out. A good proposal will be
primary and secondary sources and comprehensive and will put your
apply the strategies that you learned organization in the best light.
in writing a research paper in the (Tiongson and Rodriguez 2016)
previous lessons.
2. Organizing the Data. A proposal
becomes more effective if the
information on it is clearly organized.
You can use the parts of the proposal
to guide you in your organization or
use an outline to structure your
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discussion more effectively.

 · Formatting the Project Proposal ·
Proposals are primarily categorized according to their length. An informal
proposal is about 2-4 pages long. Meanwhile, a formal proposal has 5 or more
pages. Regardless of their purpose and audience, they have standard parts such
as the following:
1. Introduction. This part provides the background necessary for understanding
the project, which is done by telling your reader the following: • Rationale - this
identifies the problem to be addressed and shows the need to solve it.
• Objectives - these reveal what the project intends to achieve in terms of results.
It also gives the reader an idea of the intended solution. Good objectives are
SMART (Specific, Measurable, Attainable, Results-oriented, and bound within a
realistic Time frame).
• Benefits - these show what the reader or the target audience can gain from the
proposal, which may be improvements in processes or systems, an increase in
revenue, or a change in behavior of the beneficiaries of the proposal.
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 · Formatting the Project Proposal ·
2. Project Description. This section gives specific information about the project
itself. It indicates how the project will address the identified problem through the
following parts:
• Methodology – this entails the different activities; the project will take on,
including the manpower (i.e., the people involved and their duties), resources to
be utilized and the expanded output.
• Schedule - this discusses the task duration and expected start and end dates
of each activity in the project.
• Budget - this presents an analysis of all the costs anticipated in the project,
which can be itemized or shown as a whole, depending on the needs of the
project.

Note: Organizations usually provide interested parties with a required format for
project proposals, so make sure that you follow the prescribed format.
(Brighthubpm 2009)
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SLIDESMANIA.COM
POSITION
PAPER
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 · Position Paper ·
The position paper is a composition that highlights
an opinion of an author or specified entity about an
issue. As a debate, it presents one side of an
arguable opinion and persuades the readers or
audience that the author has a well-founded
knowledge about the issue.
In writing the Position Paper, your goal as a writer
is not only to state and defend your position on the
issue but also to show how your stance relates to
other position.
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 · Position Paper ·
Writing Center of the University of Hawaii,
stated that in choosing the issue or problem to
be discussed, you may ask yourself the
following questions as issue criteria to ensure
that you will be able to present a strong
argument:
1. Is it the actual and real issue?
2. Can you clearly identify two positions?
3. Are you an advocate of one of these positions?
4. Is the issue narrow enough to be manageable?
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 · Position Paper ·

I. The Introduction – identifies the issue that will

be discussed and states the author’s position on
that issue.
A. Introduce your topic with background
information
B. Build up your thesis statement which asserts
your position
• Fast food restaurants are bad for our health.
• Fast food packages should contain warning labels.
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 · Position Paper ·
II. The Body – contains the central argument and can be further broken up into
sections:
A. Possible objections to your position (counter argument)
• Whose job is it to determine which restaurants are bad?
• Such labels would affect the profits of major corporations.

B. A discussion of both sides of the issue, which addresses and refutes

arguments that contradict the author’s position (your argument)
• It would be difficult and expensive for any entity to determine which restaurants
should adhere to the policy.
• Nobody wants to see the government overstepping its boundaries.

C. Explain that your position is still the best one, despite the strength of
counterarguments. This is where you can work to discredit some of the
counterarguments and support your own.
• Restaurants might improve the standards of food if warning labels were put into
place.
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• The role of the government is to keep citizens safe.

 · Position Paper ·
III. Conclusion – restating the key points and when
applicable, suggest resolution to the issue
(Thoughtco 2020).
A. restate your position
B. provide Plan of Action
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