SENIOR HIGH SCHOOL

CVV

Reading and Writing Skills

Quarter 4 – Module 5:
Composing Academic Writing

CATARMAN NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL
 What’s In?
The module is divided into five lessons, namely:
• Lesson 1 – Book Review or Article Critique
• Lesson 2 – Literature Review
• Lesson 3 – Research Report
• Lesson 4 – Project Proposal
• Lesson 5 – Position Paper

LESSON
1
Book Review

What is it?
A book review describes and evaluates a work of fiction or nonfiction and offers the book’s overall purpose,
structure, style of narration to the unknown readers. It tells not only what a book is about, but also how
successful it is at what it is trying to do. It is a sneak peek at a book, not a summary.

As a reviewer, you bring together the two strands of accurate, analytical reading and strong, personal
response when you indicate what the book is about and what it meant to readers. Hence, in writing a book
review, you combine your skills of describing the content of the pages, analyzing how the book achieved
its purpose, and expressing your most personal comments, reactions and suggestions.

But before you start writing a book review, you have to read the book first and ask yourself these questions:
What are the author’s viewpoint and purpose? What are the author’s main points? What kind of evidence
does the author use to prove his or her points? How does this book relate to other books on the same topic?
Does the author have the necessary expertise to write the book? What are the most appropriate criteria by
which to judge the book? How successful do you think the author was in carrying out the overall purposes
of the book?

If it is a short review, you may not be able to fulfill your purpose. If it is too long, it may stray too much of
the plot or of the content, you may lose the interest of your readers. Take this general guideline: the length
of the review depends upon the length of the book itself, and a review should not be less than 100 words.
Longer books usually asks for more than 500 words.

A book review title should be based on your total impression of a book. Similar to creating passwords,
strong titles might be “Drew girl power to new height”, “A night owl that seldom sleeps even during
daytime,” “Beautiful illustrations with a story to match,” “Perfect for a weekend getaway” while weak titles
are: “State of the art book,” “Five stars,” “A breath of fresh air,” “Fast and furious.”
How do you START writing a book review?
1. Identify the book by author, title, and sometimes publishing information.
2. Specify the type of book (for example: fiction, nonfiction, biography, and autobiography). Help
your readers to review with perspective.
3. Mention the book’s theme.
4. Include background, if necessary, to enable reader/s to place the book into a specific context.
5. You may also use an interesting quote, an interesting fact, or an explanation of a concept or term.

What do you DO with the content?

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

How do you CONCLUDE?

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

How do you REVISE the draft?

1. Allow time to elapse, at least a day, before starting your revision.
2. Correct grammatical mistakes and punctuation as you find them.
3. Read your paper through again looking for unity, organization and logical development.
4. If necessary, do not hesitate to make major revisions in your draft.
5. Verify quotations for accuracy and check the format and content of references.

LESSON
2 Literature Review
In the previous lesson, you were introduced with the process of writing a book review. However, in this
lesson you will be required to read a lot and learn how to write a literature review.

A literature review (LR) is a type of academic essay that examines what has already been written about a
topic. As a collection of published research about your topic by recognized scholars and researchers, it is a
way for you to examine also what has already been done in regard to your research question or problem.
Likewise, it summarizes and synthesizes the conducted research driven by guiding principles. Although, it
is not a research paper, it provides background for your problem and a rationale for your research (Abadiano
2016, 51-52).

Literature reviews consist of the following components and its purposes:

• Introduction
✓ Defines the topic and the scope being considered
✓ Notes intentional exclusions
✓ States the general findings of the review and the availability of the sources
• Main Body
✓ Organizes the evaluation of the sources whether chronologically or thematically
✓ Showcases the critical summary and evaluation of the research’s premise, methodology, and
conclusion
✓ Uses grammatical connectors, relational words or phrases and transitional devices
• Conclusion
✓ Summarizes the key findings of the review
✓ Offers the reviewer’s justification of the conducted research
• References
✓ Reflects the in-text citations
✓ Contains complete and correct citations

Here are four literature review strategies:

Summary Synthesis
State briefly the argument and main points of Combine ideas in order to form an integrated
relevant research. theory or system through critical evaluation,
compare/contrast, etc.
Analysis Evaluation
Examine closely the elements or structure of the Assess the research based on the criteria or rubric
research. that you choose, state, and explain. Support it with
another similar research.

LESSON
3
Research Report
As a student, research has always been gradually explained to you by your subject teachers. You most likely
received activities or homework at school in which you are asked to surf online on concepts related to the
topics that you discussed and learned in class. In this lesson, you will be instructed on how to write a
research report.

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

Title
It reflects the content and emphasis of the project described in the report. Similarly, it should be as short as
possible, including essential key words.

Abstract
It is an overview of the research study and is typically two to four paragraphs in length containing 200-300
words. Think of it as an executive and technical summary that distills the key elements of the remaining
sections into a few sentences.

Introduction
It provides the key question that the researcher is attempting to answer and a review of any literature that
is relevant. In addition, the researcher will provide a rationale of why the research is important and will
present a hypothesis that attempts to answer the key question. Lastly, it should contain a summary of the
key question following the completion of the research.

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 point
them out. Finally, it is an attempt to connect the results to the bigger picture and show how the results might
be applied.

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.

How do you format a research report?

There is no one best format for all reports for a format depends on several relevant variables. You must
employ a suitable format to create a desirable impression with clarity. Report must be attractive. While you
should write systematically, you must use the format (or often called structure) that best fits the needs and
wants of its readers.
Below is an example of senior high school students’ research report:

Utilization of Used Electrical Wires as Accessories

Rommel Abarte, Ferdinand Genaga and Jana Mae Clemente
Southville 1 Integrated National High School

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

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 23 whose aptitude and skill in the
field of finance and entrepreneurship shall be encouraged and honed through education and specialized
training programs. Towards this end, the State shall establish, maintain, and support a complete,
adequate, and integrated system of education and training to encourage the entrepreneurial spirit among
our youth as well as support and promote the growth of young entrepreneurs nationwide.
The researchers conducted this study to determine whether accessories using electrical wires are
feasible to the EIM students during their free time and start a business out of it.

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:
1.1. creativity and
1.2. 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.
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’ 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.
References
Babbie, E. (2018) The Practice of Social Research, 8th ed: Wadsworth Publishing. Ghani, A. (2014)
Experimental Research Methods for Students in Built Environment and Engineering.
https://www.researchgate.net/publication/274618610_Experimental_Research_Method
s_for_Students_in_Built_Environment_and_Engineering.
Lazatin, H (2019) The Best New Fashion and Accessory Brands You Should Discover in Manila
https://www.townandcountry.ph/style/fashion/new-fashion-and-accessorybrands-in-the-
philippines-a00184-20190726-Ifrm.
 LESSON
4
PROJECT PROPOSAL
A project proposal is a document that is written for problem solving, service provision, event
planning, or equipment selling. Generally, proposals are used to convince the reader to do what the proposal
suggests, such as buying goods or services, funding a project, or implementing a program. Proposals in the
professional world are used for internal (within an organization) and external (from one organization to
another) purposes. They are ways of generating income for companies or seeking funding for projects. This
is provided to the sponsor of the project for approval. A proposal stands out depending on its ability to
clearly answer questions about what is being proposed, how the plan will be carried out, when it will be
implemented, and how much money will be needed or spent. In other words, they are persuasive documents
that need to do the following: highlight reader benefits, prove your credibility in carrying out the project,
and allow the reader to respond easily. As a student, you have been familiarized with writing proposals -
maybe even without you knowing it. Whenever you envision, plan, and complete a project for your science
class or your club outreach, you are thinking about fulfilling a need for something. This process may involve
writing a paper or doing a presentation in front of an audience to get their approval. While proposal writing
may seem like an intimidating task, they can be made easier by following the guidelines in writing and
familiarizing yourself with the parts of a project proposal. (Projectmanager 2018)

GUIDELINES IN WRITING THE PROPOSAL

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

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.

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)