English for Academic and Professional Purposes

Quarter 2 - Week 2
Week’s Objective/s
• create a plan in designing, testing, and revising research instrument
• prepare materials for the conduct of survey/ experiment/ observation
• design, test, and revise research instrument

Process for Content Validation

1. Prepare your Research Instrument
2. Look for a Validator (Content Expert)
2.1. Ask the availability of Validator
2.2. Get the Exact Name and Designation of the Validator
3. Prepare the Letter for Validator
4. Seek Approval for the Letter for Validator from the Research Adviser
5. Approach the Validator and provide the following Materials:
5.1.1. Validation Letter
5.1.2. Sample Research Instrument
5.1.3. Validation Tool
6. Retrieve the following Materials:
6.1. Sample Research Instrument
6.2. Validation Tool
7. Compute the Validity Index
8. Do the necessary Revision/s
9. Approach the Validator for Re-Validation (Steps 5-7), if needed
10. Approach the Validator for Signature

Process for Face Validation

1. Prepare your Research Instrument
2. Look for a Validator (Language and Layout Expert)
2.1. Ask the availability of Validator
2.2. Get the Exact Name and Designation of the Validator
3. Prepare the Letter for Validator
4. Seek Approval for the Letter for Validator from the Research Adviser
5. Approach the Validator and provide the following Materials:
5.1.1. Validation Letter
5.1.2. Sample Research Instrument
5.1.3. Validation Tool
6. Retrieve the following Materials:
6.1. Sample Research Instrument
6.2. Validation Tool
7. Compute the Validity Index
8. Do the necessary Revision/s
9. Approach the Validator for Re-Validation (Steps 5-7), if needed
10. Approach the Validator for Signature

Process for Pilot Testing (Trial Data-Gathering)

1. Prepare your Research Instrument
2. Look for a Pilot Group
2.1.Ask the details of the Immediate Head of the Pilot Group
3. Prepare the Letter for Pilot Testing
4. Seek Approval for the Letter for Pilot Testing from the Research Adviser
5. Approach the Immediate Head of the Pilot Group and provide the following Materials:
5.1. Validation Letter (signed)
5.2. Research Instrument
5.3. Consent Form
6. Conduct the Pilot Testing providing the Pilot Group the following Materials:
6.1.1. Validation Letter (1 per group)
6.1.2. Research Instrument
6.1.3. Consent Form
7. Retrieve the following Materials:
7.1. Research Instrument
7.2. Consent Form
8. Compute the Internal Consistency / Reliability Index, if Quantitative
9. Do the necessary Revision/s

Research Communications Major Types of Research

• Letter for Validator Instruments
(Content / Face) 1. Survey-Questionnaires 1. Survey-Questionnaires
• Letter for Pilot Testing 2. Interviews Questions 1.1. Mail Survey
• Consent Form 3. Content Analysis 1.2. Group
4. Focus Groups Administered
Discussion Survey
5. Observation Protocol 1.3. House-Hold
Drop Survey

2. Interviews

2.1. Structured 2.2. Unstructured 2.3. Non-Directive

Interview Interview Interview
• Formal • More Casual and • No specific set of
• Follows order of Less formal question
Question • Can modify • Interviewee
sequence of continuously shares
Questions a topic
3. Content Analysis (may emphasize Qualitative or Quantitative data)
3.1. Conceptual / Thematic Analysis (Quantitative-Focused)
• Examines the occurrence/ incidence/ frequency
• Focusses on themes, issues, words, phrases

3.2. Relational Analysis (Qualitative-Focused)

• Examines the connections of occurrence/ incidence/ frequency
• Focusses on connections between themes, issues, words, phrases

4. Focus Groups
• gathers group of participants to ‘focus’ on a topic
• moderated discussion where one person’s ideas bounce off another’s idea to creating a chain reaction
• Unlike INTERVIEW, participants have equal access to the discussion; there are no restrictions on who
may speak, how often and for how long; participants do not have to wait for their turn to speak or be
given permission; and, when they do speak, what they say is not specified in advance.

5. Observation Protocol
 English for Academic and Professional Purposes
Quarter 2 - Week 3
Week’s Objective/s
• prepare materials for the conduct of pilot survey/ experiment/ observation
• design, test, and revise research instrument
• gather information through pilot survey, experimentation, or observation

Major Data Collection Procedures

1. Survey
2. Observation
3. Experiment

Common Data Collection Procedures

1. Survey
• people's attitudes, desires, satisfaction, and beliefs.
• people's perceptions, responses, satisfaction, and views
• can be administered electronically, telephonically, or in person
• descriptions of age, gender, affiliation, like-hood,
• useful for determining “how many”
• uses descriptive and inferential statistics

2. Observation
• firsthand look at a pattern, organization, or activity
• immersing in a particular aspect of life
• blend-in seamlessly with the group to avoid unnatural reaction
• result is a rich description of the events, people, and interactions around the
topic of interest
• establishes the authenticity of the findings
• in passive role, the participants aren’t aware of the research question or in
some cases aren’t even aware they are being observed—which can lead to an
ethical dilemma.
• in active role, the participants are aware they’re being observed.

3. Experiment
• an observation where you do something to test an idea
• actively cause something to happen
• used to test a hypothesis
• manipulate independent variables and measure the effects on a dependent
variable.
• works best with well-defined measures and a narrow and verifiable hypothesis
• helps establish causation through proper control of variables, establishing
associations and temporal precedence.
• begin with data table to record facts, figures, and other evidence
 English for Academic and Professional Purposes
Quarter 2 - Week 4

Week’s Objective/s
• organize data gathered through appropriate visual or graphic presentation
• discuss and summarize findings through sufficient narratives
• share the results of the pilot testing

Parts of Data Commentary-Discussion of Results-LDIS

a. Locative Index

• What are you about to discuss?

b. Discussion of Highlights and Summary

• What are the important / significant findings/ result?

• As a whole, what is the result?

c. Implication of the result

• What does the result mean? What is its impact?

• Why did you arrive with such result?

d. Supporting Literature

• What does other authors/ literature say about the related findings of your study?

In concluding the data, have you mentioned the following:

Writing the Conclusion Writing the Recommendation

• briefly discuss the topic being •

mention the suggested specific step
concluded and the specific group of people
• mention the gist of the findings concerned
• focus on what to do, who will do it,
how it will be done, and why
Ways to Graphically Visually Present your Gathered Data
1. Use Visualizations to Show Data
A. Pie Charts
B. Bar Graph
C. Tabular Forms
D. Pictograph
2. Include only the key facts
3. Provide a Summary
4. Put Statistical Context, if applicable

Parts of a Tabular Presentation

• present information in a way easy for readers to understand

• provide sufficient information in the table itself so readers do not need to read the
text
• place entries that are to be compared next to each other
• place different indices (e.g., means and standard deviations) in different columns
rather than in the same column.
• use the same font in tables as in the rest of your paper.
• do not use the tab key or space bar to manually create the look of a table.
• limit the use of borders or lines in a table to those needed for clarity
• make the headings row repeat on the second and any subsequent pages, if table is
too long
Table Components
NUMBER:

• The table number (e.g., Table 1) appears above the table title and body in bold font.
Number tables in the order in which they are mentioned in your paper.
TITLE:

•The table title appears one double-spaced line below the table number. Give each
table a brief but descriptive title, and capitalize the table title in italic title case.
HEADINGS:

•Tables may include a variety of headings depending on the nature and arrangement
of the data. All tables should include column headings, including a stub heading
(heading for the leftmost, or stub, column). The heading “Variable” is often used for
the stub column if no other heading is suitable. Some tables also include column
spanners, decked heads, and table spanners; these are described in the Publication
Manual. Center column headings and capitalize them in sentence case.
BODY:

•The table body includes all the rows and columns of a table (including the headings
row). A cell is the point of intersection between a row and a column.
NOTE:

• Three types of notes (general, specific, and probability) appear below the table as
needed to describe contents of the table that cannot be understood from the table
title or body alone (e.g., definitions of abbreviations, copyright attribution,
explanations of asterisks used to indicate p values). Include table notes only as
needed.

Sample 1 for Tabular Presentation of an Interview-Based Data

 Sample 2 for Tabular Presentation of an Interview-Based Dat

Parts of a Figure Presentation

✓ to present information in a way easy for readers to

understand
✓ provide sufficient information in the figure itself so that
readers do not need to read the text to understand it.
✓ ensure you meet the following standards:
• images are clear
• lines are smooth and sharp
• font is legible and simple
• units of measurement are provided
• axes are clearly labeled
• elements within the figure are clearly labeled or explained
Figure Components
NUMBER:

• The figure number (e.g., Figure 1) appears above the figure title and image in bold
font. Number figures in the order in which they are mentioned in your paper.
TITLE:

•The figure title appears one double-spaced line below the figure number. Give each
figure a brief but descriptive title, and capitalize the figure title in italic title case.
IMAGE:

•The image portion of the figure is the graph, chart, photograph, drawing, or other
illustration itself. If text appears in the image of the figure (e.g., axis labels), use a
sans serif font between 8 and 14 points.
LEGEND:

•A figure legend, or key, if present, should be positioned within the borders of the
figure and explains any symbols used in the figure image. Capitalize words in the
figure legend in title case.
NOTE:

• Three types of notes (general, specific, and probability) can appear below the figure to
describe contents of the figure that cannot be understood from the figure title, image,
and/or legend alone (e.g., definitions of abbreviations, copyright attribution,
explanations of asterisks use to indicate p values). Include figure notes only as
needed.

Sample of a Figure Presentation

Bar Graph Line Graph

CONSORT Flowchart Framework / Flow Chart

Map Path Model

Phrases to Discuss your Findings

A. Summarizing Study Results
B. Linking Findings
C. Discussing Research Results
D. Study Limitations
E. Study Implications
F. Direction for Future Research
G. Closing Statement.

Phrases to Discuss your Findings

A. Summarizing Study Results

• The purpose of this study was to gain a better understanding of…
• The results of the present study support the hypothesis that…
• The results of this research provide supporting evidence that…
• There are three key findings of the present research. First … Second … Third …

B. Linking Findings

• This pattern of results is consistent with the previous literature … (citation).

• These results are consistent with the claim that …
• The present results are consistent with Author et al.’s (year) work that deals with …
• Whereas past researchers have found ... (citation; citation; citation), the present study
has shown …
• These results represent the first direct demonstration of …

C. Discussing Research Results

• The findings highlight …

• The results strongly imply that …
• It is interesting that …
• The most compelling explanation for the present set of findings is that …
• This idea is further supported by the finding that …
• Two other results from this study merit comment. First … Second …
• Finally, obtained evidence shows…
• One interpretation of these findings is that …
• This finding may be explained by the idea that …
• Taken together, findings indicate …
D. Study Limitations

• There are at least three potential limitations concerning the results of this study. A first
limitation concerns … A second potential limitation is that …
• One limitation of this study is that … It is possible that ... Although the present
research cannot rule out these explanations, it seems useful to point out issues that
may conflict with these results.
• Although the present results clearly support …, it is appropriate to recognize several
potential limitations.
• Besides our own interpretation of the data, an additional explanation warrants
comment. For example, researchers have suggested … (citation).
• Certain limitations of this study could be addressed in future research. For example …
• The present study represents a first attempt to address these issues, further research
examining … may shed light on ...

E. Study Implications

• Despite these limitations, these results suggest several theoretical and practical
implications.
• These data have some potential intervention implications. For example …

F. Direction for Future Research

• Although these studies support …, their most important contribution may be that they
raise a variety of intriguing questions for future study.
• In terms of future research, it would be useful to extend the current findings by
examining …
• If, as the present study suggests, … then there is a need for research that explores …
• Much work remains to be done before a full understanding of the extent of … is
established.
• In addition to those already mentioned, I suggest several avenues of research that may
be helpful.

G. Closing Statement

• Despite these limitations, this research can be seen as a first step towards integrating
two lines of research, [x and y], that, to our knowledge, have not been directly linked.
• Despite these limitations, the present study has enhanced understanding of the
relationship between [x and y]. It is hoped that the current research will stimulate
further investigation of this important area.
• The present research, therefore, contributes to a growing body of evidence suggesting
that …
• In summary, our research replicates (citation) …The findings contribute to a growing
body of evidence …
• Although the generality of the current results must be established by future research,
the present study has provided clear support for … Not only was … Furthermore …

Present the Result and Discuss your Research Findings

For Visual/Graphic Presentation For Narrative Discussion of Results/Findings

• Appropriateness of Presentation • Coherence and Completeness of

• Grammar and Mechanics Content
• Clarity and Conciseness • Clarity and Conciseness of Discussion
• APA Formatting • Grammar and Mechanics
 English for Academic and Professional Purposes
Quarter 2 - Week 5-6

Week’s Objective/s

• differentiate various kinds of reports based on objectives and structure

• revise and finalize the written research report
• follow prescribed formatting and content for the research report

What is Report Writing?

• structured style of writing
• focuses on a specific subject in depth
• formal tone and style
• evidence and details contained is free of bias
• should be completely accurate
• facts are proofread and double-checked
• to educate the reader about a subject without expressing one's opinion.

Types of [Research] Report?

1. Survey Report
2. Field Report
3. Laboratory Report
4. Scientific Report
5. Technical Report

Types of [Research] Report?

General Structure of a Research Report

IMRaD Formatting
Research Title
Abstract
I. Introduction
Background and Rationale
Research Questions
Hypothesis/ Assumptions
Scope and Delimitations
Theoretical Framework
Conceptual Framework
Research Paradigm
Literature Review
Synthesis
III. Methodology
Design
Locale
Participants/ Units of Analysis
Instrument/ Materials/ Equipment
Data Gathering Procedures
IV. Results and Discussions
V. Conclusions and Recommendations
VI. References

Other Structure of a Research Report

Survey Report Laboratory/Scientific Report Title

Survey Report Title A. Laboratory/Scientific Report Title

B. Abstract
A. Introduction C. Introduction
B. Body D. Materials and Methods
C. Conclusion E. Results
D. References F. Discussion
G. References

Common Parts and Contents of the Title

• keywords of not less than ten words for indexing

• Reflecting the factual content of the paper focusing on the issue and people/things
involved together with other contents such as locale if necessary for clarity.

Common Parts and Contents of the Abstract

• makes the reader decide whether to read the entire report or not
• Gist of the report having the summary of the purpose of the report, the data
presented, and the author’s major conclusions.
• self-contained synopsis of report
Writing the Research Report for EAPP
*not required to be included in the research report for EAPP
**could be based on the result of Pilot Testing

Notes for Grading

A. Task Response
B. Grammatical Accuracy
C. Coherence and Cohesion
D. Discussion, Synthesis, and Argumentation
E. Concept Elucidation
F. Formatting, Citation, Referencing
G. Originality Index
 English for Academic and Professional Purposes
Quarter 2 - Week 7

Week’s Objective/s

• analyze arguments of the authors

• make a stand on an issue supported with reasons
• prepare claims and supporting arguments for the position paper

Argument Manifesto

• set of ideas put together to • a written statement

prove a point declaring publicly the
intentions, motives, or
• different from the “real world’
views of its issuer
meaning where an argument
denotes “fight” or “conflict”.
• group of statements or
reasons used to persuade

• Any insights on the connection of between the two terms?

• Argument is abstract while Manifesto is a document.
Argument is the idea while Manifesto is the “black and white copy”
• As an audience/reader, you read the manifesto containing the argument of the
writer.

Parts of an Argument
A. Claim-
• statement that summarizes the idea
• Research instruments should be validated.

B. Reason-
• evidence that supports that claim
• Validated research instruments yield accurate results based on the data gathered
by Dela Cruz and Mabini (2020) showing that unvalidated instruments are not
reliable enough.

Types of an Argument

A. Deductive
- from general ideas/facts to specific inferences

B. Inductive
- derives from specific observations lead to a general conclusion

Ways to Present an Argument

A. By Reason
- providing “logical” explanations
B. By Evidence
- presenting statistics, facts, and research studies
C. By Appeal
-stimulating the “emotion”
Ways to Present an Argument
A. By Reason
- Since they did not follow the process in validating the instrument, the results of the
study might not be valid.
B. By Evidence
- Based on the study of Dela Cruz and Mabini (2020) involving 75 research projects, 98%
of the properly validated instruments yield accurate and reliable results.
C. By Appeal
-Knowing that the instrument was not validated, the result of their study might not be
relevant and possess no value at all. Thus, it is advised to redo the whole process to ensure
that the result will be addressing the needs of the beneficiaries.

Claim Similarities Opinion

potentially arguable not an evidence unarguable, with respect and

entitlement

should be proven to be true with test reveals the belief or point not required to be proven to be true
evidence and data comparisons of view of an individual

should be supported with reasons, questions for evidence may not be supported with reasons
facts, and evidence and evidence

not emotional description checks for biases emotion-based description

Appeal is addressed to someone (a principle or quality in someone) in anticipation of a

favorable or sympathetic response or action.
How to Make an Appeal (or make your Claim Appealing?)
1. Through Logic (Logical)

• providing established facts

• case studies
• statistics
• experiment results
• analogies / reasoning
• connection among expert findings

2. Through Authority (Authoritative)

• personal anecdotes (real incidents)

• illustration of deep knowledge
• citations from experts
• testimony from involved first-hand

3. Through Emotion (Emotional)

• personal anecdotes
• narratives, stories,
• impact studies
• testimony of those involved first-hand on the issue
 English for Academic and Professional Purposes
Quarter 2 - Week 8
Week’s Objective/s
• analyze arguments of the authors
• make a stand on an issue supported with reasons
• prepare claims and supporting arguments for the position paper
• write a position paper

Considerations in Writing a Position Paper

• writing a position paper is making an argument which has to be built upon evidence
• structure used to do this is very similar to that used when writing a critical essay
• purpose is to generate support on an issue
• describes the author’s position on an issue and supportive evidence
• addresses both strengths and weaknesses of the author’s opinion.

Abstraction

A. Thesis
• dictates the direction of your paper
B. Introduction
• attracts reader to read your paper or dismiss them if not appealing.
• identifies the issue and states the author’s position on that issue
C. Body
• discusses sides of the argument but center more points on the position that you
are interested in as a writer
• gives points for counter argument but finish up with ample points and support for
your desired position through: (a) Background information, (b) Evidence supporting
the author’s position, and (c) Discussion of both sides of the issue.
D. Conclusion
• summarizes all your points and give your view on the argument.
• at the start of conclusion, restate your thesis to remind the reader of what your
intention and end with a summary of points and what you want to happen as
resolution
E. References
• contains the list of reference materials used as support just in case the reader
needs to confirm something from your points.

Characteristic of a Good Position Paper 4. Vivid Verbs and Concrete Nouns

1. Debate Mode • avoid using the passive voice
and words such as “maybe,
• choose a side and argue in
perhaps, possibly, etc.” that
favor of your point of view
weaken your argument
2. Considerations of Opposing Side
• consider the other viewpoint
Writing a Position Paper related to your
and dismantle it in your
Research Topic.
paper, using enough details to
show that you understand Notes on Assessment.
both sides.
▪ Rationality of
3. Evidence Presented Arguments
▪ Grammar and
• uphold by references to Mechanics
specific details — supporting ▪ Compelling Appeal
facts, arguments, and ▪ Clarity and Conciseness
quotations — in order to of Stand
achieve validity. ▪ Flow of Discussion