EAPP Q2 - M4_ Determining The Objectives and Structures of Reports.pdf
- 1. English for Academic and Professional Purposes Quarter 2 – Module 4: Determining the Objectives and Structures of Reports
- 2. English for Academic and Professional Purposes– Senior High School Quarter 2 – Module 4: Determining the Objectives and Structures of Reports First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education – Region XI Regional Director: Evelyn R. Fetalvero Assistant Regional Director: Maria Ines C. Asuncion Printed in the Philippines by ________________________ Department of Education – Panabo City Division Office Address: City Hall Drive, Bgy. JP Laurel, Km. 31 Panabo City, Davao del Norte Telefax: (084) 823-1469, (084) 628-4066 E-mail Address: panabocity.division@deped.gov.ph Development Team of the Module Writer: Maria Evangeline A. Simon Editors: Jeanne S. Bajao, Liezel M. Solicar Reviewers: Janice A. Fernandez, Christopher U. Gonzales, Divilyn M. Rodriguez Ana Lorma A. Dahiroc Template Developer: Neil Edward D. Diaz Management Team: Evelyn R. Fetalvero Reynante A. Solitario Mary Jeanne B. Aldeguer Janwario E. Yamota Analiza C. Almazan Djhoane C. Aguilar Manuel P. Vallejo Maria Perpetua Angelita G. Suelto
- 3. English for Academic and Professional Purposes Quarter 2 – Module 4: Determining the Objectives and Structures of Reports
- 4. ii Introductory Message For the facilitator: As a facilitator, you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning at home. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. For the learner: As a learner, you must learn to become responsible of your own learning. Take time to read, understand, and perform the different activities in the module. As you go through the different activities of this module be reminded of the following: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer Let Us Try before moving on to the other activities. 3. Read the instructions carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are done. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it!
- 5. 1 Let Us Learn We normally share with others the things that we have seen and heard especially those which are interesting for us and for others. To our family and friends, we usually tell what transpired and how we spent our days either at school or at work. Whichever we do it—be it oral or written—it is certain that reporting is what we have always been doing already. Reports provide us with information which may give us knowledge and pleasure. It will be helpful though if we know the composition of what an official report is – one which can be acceptable to be used perhaps in school as a requirement or at work. In this module, you will be exposed to the different types of reports. The samples used and discussed here will enable you to determine the objectives and structures of various kinds of reports (CS_EN11/12A-EAPP- IIe-j-6). Let Us Try Let us first test how much do you know about a good report. Activity 1: What makes a good report? Directions: Analyze the following sentences and put a check √ mark if it connotes a good report and X mark if not. Put your answer on the blank before each statement. Example: √ 1. Drinking water can be beneficial when having a fever. _________1. Around 10% of the population is affected by corona virus. _________2. Red large boxes were found ten feet under the ground. _________3. The result of the experiment is negative. _________4. I have heard from my neighbor that drinking coffee can cause headache. _________5. I would like to assume that her smile meant yes. _________6. DOH said that amidst the COVID-19 pandemic, it is necessary for all people to wear mask when going out to crowded places. _________7. The old man said that the only way to cross the border is passing through the Jones Bridge.
- 6. 2 _________8. Based on the latest result of Phil IRI examinations, about 70% of the Filipino elementary and high school students have difficulty in reading comprehension. _________9. BBC reported that the President of the United States of America was inflicted with COVID. _________10. DepEd has implemented a blend of learning modality for the students of public schools in this new normal scheme. _________11. Women are better car drivers than men. _________12. Science proved that our body is composed of 80% water. _________13. In Mathematics, formulae remained constant. _________14. Studies showed that corona virus stay longer in metals. _________15. According to the bystanders, ten suspects were arrested. Let Us Study In our previous exercise notice that there are two possible sources of reports—they can either be non-reportorial and reportorial (Laurel, Lucero, and Cruz, 2016) Non-reportorial are sources which do not provide concrete description of the information available; they are considered poor materials for reporting because they are hard to convey. The reportorial sources are information that gives measurable descriptions and therefore they can provide answers that supply good information in a report. With the correct materials on hand, reporting can be easier and comprehensive. Laurel, Lucero, and Cruz (2016) described reporting as the relaying or recounting of observed behavior, experiments, interviews, field- work, surveys, etc…; it is the act of citing numbers, statistics, percentages, frequency or general measurements, time place people, and countries that provide factual information describing present and past actions. In presenting such information, we consider honesty to be the basic qualification for a good report; fabricated truth, tampered data, and erroneous information are NO, NOs in a good report.
- 7. 3 Oracion and Dalona (2018) cited three common kinds of reporting. Let us discuss them as follows: 1.Technical Reports Technical reports are made for a group of people or organization who seeks information essential for a project or an industry. It can be a survey result, a laboratory or scientific report which brings information that will check the effectiveness of an organizational system (Barrot and Sipacio, 2016). A good technical report starts with a front page indicating its clear title, the date of its release, its author or name of organization, contact details, and copyright publication. The next page is the table of contents where readers can quickly find the page of what they need to read. The executive summary is the main section of the report. This is the portion mostly read by business owners and the key personnel of the organization. The methods used, key results and findings plus the conclusion and recommendations are written concisely in this section on at least two pages. Why a study is conducted and how the findings will be used are stated in this background and objectives section. If survey results are used, the way it was conducted must also be written in the methods section. Results must be technically acceptable, accurate, and error-free. Graphs, tables, and other infographic materials may be used to simplify results and readable. Conclusions and recommendations will tell whether the existing company system, policies implemented are still effective or in failure. Appendices is the last part where questionnaire, survey formats, and other research materials used are tucked. The reports that we submit as a requirement in the school belongs to the second type of report. Let us learn what makes it different from the technical report. 2. Academic Reports The basic objective in reporting academic findings is to impart to a larger audience a discovery made through formal investigation and scientific inquiry. This writing includes the following features:
- 8. 4 Abstract is a short presentation of about 200-250 words only that includes: (1) the purpose of the paper, (2) the materials and methods used, and (3) the summarized results and the major conclusion of the study. Introduction this contains the connection between past and present studies attempting to give solutions or extend knowledge on an identified problem. Method or Methodologyis the section that gives a narrative description of the materials, experimental procedures, and the simplified name of the method used in the research. Results section, appropriate tables, and figures are used for easy reading of statistical results. Conclusions mention the theoretical context presented on the previous page of the introduction. Recommendations given by the researcher addressing the problem is written in this section. Reference is the page for systematic acknowledgment of the sources used in the research. For any material used we write the author’s name, year of publication, title of work, publication firm, and pages. Today in the new normal scheme, most of us are inclined with buying stuff on-line. Businesses nowadays need to be upbeat via the internet. The conduct of business reports is inevitable when one makes transitions from the conventional to the online marketing. Let us learn how a business report can be done. 3. Business Reports Businesses need to innovate or update their products and business concepts in order to create profit. A feasibility study report (FSR) can aid to achieve this goal. A feasibility report starts with writing the project description- this is the background of what the project is all about. There is also a need to provide possible solutions or alternatives for solving problems found. Solutions presented though must pass certain criteria. Business owners need to determine the most feasible solution available. The final and last step is the conclusion where the summary of the project’s aims and how these aims can be achieved are presented. With the knowledge of the different objectives and structures of each of the common reports discussed, let us do the following exercises and check if we have learned more and see how we can use them in real life.
- 9. 5 Let Us Practice Activity 2: Completing a Table Directions: Complete the table below with its missing section/parts to an outline of each of the following reports. Refer to the previous discussion above for your answers. Kind of Report Purpose Structure Example Technical Academic Business Let Us Practice More Activity 3: Multiple Choice Directions: Answer the following questions. Choose the letter of your answer from the options provided below each question. 1. Which among the following does a good report tell? a. hearsay c. failure b. rumor d. none of the above 2. What information does a technical report generally bring? a. showbiz updates c. weather condition b. survey results d. none of the above 3. What is the purpose of a business report? a. system analysis c. entertainment b. pleasure d. none of the above 4. What should be a good basis for a good report source? a. popularity c. opinion b. truth d. none of the above 5. Which can serve as a support for a good technical report? a. colors c. narratives b. graphs d. none of the above
- 10. 6 6. What includes in an abstract? a. author’s name and achievements b. simple name for a method used c. appendices d. none of the above 7. References are written for what purpose? a. acknowledgment of the authors b. compliance with the publication law c. track down publication companies d. none of the above 8. Why do we makebusiness reports? a. to disseminate information b. to advertise product c. to increase profit d. none of the above 9. Academic reports pertain to what kind of information? a. research findings b. updated events c. trending blogs d. none of the above 10. What do research findings generally seek? a. inform wider audience b. inform specific group of people c. inform business owners d. none of the above Let Us Remember Activity 4: True or False Directions: Read and analyze each of the following sentences. Write TRUE if the sentence gives a correct idea and FALSE if not. Write your answer on the blank before each number. __________ 1. If the intended audience failed to understand the report, the report is considered a failure. __________ 2. Abstract should be written short and concise. __________ 3. Directions in the conduct of the survey, or laboratory experiments need to be mentioned in detail in the conclusion section.
- 11. 7 __________4. Materials that can be described using the five senses are most likely better sources than those materials not duly expressed. __________5. Caught unaware, reporting is already a skill we have been using daily. _________ 6. Non-communicative signals are not considered good sources for reports. __________ 7. Business owners do not normally read the whole of the report handed to them. __________ 8. One should always rely on the popularity of his source of information. __________9. The basic principle underlying a good report is the proper presentation and arrangement of ideas. __________10. Reports change decisions. Let Us Assess Activity 5: Right Section for the Right Structure Let us check how far have you learned. Identify below what composes the common sections of a good report. Directions: The texts inside the following boxes are sections commonly found in reports. Identify which section do they belong and write the description to prove your answer. Sample answer: This section is an introduction to a report. It contains the statement of the problem used in a research. Mechanics of the scoring: 1 point for the correct section 2 points for the correct description
- 12. 8 Box 1: 1. The text in this box is____________________________________________. 2–3. It contains __________________________________________________. On the basis of our conclusion, we recommend the following: 1. Central State University (CSU) should recognize American Sign Language (ASL) as a foreign language and incorporate ASL into the foreign language curriculum 2. CSU should internally recognize ASL, through revision of CSU policy, rather be than seek external recognition through state legislation 3. CSU should seek the advice of DR. Sherman Wilcox, of the University of New Mexico, in implementing the first two recommendations Source: Nerissa C. Gabelo, et.al. 2014. Writing Essentials Quezon City : MaxCor Publishing House Inc., 2014,130 Box 2: 4. The text in this box is _________________________________________. 5– 6. It contained ________________________________________________. In conducting our research, we completed the following tasks : 1. We interviewed Dr. Teresa O’Malley, the acting Chair of the Modern Languages Department at CSU, to determine the criterion by which CSU defines a language as foreign. 2. We studied the linguistic characteristics of SL to determine if it met the criterion used at CSU. Suzanne Christopher, the current ASL instructor of CSU, assisted us with this portion of our project, primarily by directing us to sources of information and helping us to interpret that information. In addition, we consulted several books and periodicals to determine whether ASL meets the criterion by which CSU defines a language as foreign. 3. We spoke with educators and specialists familiar with Texas legislation that recognizes ASL as a foreign language, to determine if CSU should grant recognition internally… Source: Nerissa C. Gabelo, et.al. 2014. Writing Essentials Quezon City: MaxCor Publishing House Inc., 2014,13,127
- 13. 9 Box 3: 7. The text in this box is ___________________________________________. 8-9. It contained __________________________________________________. Our research project investigated whether Central State University (CSU) should recognize American Sign Language (ASL) and incorporate it into the foreign language curriculum. Specifically, we investigated the criterion by which CSU defines a language that as foreign, the extent to which ASL meets this criterion, and the two methods by which CSU might recognize ASL as foreign language. We obtained the following results: I. CSU Requirements for a language to be Considered Foreign II. ASL’s Fulfillment of CSU’s Requirement Source: Nerissa C. Gabelo, et.al. 2014. Writing Essentials Quezon City : MaxCor Publishing House Inc., 2014,13,126 Let Us Enhance Activity 6: Analyzing a Report Directions: Read the report below entitle: Nonverbal Behaviour: Culture, Gender, and the Media by Teri Kwal Gamble and Michael W. Gamble. Analyze each part and check the statements below if it is being accomplished and is found present in the report. _____1. The abstract of the article is found stating the purpose of the paper, the summary of the results, and the major conclusion made. _____2. There is a short introduction which contains the statement of the problem with the past and the present studies conducted about it. _____3. There is a written simplified name of the method used in this article. _____4. The findings and its interpretation of the data collected are found in the article. _____5. The conclusion and recommendation are written in the last part of the article.
- 14. 10 Nonverbal Behaviour: Culture, Gender, and the Media Teri Kwal Gamble and Michael W. Gamble Throughout the world, people use nonverbal cues to facilitate self-expression. To a great extent, however, the culture of people modifies their use of such cues. For example, individuals who belong to contact cultures, which promote interaction and encourage displays of warmth, closeness, and availability, tend to stand close to each other when conversing, seek maximum sensory experience, and touch each other frequently. In contrast, members of noncontact cultures discourage the use of such behaviors. Saudi Arabia, France, and Italy are countries with contact cultures; their members relish the intimacy of contact when conversing. In contrast, Scandinavia, Germany, England, Japan, and the United States are low- or lower-contact cultures whose members value privacy and maintain more distance from each other when interacting. Individuals who grow up in different cultures may display emotion or express intimacy in different ways. It is normal, for example, for members of Mediterranean cultures to display highly emotional reactions that are uninhibited and greatly exaggerated; it is common for them to express grief or happiness with open facial displays, magnified gestures, and vocal cues that support the feelings. On the other hand, neither the Chinese nor the Japanese readily reveal their feelings in public, preferring to display less emotion, maintain more self-control, and keep their feelings to themselves; for these reasons, they often remain expressionless. Even when different cultures use the same nonverbal cues, their members may not give the cues the same meaning. In the United States, for example, a nod symbolizes agreement or consent, while in Japan it means only that a message was received. If we hope to interact effectively with people from different cultures, it is important that we make the effort to identify and understand the many ways culture shapes nonverbal communication. We need to acknowledge that one communication style is not intrinsically better than any other; it is that awareness that can help contribute to more successful multicultural exchanges. Men and women commonly use nonverbal communication in ways that reflect societal expectations. For example, men are expected to exhibit assertive behaviors that demonstrate their power and authority; women, in contrast, are expected to exhibit more reactive and responsive behaviours. Thus, it should not surprise us that men talk more and interrupt women frequently than vice versa. Men are also usually more dominant during interactions that women. Visual dominance is measured by comparing the percentage
- 15. 11 of time spent looking while speaking with the percentage of time spent looking while listening. When compared with women, men display higher levels of looking while speaking than women do, and lower levels than women when they are listening. Thus, the visual dominance ratio of men is usually higher than that of women, and again reflects the use of nonverbal cues to reinforce perceptions of social power. Men and women also differ in their use of space and touch. Men use space and touch to assert their dominance over women. As a result, men are much more likely to touch women than women are to touch men. Women are thus more apt to be recipients of touching actions than they are to be the initiators of such actions. Men also claim more personal space than women usually do, and they more frequently walk in front of women rather than behind them. Thus, in general, males are the touchers, not the touches, and the leaders rather than the followers. There are nonverbal behaviors that women display more than men do. Women tend to smile more than men. They also commonly display their feelings more overtly than men. In general, women are more expressive than men and exhibit higher levels of involvement when engaged in person to person interaction than men. Women also use nonverbal signals to draw others into conversation to a greater extent than men. While women demonstrate an interest in affiliation, men are generally more interested in establishing the strength of their own ideas and agendas than they are in sharing the floor with others. Women also are better interpreters of nonverbal messages than men. All too often, the media and technology help legitimize stereotypical nonverbal displays. The contents of various media contain a plethora of open sexual appeals, portrayals of women obsessed with men After repeated exposure to such media messages, men and women come to believe and ultimately emulate what they see and hear. Thus, females are primed to devote considerable energy to improving their appearance, preserving their youthfulness, and nurturing others, while males learn to display tougher, more aggressive take-charge cues, trying all the while to control their emotions. Nonverbal power cues echo the male dominance/female subservience-mediated message. In advertisements, for example, men are typically portrayed as superior to women, who are usually shown in various stages of undress. In the media, nonverbal behaviors portray women as vulnerable and men in control. The repetition of such myths can make us feel dissatisfied and
- 16. 12 inadequate. If we rely on the media as a reference point for what is and is not desirable in our relationships and interactions, we may find it difficult to be ourselves. Even mediated vocal cues suggest that it is the male and not the female who is the authority. In up to 90 percent of all advertisements male voices are used in voice-overs – even when the product being sold is aimed at women. Further complicating the situation is the continued growth of the use of computer-generated virtual reality simulations. In addition to allow us to feel as if we were really interacting in different, but make-believe environments and even giving us the opportunity to change our gender, such simulations are also being used to enforce violent gender scenarios resulting in women being threatened and killed. Even when erotic rather than violent, the media offerings all too often reinforce the notion that men have physical control over women. Source: Ma. Milagros C. Laurel, Adelaida F. Lucero, and Rosalinda B. Cruz English for Academic and AProfessional Purposes READER and Teacher's Manual. Quezon City : Sunshine Interlinks Publishing House, Inc., 2016, 194-196 Let Us Reflect Activity 7: Let us ponder: “A good report writer should demonstrate the personal traits of honesty, accuracy, precision thoroughness or comprehensiveness, transparency, orderliness, and brevity” (Laurel, Lucero, and Cruz., 2016).
- 18. 14 References Barrot, Jessie and Sipacio, Philippe John. 2016. COMMUNICATE TODAY English for Academic and Professional Purposes.Quezon City: C & E Publishing Inc., 2016. Gabelo, Nerissa C., et.al. 2014. Writing Essentials. Quezon City : MaxCor Publishing House Inc., 2014. Laurel, Ma. Milagros C.; Lucero, AdelaidaF and Cruz, Rosalinda B. 2016. English for Academic and AProfessional Purposes READER and Teacher's Manual. Quezon City : Sunshine Interlinks Publishing House, Inc., 2016. Oracion, Gina M.and Dalona, Irish Mae F. 2018. English for Academic and professional Purposes/ Workbook. Tagum City : Diocesan Printing Press and Publishing , Inc., 2018.
- 19. For inquiries or feedback, please write or call: Department of Education – Region XI F. Torres St., Davao City Telefax: (082) 291-1665, (082) 221-6147 Email Address: lrms.regionxi@deped.gov.ph