Senior High School
NOT
English for Academic and
Professional Purposes
Quarter 2 – Module 6
WRITING REPORT SURVEY/
FIELD REPORT/LABORATORY/
SCIENTIFIC TECHNICAL REPORT
Department of Education ● Republic of the Philippines
English for Academic and Professional Purposes - Grade 12
Quarter 2 - Module 6: Writing Report Survey/Field Report/Laboratory/Scientific
Technical Report
First Edition, 2020
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ownership over them.
Published by the Department of Education – Division of Cagayan de Oro
Development Team of the Module
Author/s:
Estormeo G. Serena, Marylene C. Tizon, Diocesa V.Montecalvo,
Cirila C. Natividad
Reviewers:
Illustrator and Layout Artist:
Management Team
Chairperson:
Cherry Mae L. Limbaco, PhD, CESO V
Schools Division Superintendent
Co-Chairperson:
Alicia E. Anghay, PhD, CESE
Assistant Schools Division Superintendent
Members
Lorebina C. Carrasco, OIC-CID Chief
Ray O. Maghuyop, EPS-Math
Joel D. Potane, LRMS Manager
Lanie O. Signo, Librarian II
Gemma Pajayon, PDO II
Department of Education – Division of Cagayan de Oro City
Office Address:
Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax:
(08822)855-0048
E-mail Address:
cagayandeoro.city@deped.gov.ph
Table of Contents
How to Learn from this Module
ii
Icons of this Module
iii
What I Need to Know
iii
What I Know
iv
Lesson 1:
The Reports, Survey Questionnaire and Methods
of Administering It
What I Need to Know: Should and Not Should of a Survey
1
Questionnaire
What’s New: Advantage and Disadvantage
2
What is It: The Various Kinds of Reports
2
What’s More: Let’s Fill it Up
4
What I Can Do: Simulation
5
Lesson 2
Conducting a Survey
What is It: The Steps in Conducting a Survey
6
What’s New: Ranking of Home Quarantine Activities
6
What I Can Do: Let’s Get Involved in the Real World
6
What’s More: Answering Questions
9
What I Have Learned: Synthesizing Learning
10
10
Lesson 3
Gathering Information from Surveys
What’s New: Types of Survey Questions
What’s More: Crafting Survey Questions
What I Have Learned: Synthesizing Learning
Lesson 4
Disseminating Information From Surveys
What’s more: Graph making
What I have Learned: Synthesizing Learning
Lesson 5
Summarizing Findings and Executing the Report through Survey
What Is it
What I have Learned: Synthesizing Learning
What’s New: Guess the Word
What’s More: Reading with Action
What I have Learned: Synthesizing Learning
What Can I Do: Looking For
Lesson 6
Writing s Survey Report
What’s New: Bite the Apple
What’s More: Vocabulary Dialect
What I have Learned: Synthesizing Learning
What Can I Do: Happy time Together
Assessment: (Post-Test)
Key to Answers
References
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
•
•
•
Take your time reading the lessons carefully.
Follow the directions and/or instructions in the activities and exercises diligently.
Answer all the given tests and exercises.
Icons of this Module
What I Need to
Know
This part contains learning objectives that
are set for you to learn as you go along the
module.
What I know
This is an assessment as to your level of
knowledge to the subject matter at hand,
meant specifically to gauge prior related
What’s In
knowledge
This part connects previous lesson with that
of the current one.
What’s New
An introduction of the new lesson through
various activities, before it will be presented
to you
What is It
These are discussions of the activities as a
way to deepen your discovery and understanding of the concept.
What’s More
These are follow-up activities that are intended for you to practice further in order to
master the competencies.
What I Have
Activities designed to process what you
Learned
have learned from the lesson
What I can do
These are tasks that are designed to showcase your skills and knowledge gained, and
applied into real-life concerns and situations.
1
What I Need to Know
FOR THE LEARNERS
Do you need the skill in writing? Do you find it difficult to conduct a
survey? Worry no more as you will explore the techniques and gain skills in
conducting survey in this module. So open your eyes and ears as we venture
into the power of knowledge.
You are all encouraged to give your full attention and cooperation so
that you will be enhanced and become effective 21st century learners.
In this module, you will be provided with some exciting and interesting
opportunities in learning. In lesson one, you will learn how to make a survey
questionnaire and in lesson two, you will explore a community survey which will be very
useful in your endeavor after senior high school so that you will become knowledgeable
individuals. Lesson three will teach you how to gather information from surveys and how
to disseminate the written forms of information from survey will be elaborated in lesson
four. Challenging tasks await you in lessons five and six as you will summarize findings
and execute the report survey and write a survey report respectively.
The following lessons will be discussed in this module:
•
•
•
•
•
•
Lesson 1 – Designing Survey Questionnaire
▪ CS_EN11/12A-EAPP-IIe-j-7
Lesson 2 – Conducting a Survey
▪ CS_EN11/12A-EAPP-IIe-j-8;
Lesson 3 – Gathering Information from Surveys
▪ CS_EN11/12A-EAPP-IIe-j-9
Lesson 4 – Disseminating written forms of information from surveys
▪ CS_EN11/12A-EAPP-IIe-j-10
Lesson 5 – Summarizing Findings and executing the report through surveys
▪ CS_EN11/12A-EAPP-IIe-j-11
Lesson 6 – Writing a Survey Report
▪ CS_EN11/12A-EAPP-IIe-j-12
Objectives
After going through this module, in lesson 1 you are expected to:
1. Discuss how to make a survey questionnaire and the methods of
administering the survey.
2. Make example survey questions using varied questions.
3. Come up with a questionnaire needed for their community survey.
4. Elaborate the value of being truthful and objective.
After going through this module, in lesson 2 you are expected to:
1. Follow the steps in conducting a survey.
2. Create a graphic representation to present the results accurately.
2
3. Conduct an actual community survey to gather input from the people on a
particular issue in the community.
4. Elaborate the essence of group work and collaboration.
For the facilitators:
1. Introduce the lesson on designing and conducting a survey. Engage learners to do
the activities religiously, and let the learners carry the tasks with ease and
confidence.
2. Do the What I Know: Instruct the learners to answer the questions to test how far
they know about designing and conducting a survey.
3. Do the activity What’s New: Activate the learners' understanding of the topics by
letting them answer varied activities.
4. Allow students to read in What is It. Let the learners fully discover and comprehend
all topics discussed in this module.
5. Let the learners answer the activities on What’s More. Check if they have
understood the topics. Deepen their understanding by completing the guided
questions on what I have learned section.
6. Assign the students to do What I can Do activities that shall transfer knowledge
/skills gained or learned into real life situation.
General Instructions
Now that you are holding this module, do the following:
1. Understand carefully the objectives and directions in each lesson.
1. Comprehend well each lesson discussed.
2. Engage actively in every activity provided.
3. Answer honestly the pretest and posttest given.
4. Experience actual survey in your community.
5. Write a survey report that will open doors for improvement.
PRE-TEST
What I Know
Instructions: Consider yourself as a client to answer the questions below. On the
space before each number, write T if you think the question is clear and understandable
and it does not create any difficulty and confusion and F if it is confusing or difficult.
_____ 1. What medium of communication you will use to become updated with the
events?
Magazine or Newspaper
Radio
Television
Internet
3
_____ 2. What is your most usual means you use to become updated with the events?
Magazine or Newspaper
Radio
Television
Internet
_____ 3. Enter in the boxes opposite the three options you selected below
Option A
Option B
Option C
Option D
Option E
Option F
_____ 4. Below are the features of camping holiday. Indicate their importance to you by
numbering from 1-4 in order where 1 is the most important.
People
______
Cost
______
Open Air
______
Mobility
______
Atmosphere
______
_____ 5. “Have you been to an out of town trip recently?”
_____ 6. “Have you been to an out of town trip in the last two weeks?”
_____ 7. “Do you think women should eat less and exercise more?”
_____ 8. “ Are you against a ban on marijuana?”
_____ 9. Give your age on 1st June 2019 _______ years.
_____ 10. Are you…
______
Under 18
______
18-65
______
Over 65
4
What Is It
Lesson 1: The Reports, Survey Questionnaire and Methods
of Administering It
The Various Kinds of Reports
Reports are more likely needed for business, scientific and technical subjects,
and in the workplace. They are of different types and they differ in their aims and
structures.
TYPES
DEFINITION/
OBJECTIVES
DESCRIPTION
1. Survey Report
It is written after getting To
collect
people’s
data from a survey.
responses or answers
about a particular issue or
topic
2. Laboratory
or It is commonly called lab To present results or
report. It is written in a findings from experiments.
Scientific
formal
and
organized
Technical Report
manner.
3. Field Report
It is sometimes called trip To describe and analyze a
report.
systematic observation.
Among these types of reports, survey is the most popularly and widely used as it
is the easiest way to gather information about any topic or issue from a big number of
people or groups.
Survey Questionnaire
It is a data gathering tool having set of questions used in a survey and is utilized
in various fields such as politics, research, marketing, media and so on. It is intended to
gather data, views, opinions and others from individuals or a particular group of people.
It is an important method used in order to collect the necessary information that
will benefit the people and the community.
Methods of Administering a Survey
Administering a survey calls for a more systematic way in order to achieve the aims of a
certain survey conducted. The following methods are introduced by Sarah Mae Sincero.
1. Personal Approach
This involves the person himself/ herself conducting the survey.
a.
Face-to-face Structured Interview
The interview is set personally and the people involved face
each other in order to gather the necessary information.
Questions on the survey are asked directly to the respondent
by the researcher.
5
b. Telephone Survey
The survey is done using telephone or cellular
phones. The calls are made to ask individuals
on particular questions. This method can be
used for asking consequential questions.
https://www.google.com/search?q=telephone+survey&source=lnms&tbm=isch&sa=
X&ved=0ahUKEwi0vvOpuPHfAhVygUsFHURGDP4Q_AUIDigB&biw=1345&bih=648#i
mgrc=S3ggm17raBFcGM:
2. Self- administered Approach
In this type, the survey is administered by the researcher himself/herself.
a.
Paper- and - pencil Survey
This is a traditional method wherein the respondents
who usually preferred the manual method must be
present in the administration of the survey.
https://www.google.com/search?q=paper+and+pencil+survey&source=lnms&tbm=is
ch&sa=X&ved=0ahUKEwj44bS4ufHfAhUZVH0KHX0aABEQ_AUIDigB&biw=1345&bih=
648#imgrc=J1qfTeY4I458oM:
b. Online Survey
Also called internet survey, is one of the most
famous sources of data collection, where a set
of survey questions is sent out to respondents and
the members of this sample can respond to the
questions over the internet. Respondents receive
online surveys in various ways such as email,
embedded over website, social media or forms.
c.
https://www.google.com/search?q=online+survey&source=lnms&tbm=isch&sa=X&
ved=0ahUKEwi3z_jKuvHfAhUbXn0KHaCyCVcQ_AUIDigB&biw=1345&bih=648#imgrc
=19bxSQSCKB0LAM:
Mail Survey
This popular tool requires an easyadministering of the survey where survey
questionnaires are mailed to individuals who
are given enough time to read and ponder on
the information asked.
https://www.google.com/search?q=mail+survey&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi
wrsqzu_HfAhVXXisKHemHC44Q_AUIDigB&biw=1345&bih=648#imgrc=CBbj_3i6UFfCBM:
6
What’s New
Activity 1.1 “Let’s Complete It”
Directions: As you analyze the information, complete the given table with what you
think of the advantages and disadvantages of each method.
Method
Advantages
Disadvantages
1. Face-to-face
Structured
Interview
2. Telephone Survey
3. Paper-and-pencil
Survey
4. Mail Survey
5. Online Survey
Should and Not Should of a Survey Questionnaire
Concise and easy to understand questions lead to a successful survey. Thus, a
well -designed survey questionnaire will ensure an effective data and information
gathering.
A survey questionnaire should be well – constructed so that the respondents
could read carefully and understand thoroughly and be motivated to complete it.
Therefore, a questionnaire…
1. Should use words that have clear meaning.
The questions should not be vague and difficult to comprehend so that the
questionnaire will not be left unanswered.
2.
Should cover all possible options.
The respondents should just be given at most five ranking options and should
cover all so that they will not be tired of choosing a lot of options which do not
give the choices they look for. If this will not be observed, this will lead to an
abandoned questionnaire.
3.
Should not ask two or more questions in one sentence.
The question should focus on one topic or item at a time so that the respondents
will not be confused which to answer and what to choose.
4.
Should provide an out- option.
7
The survey should give the respondents the option to choose “Does not apply “
or “None” for questions they do not feel answering.
5. Should consider appropriate time reference.
Respondents could not easily recall past long experiences and be doubtful as to
the exact measurement or time they spent.
6.
Should have a clear question structure.
Survey questionnaire should follow the three parts: the question stem, additional
instructions and response options so that the respondents will not be confused
what to answer or choose. This will result to unreliable gathered data.
7.
Should have open specific response options.
The respondents should be guided on what to choose. So the survey should
provide specific options to choose from so that respondents will not be confused
in answering.
8.
Should not have any bias or prejudice.
Questions should be objective and lead to an honest answer. The respondents
should not be lead to a biased option that they may fail to give their truthful
response.
9.
Should not include too personal or too embarrassing questions.
Questions should be gender and culture sensitive so that the respondents may
not feel awkward or embarrassed in giving their responses.
10.
Should avoid double negative questions.
Double negatives may occur when respondents are asked of their agreement on
a certain issue. This should be avoided so that the respondents ‘response will be
clear and precise.
11.
Should outline instructions or directions clearly and understandably.
Clear instructions will lead to positive, appropriate and clear answers. If
respondents are clearly asked and told what to do, they will also foster positive
attitude towards answering the questionnaire.
8
What’s More
“Let’s Fill it Up”
Directions: Using the example questions in the pre-test, analyze each using the
guidelines on what should or should not for effective questions. Be able to determine
whether the question is effective or not (mark check). Then provide the reason of your
answer.
Example
Question
( refer to pretest items)
1
2
3
4
5
6
7
8
9
10
Effective
Not Effective
Reason
What I Can Do
Directions: Suppose you are chosen as the youth representative of your
barangay and you are asked to introduce an advocacy on Covid-19 Youth
Empowerment. Decide how to find out the possible response of your community about
it. In order to determine the people’s attitude toward it, conduct an online survey by
framing a survey questionnaire. Consider the guidelines in constructing effective
questions in your five-question survey to administer in your respective barangay.
9
What Is It
LESSON 2
Conducting a Survey
A Survey is one of the best ways we will know and understand the people’s
choices, attitudes, or feelings on certain issues. We will be able to determine the
reactions of the respondents and based on the survey results, we could design some
possible actions to be best done, or a solution to a problem, or a remedy to a disease or
an answer to a question.
THREE STEPS IN CONDUCTING A SURVEY
There are three steps in conducting a survey.
1. Decide on a four or five option survey question. Then make a tally chart having
its heading and appropriate title.
The question should follow the guidelines of making an effective survey
question. Formulate questions that address to the aim and need of the
research. The question should be clear, concise and efficient. The
heading and the title should reflect the focus of the survey.
2. Conduct a survey then tally all the answers.
In conducting a survey, ethics should be observed. You should be polite
and show respect to the respondents. You should maintain a friendly
atmosphere so that respondents may not feel so intimidated. Make sure
all answers are noted. Plan for a more systematic way of tallying.
3. Count the answers marking the item having the least to the greatest tallies. Then
make a graphic representation of the results.
Be careful in tallying so you should observe accuracy and honesty.
Results can be presented using any graphics. Most commonly used are
charts and organizers. Choose the most appropriate graphics that best
represent the result of the survey.
NOTE: When you will conduct a survey, you should write a letter of consent. In the letter
you should also emphasize that the information given by the respondents/ participants
will be held with utmost confidentiality. If the respondent is a minor, prepare an assent
Informed consent" is the voluntary agreement of a person, or the representative, who
has the capacity to give consent, and who practices free power of choice to involve in
research. "Assent" is a term used to show willingness to participate in survey by
persons who are too young to give informed consent but who are old enough to
understand the proposed survey in general. Assent by itself is not enough, however. If
assent is given, informed consent must still be acquired from the parents or guardian.
10
What’s New
Activity 2.2
“It’s Your Turn”
A. Give five of your family’s favorite home quarantine activities. Rank them according
to the frequency of engaging in it. Number them 1,2,3,4,5.
1st
2nd
3rd
4th
5th
B. Ask each member of your family to give his/her rank of the home quarantine
activities you listed in Test A. Just add rows to include all other members of the
family.
(Please follow the given example below. You may add another column to
activities not listed below. Answers may vary)
Family
members
Mother
Father
Home Quarantine Activities (As listed in A)
2nd
3rd
4th
5th
Cooking
Washing
Cleaning
Playing
Using
Celphone
1
2
3
4
5
1st
2
1
3
4
C. Then tally or count how many chose each activity.
Favorite Past time
Activities (As listed in A)
1st
2nd
3rd
4th
5th
Number of
times chosen
11
Total
5
D. Illustrate a bar graph (similar to the given example) to show a graphic
representation of your survey results. Give the appropriate data you gathered
from your survey. Make sure to show the home quarantine activities and their
ranks.
TITLE
What I Can Do
“Let’s Get Involved in the Real World”
Directions: You have experienced doing survey in the classroom. Now it is the
best time to go out and venture the online world.
A. Design a survey questionnaire that will gather some of the residents’ values and
opinions on certain important issues in your community.
B. Following the guidelines of constructing a survey questionnaire, make five
questions.
C. Conduct an online survey in your respective community. Interview FIVE people
from each group category below:
(Parents of)
0 - 5 years old
6 - 11 years old
12 - 18 years old
19 - 39 years old
40 - 60 years old
61 - and above
D. Then devise your own method in tabulating the gathered answers to your fivesurvey questions.
E. Graph the results and choose your own format. (you may use other charts or any
other graphics)
F. Write a one - paragraph explanation stating your findings of the survey.
G. Submit your output to your teacher. (The teacher will give the e-mail address)
12
H. What I Have Learned
I.
Personal Data
NAME of the person conducting the survey
Address: ___________________________
Total Number of Persons Surveyed: _____________
II.
Graphic Illustration of the result
III.
One paragraph Explanation
IV.
One paragraph Explanation
GETTING DEEPER!
Lesson:__________________________________________________________
____________________________________________________
What I want to say about the lesson:
________________________________________________________________
________________________________________________________________
________________________________________________________________
_____________________________________________
What I found out:
________________________________________________________________
________________________________________________________________
_________________________________________
1. A survey questionnaire is an effective tool in gathering data and it uses either
personal or self-administered approach.
2. Effective survey questionnaire should be clear, concise, specific and
understandable. It should be properly structured and should be free from bias
and prejudice.
13
3. In conducting a survey, the questionnaire should be well- constructed and should
follow the guidelines. It should be properly gathered, tallied and represented
using graphics for vividness.
Assessment
Directions: Analyze the given items in a questionnaire and be able to transform
the items that seem not effectively formulated. Be able to consider and follow the
guidelines.
1. Which of the following means you use to become updated with the events?
Magazine or Newspaper
Radio
Television
Internet
2. What is your most usual means you use to become updated with the events?
Magazine or Newspaper
Radio
Television
Internet
3. Enter in the boxes opposite the three options you selected below
Option A
Option D
Option B
Option E
Option C
Option F
4. Below are the features of camping holiday. Indicate their importance to you by
numbering from 1-4 in order where 1 is the most important.
People
______
Cost
______
Open Air
______
Mobility
______
Atmosphere
______
5. “Have you been to an out of town trip recently?”
6. “Have you been to an out of town trip in the last two weeks?”
7. “Do you think women should eat less and exercise more?”
8. “Are you against a ban on marijuana?”
9. Give your age on 1st June 2019 _______ years.
10. Are you…
______
Under 18
______
18-65
______
Over 65
14
What’s New
LESSON 3
GATHERING INFORMATION FROM SURVEYS
The task of gathering or collecting information or data from surveys requires a
high level of knowledge and skill. You need to be familiar with the different types of
survey questions and learn the art of formulating them before you can conduct the
survey and actually gather primary data. Primary data is data you as a researcher
collect from first –hand sources using methods like surveys, interviews, or experiments.
https://www.statisticshowto.datasciencecentral.com/primary-data-secondary/
What is It
Types of Survey Questions
1. Open-ended questions
These types of questions do not have predetermined options or answers. The
respondents are allowed to answer the questions freely. Responses must be recorded
verbatim-especially because coding and analysis will rely on the subject’s exact
responses. Open-ended questions often need probing or follow-up questions to clarify
certain items in the subject’s response. These question typically ask the “how” and
“why” of something.
Example: Why did you choose to vote for candidate X? Kindly explain.
2. Dichotomous Questions
Dichotomous questions have two possible answers, often either yes/no,
true/false, or agree/ disagree. These questions are used when the researcher wants to
clearly distinguish the respondent’s opinion, preference, experience or behavior.
Example: HIV/AIDS is transmitted through saliva:
True
False
3. Multiple–response questions
There are certain questions that necessitate the respondents to provide more
than one answer. For example, a typical advertising survey would ask the question,
“How did you find about the particular service or item”? A respondent may have
encountered more than one of the probable ways.
Example: How were you able to know about the graduate program of
Development Policy offered in De La Salle University? Check all that applies.
Print Advertisement
By word of mouth (friends,
families, etc.)
DSLU Website
Telephone inquiry
DSLU Social Networking
Physical appearance/ inquiry
page
Others, please specify:
15
4. Matrix questions
There are instances where a number of questions you intend to ask have the
same set of possible answers. Thus, it is possible to construct a matrix of items and
answers for the sake of streamlining the survey.
Example: Qualities of a Good Leader
Beside each of the qualities of a good leader, kindly indicate how well the person
in inquiry manifests the said quality with 1 being the lowest and 5 as the highest.
Sample Matrix Question Set
Qualities/ Rating
1
2
3
Integrity
Inclusiveness
Information-Driven
Innovative
4
5
Shown above is a numerical scale (matrix).The respondents are required to
choose from a number of categories that determine their preferences.
Another common scale is the Likert Scale which tries to assess the subject’s
agreement/disagreement or approval/ disapproval on a five point scale-with one end
being the most positive answer, and the other end being the most negative answer. The
categories correspond to the numerical values 5,4,3,2,1, and are encoded as their
numerical equivalent (Singh 2007,75). The total score per item is determined. From
here, you formulate your inference.
Example: Performance-Based Incentive System
The new performance-based incentive system encouraged me to work over-time.
(5) Strongly Agree
(4) Agree
(3) Undecided
(2) Disagree
(1) Strongly
Disagree
5. Contingency Questions
Contingency questions are intended for certain respondents only, depending on
the provided answers. A familiar example would be a follow-up question provided after a
respondent agrees to a certain item. A respondent is asked whether they used any
illegal drugs or substances. Only those who answered yes are required to answer the
succeeding items.
Example:
4. Have you ever tried any illegal drugs and/or substances?
Yes
No
4.1 If yes, what illegal drugs and/or substances have you used? Check all that apply.
Crystal Meth
Cocaine
Heroine
Marijuana
Ecstasy
Others, please specify:__________________
0
16
Points to remember in crafting survey questions
1. Keep the questionnaire as short as possible.
2. Ask short, simple, and clearly worded questions.
3. Start with demographic questions to help respondents get started comfortably.
4. Use dichotomous (yes/no) and multiple choice questions.
5. Use open-ended questions cautiously.
6. Avoid using leading-questions. Make your question ask for the other person’s
opinion.
Do not make it clear what your own opinion is. (this would be called a biased question
or a leading question).
A bad example would be: Fishing is a very cruel pastime. Do you agree?
A better question might be: Do you think that fishing is a cruel pastime?
A) strongly agree
B) agree C) neutral
D) disagree E) strongly disagree
7. Pre-test a questionnaire on a small number of people.
8. Think about the way you intend to use the collected data when preparing the
questionnaire.
What’s More
Activity 3.1 : Answer the following questions on crafting survey questions
1. Which of these questions are leading questions?
A leading question is one that leads the person answering it towards a particular
answer.
a. Do you agree with the majority of people that bank workers earn too much?
b. How has this course improved your English?
c. Do you smoke?
d. Do you agree that giving your child a bottle is a really bad idea?
e. How many times in the past week have you travelled by bus?
f. How many TV sets do you have in your house?
g. Do you agree that eating chocolates raises your IQ?
2. Here are some open-ended questions. Write suggestions for each tick boxes. The
first one has been done as an example.
A. Which type of film do you like watching? Tick all that apply.
Horror
Comedy
Action/adventure
Cartoons
Drama
None of the above
B. The company is having a party. What type of food should there be?
C. What sports should the new sport center offer?
D. What electronic gadgets do you use?
E. Give your opinion on the bus service in town.
17
What I Have Learned
GETTING DEEPER!
Lesson:_______________________________________________________________
_______________________________________________
What I want to say about the lesson:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________
What I found out:
______________________________________________________________
______________________________________________________________
__________________________________________________
18
What’s New
LESSON 4.
DISSEMINATING INFORMATION FROM SURVEYS
What do you do with the data or information you have collected after
conducting your survey? Information or data gathered from surveys should be properly
organized before it could be disseminated.
What is It
According to Cambridge International Organization, data can be organized in
several ways. Which method is chosen depends largely on the type of data being
collected. A simple way of recording the results is by constructing a tally and frequency
table.
For example, a survey is carried out to test the manufacturer’s claim that there
are ‘about 36 chocolate buttons in each packet.’ The number of buttons in each of 25
packets is counted, giving the figures below.
35
36
34
37
36
36
38
37
36
35
38
34
35
36
36
34
37
38
37
36
35
36
36
37
36
Displayed as a list, the numbers are not clear, however, they are easier to
analyze if they are recorded in a tally and frequency chart like this.
Number
Tally
Frequency
34
III
3
35
IIII
4
36
IIII IIII
10
37
IIII
5
38
III
3
The tally column is filled
in as the survey is being
carried out. The
frequency column is
completed by counting
up the tally marks at the
end of the survey.
Sometimes if there is a big range in the data, it is more useful to group the data
in a grouped frequency table. The groups are chosen so that no data item can appear
in two groups.
For example, the ages of 30 residents in a Home for the Aged are shown below:
98
71
76
77
72
78
77
73
76
86
75
79
81
105 100 74
82
88
91
96
85
90
97
102 83
101 83
84
80
95
Constructing a tally and frequency table with a list of individual ages will not be
very useful as most ages in the range will only have one or two results. Grouping the
data into the age ranges 71-80, 81-90, etc. produces this more useful table.
19
Age
71-80
81-90
91-100
100-110
Tally
llll llll ll
llll llll
llll l
lll
Frequency
12
9
6
3
The ages could have been grouped 71-75, 76-80, 81-85, etc. The group size is
the decision of the person collecting the data, but it is important that the groups are all
the same size and do not overlap.
Displaying data
Once the data has been collected, it can be displayed in several ways. Which
method is chosen depends on the type of data collected and the audience it is intended
for. One of the simplest and most effective is to use a pictogram.
This method uses pictures to represent the frequency. The chocolate button data
can be displayed on a pictogram like this, using one circle to represent one chocolate
button.
Number of chocolate buttons
34
35
36
37
38
Frequency
Sometimes one symbol represents more than one item. In the pictogram below, each
circle represents four chocolates and fractions of a circle represents smaller amounts.
Number of
chocolate buttons
Key
Frequency
34
35
36
37
38
= 4 chocolates
Look at the key
to see what
each symbol
represents.
Probably the most common way of displaying data is the bar graph or frequency
diagram. It is quick and easy to draw, and straightforward to understand.
Worked example
Subject
Sport
Science
Maths
Art
Languages
Total
Frequency
40
20
30
15
15
120
20
A school of 120 students carry out a survey to see which subjects are most
popular. Their results are shown in the frequency table.
Show this information on a frequency diagram
Frequency
The
graph is
fully
labelled
The bars are all
the same width
and do not
touch. The
height of each
bar represents
the frequency.
Frequency diagrams can also be used to display grouped data, such as the ages
of the residents in the care home.
Frequency
As before,
the bars are
all the same
width and
do not
touch.
An alternative to a frequency diagram is a bar-line. Instead of bars, lines are
drawn to represent the frequencies. The height of each line indicates the frequency.
The data about students’ favourite subjects can be shown on a bar-line graph like this.
21
Favorite Subject
45
40
35
30
25
20
15
10
5
0
Sports
Science
Math
Art
Languages
In frequency diagrams and bar line graphs, each frequency is represented by the
height of a bar or line. Another way of displaying data is on a pie chart. On these, each
frequency is represented by a fraction of a circle.
Worked example
Look again at the data about students’ favorite subjects. Show this information on
a pie chart.
● First you need to express the frequency of each subject as a fraction of the total
number of students
Sports is 40 = 1 of the total
120 3
Science is 20 = 1
120 6
Maths is 30 = 1 of the total
120 4
And Art and Languages are 15= 1 each.
120 8
To draw the pie chart without a protractor, an understanding of fractions helps.
For example, Sport and Science together represent half of the total, and Maths, Art and
Languages represent the other half of the total.
22
The pie chart has a
heading and a key,
and each slice is
clearly labeled
Sport
Science
Maths
Art
Languages
The pie chart is divided
into slices, which are
fractions of the circle.
The size of each slice
represents the
frequency, as a fraction
of the total number of
students.
What’s More
Activity 4.1. Analyze the situations below and plot the data using the non-verbal
text (graphs)
1. Twelve people were asked which sandwiches they had bought from a sandwich
shop.
Their answers were:
Chicken
Tuna
Egg
Chicken
Egg
Tomato
Chicken
Tuna
Tomato
Egg
Chicken
Chicken
Show this information in a pictogram
2. A fitness club carries out a survey to find out the ages of its members. Here
are the results.
22
18
23
17
44
42
50
19
21
23
11
38
55
62
41
17
19
23
36
28
42
35
33
18
22
63
48
9
7
17
23
36
48
54
60
A) Make a grouped tally and frequency table using the age groups 1-10, 1120, 21-30, etc
B) Draw a frequency diagram of the data.
23
16
3. Ninety students took an English Proficiency exam. On the way out of the hall, they
were asked whether they found it hard, OK or easy. Here are the results.
Response
Easy OK
Frequency
15
45
Hard
30
Show the results on a pie chart
What I Have Learned
GETTING DEEPER!
Lesson:_______________________________________________________________
_______________________________________________
What I want to say about the lesson:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________
What I found out:
______________________________________________________________
______________________________________________________________
__________________________________________________
24
What Is It
LESSON 5
Summarizing Findings and Executing The Report Through
Survey
A component of summary of the findings is to provide a discussion for each of
the findings, using anchor verbiage that justifies rather than distorts the intent of the
findings. Tells us how the findings are important or relevant based on the aim and scope
of your study.
A summary is a synthesis of the key ideas of a piece of writing, restated in your
own words – i.e., paraphrased. You may write a summary as a stand-alone assignment
or as part of a longer paper. Whenever you summarize, you must be careful not to copy
the exact wording of the original source.
Summarizing teaches students how to discern the most important ideas in a
text, how to ignore irrelevant information, and how to integrate the central ideas in a
meaningful way. Teaching students to summarize improves their memory for what is
read. Summarization strategies can be used in almost every content area.
Due to clarity demand, summary of findings must contain each specific question
under the statement of the problem and must be written first to be followed by
the findings that would answer it.
The findings should be textual generalizations, that is, a summary of the
important data consisting of text and numbers.
How to Write a Summary
Preparing to Write : To write a good summary it is important to thoroughly
understand the material you are working with. Here are some preliminary steps in
writing a summary.
1. Skim the text, noting in your mind the subheadings. If there are no subheadings,
try to divide the text into sections. Consider why you have been assigned the
text. Try to determine what type of text you are reading with. This can help you
identify important information
2. Read the text, highlighting important information and taking notes.
3. In your own words, write down the main points of each section.
4. Write down the key support points for the main topic, but do not include minor
detail.
5. Go through the process again, making changes as appropriate.
What’s New
Activity 5.1
Guess the word
Study the definition and word forms. Then, arrange the letters in bold to form the
correct word for each item below. Write the word in the box.
25
1. It is the important ideas in preparing a
A survey report
niam pntsoi –
2. To look over quickly especially
To find main ideas
simk -
3. ideas which are omitted when writing
a survey report
tarlirevnr edais -
4. a statement that says something that another
person has said or written in different way
srphaapaer -
5. a synthesis of the ideas of a piece of writing
makes you unable to relax
rammusy
Sample Survey Report 1
Global Implications of Patent Law Variation
http//depts..washington.edu/owwwwrc
A patent is an exclusive right to use
This first sentence is a
definition. It may be safe to
an invention for a certain period of time
that your audience is
which is given to an inventor as compen- familiar patents: thus you
sation for disclouse of an invention.
have include it in summary.
Although it would be beneficial for the
world economy to have uniform patent laws,
This the main idea
each country has its own laws designed to
protect domestic inventions and safeguard
technology. Despite widespread variation
patent laws generally fall under one to two
26
general
assume
already
do not
principles; the first-to-file and the first-toinvent.
The first to file principle awards a patent to
the person or institution that applies for a
patent first, while the first to invent principle
grants the patent to the person or institution
that was first to invent and can prove it.
Most countries have adopted the first-to-file
system. However, the United States
maintains a first-to-invent system, despite
obvious shortcomings. A result of countries
employing different patent law principles is
inconsistency of patent ownership.
Include a description of the problem
Surrounding variation in patent laws.
Patent ownership is not recognized
globally. On the contrary, ownership may
change depending on the contrary. It is not
uncommon for an invention to have two
patent owners – one in the United States
and one in the rest of the world. This unclear
ownership often has economic consequences.
If a company is interested in using a patented
Invention, it may be unable to receive permission from both patent owners, which in
turn may prevent manufacture of a particular
product. Even if permission is received from
both owners, pay royalties to both may be
quite costly. In this case, if the invention is
useful enough, a company may proceed
and pass on the added cost to consumers.
International economic tension has
also been increasing as a result of differing
policies. Many foreign individuals and
companies believe that they are at a serious
disadvantages in the United States with
This classification of two principles
is important.
Ignore specific details about the
differentprinciples. The terms are
self-explanatory.
It is important to point out that most
of the world follows system, the
United States as well.
problem, but not all details.
Describe this other problem
associated with different patent
principles.
regard to patent ownership because of the
logistical difficulties in establishing first-toinvent status. Further, failure of the United
States to recognize patent ownership in
other countries is in violation of the Paris
Conventions on Industrial Properties,
which requires all member nations to
treat all patent equally. The conflict
surrounding patent has prompted the
Provide some explanation, but not
all the details
27
World Intellectual Properties Organization
(WIPO) to lobby for universality in patent
which requires all member nations to
treat all patent equally. The conflict
surrounding patent has prompted the
World Intellectual Properties Organization
(WIPO) to lobby for universality in patent
Describe the action taken to solve
the problem
Laws. WIPO maintains that the first
necessary step involves compelling the
United States to reexamine its patent
principle, taking into account the reality
of a global economy. This push may
indeed result in more global economic
cooperation.
Writing the summary:
When writing the summary there are three main requirements:
1. The summary should cover the original as a whole.
2. The material should be presented in a neutral fashion.
3. The summary should be condensed version of the material, presented in your
words.
-
also do not include anything that does not appear in the original. (Do not include
your own comments or evaluation.)
-
be sure to identify your source
Sample Summary:
In his paper “Global Implications of Patent Law Variation,” Koji Suzuki (1991)
states that lack of consistency in the world’s patent law is a serious problem. In most
of the world, patent ownership is given to the inventor that is first to file for a patent.
However, the United States maintains a first-to-invent policy. In view of this, patent
ownership can change depending on the country. Multiple patent ownership can
result in economic problems; however, most striking is the international tension it
Causes. That fact that United States does not recognize patent ownership in other
countries, in violation of the Paris Convention on Industrial Properties, has prompted
the World Intellectual Properties Organization (WIPO) to push the United States to
review its existing patent law principles.
28
Sample Survey Report 2
Rising number of college students report mental health condition
https://twin-cities.umn.edu/news-events/rising-number-college-students-reportmental-health-condition
The number of students coming to college with a mental health condition
continues to increase, with nearly half of all female students reporting a diagnosis
in their lifetime. The 2018 College Student Health Survey of University of
Minnesota Twin Cities (UMTC) students found a 29 percent increase in mental
health conditions among students since 2015.
The survey, directed by Boynton Health, is intended to identify health issues
affecting UMTC students so University officials can be responsive to their needs
and create a healthier campus environment.
“We have a profound opportunity to positively influence the health of young
adults in college,” said Maggie Towle, interim vice provost for Student Affairs and
dean of students. “Graduating from college is a key barometer of future health,
including a better job, higher wage and the resources for good health. The College
Student Health Survey helps us bring focus and attention to the most pressing
health concerns of our students.”
In addition to the mental health findings, the survey found an increase in
students experiencing sexual assault and, for the first time, collected information
about sexual harassment.
Mental Health
In 2018, 42.2 percent of students reported a mental health diagnosis in their
lifetime, a 29.1 percent increase from 32.7 percent in 2015. The increase was
particularly significant for female students, with nearly half (48 percent) reporting
a mental health condition in their lifetime compared to 39 percent in 2015.
Consistent with past surveys, anxiety (32 percent) and depression (27 percent)
29
are
the
most
frequent
conditions
stated.
“As student mental health needs grow, we have to ask what resources will be
needed to keep pace,” said Gary Christenson, MD, chief medical officer,
Boynton Health. “The scale of our campus puts us in a better position to provide
students a range of resources. But all colleges and universities are struggling to
keep up. Our survey should be a clear sign to policymakers, mental health
professionals and public health experts that we urgently need to identify public
health approaches to promote good mental health.”
Stress
Unmanaged stress can have serious health consequences, including what
appears to be an association between unmanaged stress and higher rates of
mental health conditions.
Based on the survey results, more than two in five (42 percent) students were
unable to manage their stress. Among these students, 14 percent were
diagnosed with depression in the last year. Compared to students who manage
their
stress,
only
6
percent
were
diagnosed
with
depression.
Students who reported three or more stressors engage in more risky behavior,
including higher tobacco and marijuana use, high-risk drinking, and higher credit
card debt compared to students who reported fewer stressors.
The factor students are most likely to say affects their academic performance is
stress.
“College can be stressful and students do not necessarily seek help to cope with
stress,” said Patricia A. Frazier, PhD, associate chair of the Department of
Psychology. “To succeed academically, students need a variety of tools to help
them learn how to manage stress.”
What’s More
Activity 5.2
Reading with Action
Write a Summary of Findings using the following steps:
I.
Objective (Value Communicated)
Objective, accurate and honest presentation of facts and results
II.
Basic Content (Facts and Information)
a. May consist of eyewitness accounts of first – hand information.
b. May contain facts, data, figures or statistics on or from people,
Events, phenomena, structures, experiments, questionnaires,
interviews and library research.
c. May include materials and procedures or methods.
30
Problem
A. Mental Health
a. anxiety
b. depression
Solution
Identify public health approaches to
promote good mental health
B. Stress
a.
b.
III.
Write a Summary of Findings using the following steps. (5 sentences
only)
Summary
What I Have Learned
GETTING DEEPER!
Lesson:_______________________________________________________________
_______________________________________________
What I want to say about the lesson:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________
What I found out:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________
31
Summarization is one of the most important and essential aspects of reading
comprehension. By finding the key points and main idea, students gradually become
more skillful readers. In this lesson students will learn the steps of summarizing and then
they will practice summarizing a selection of text.
What Can I Do
Looking For
For your assignment, research in the internet the COVID-19 CASE survey report
(Latest) in your region and write a summary out of it.
What Is It
LESSON 6
Writing A Survey Report
What’s New
Activity 6.1
Bite the Apple
Directions: Write in the fruit of the tree (apple) the word/words associated with the word
survey.
SURVEY
32
Survey report
The term refers to a formal piece of writing based on research. When
reporting the results of a survey, the figures gathered should be given in the form of
percentages and proportions.
Survey
Is a method of collecting information or data in which people self-report their own
opinion/behaviors in response to the questions
The purpose(s) of writing a survey report is to study a research topic thoroughly, and to
summarize the existing studies in an organized manner. It is an important step in any
research project
.
Steps in writing a Survey Report
1. Break the report into separate sections with heading. Survey reports
usually use headings for each section.
2. Write a 1-2 page executive summary paraphrasing the report.
3. State the objectives of the survey in the background section.
4. Provide background information by explaining research and studies.
Tips in conducting a successful Survey
1.
2.
3.
4.
5.
6.
7.
8.
Make sure that every question is necessary.
Keep it short and simple.
Ask direct questions.
Ask one question at a time.
Avoid leading and biased questions.
Speak your respondent’s language.
Use response scales whenever possible
Avoid guiding grids or matrices for responses.
A Survey Method is the technique of gathering data by asking questions to people who
are thought to have desired information. A formal questionnaire is prepared. Generally a
non-disguised approach is used. The respondents are asked questions on their
demographic interest or opinion.
Guidelines for Writing the Survey Report
1. Value Communicated
Objective, accurate and honest presentation of facts and results
2. Basic Content
a. May consist of eyewitness accounts of first – hand information.
b. May contain facts, data, figures or statistics on or from people,
Events, phenomena, structures, experiments, questionnaires,
interviews and library research.
c. May include materials and procedures or methods.
33
3. Modes of Ordering
a. Chronological or time order.
b. Geographical or space / spatial order.
c. Logical – Inductive and Deductive
d. Problem – Solution
e. Cause and Effect
f. Formal
g. Abstract – Introduction – Background – Statement of the problem
h. Materials – Method or Procedure – Results – Discussion –
Summary
i. Conclusion and Recommendation
4. Basic Qualities of a Good Report
a. Objective, not subjective point of view.
b. Accurate, not sloppy presentation of facts , numbers, statistics
and data
c. Honest, not false or incomplete details and results.
d. Brief and direct
HOW TO WRITE A SURVEY REPORT
A survey report is a formal piece of writing based on research.
I - Structure
Introduction
State the purpose/aim of the report, when and how the information was gathered.
Main Body
All the information collected and analyzed is presented clearly and in detail (break down
the respondents into groups according to sex, age and place of residence, state the
main differences between groups). Subheadings, numbers or letters can be used to
separate each piece of information.
Conclusion
Sum up the points mentioned above. If necessary a recommendation can be included
as well (one way of summing up is making some general comments).
II . Useful hints and phrases:
Present Tenses, Reported Speech and an impersonal style should be used in survey
reports. Use a variety of reporting verbs such as claim, state, report, agree, complain,
suggest, etc.
When reporting the results of a survey, the figures gathered should be given in the form
of percentages and proportions. Expressions such as “one in four” or “six out of ten”
can be used, or exact percentages e.g. 25% of the people questioned, 68% of those
who filled in the questionnaire, etc. Less exact expressions such as: the majority of
those questioned, a large proportion of, a significant number of, etc. can also be used.
34
III. Useful language for reports:
To introduce: The purpose/aim of this report, As requested, This survey was carried
out/ conducted by means of…,the questionnaire consisted of etc.
To generalize: In general, generally, on the whole, etc.
To refer to a fact: The fact is that…, In fact, In practice, etc.
To conclude/ summarize: In conclusion, All things considered, To sum up, All in all, It
is not easy to reach any definite conclusions, If any conclusions may be drawn from the
data, It is clear that, The survey shows/indicates/demonstrates, etc.
What’s More
Activity 6.2
Vocabulary Alert
Directions: The words under the first column are taken from the sample survey report
that you are about to read. Using a dictionary and other reference
materials, look for the meaning of these words to complete the table.
Word
Definition
Use in a
Sentence
hefty
obese
euphoric
culprit
validate
35
Synonym
Antonym
Sample Survey Report
Fast-food Addiction
A.
It is no secret that the US is leading the world in its swelling obesity. The
nation is subsisting on a diet of high-calorie convenience food. In fact, Americans
have increased their spending on fast-food items from Ṩ 6 billion to Ṩ 160 billion
Annually over the past four decades. What may Come as a shock, however, is the
accumulation of evidence suggesting that the main ingredients in the typical
“hamburger, fries and a cola” are addictive compounds that keep customers lining up
for their next fix.
The key culprits are sugar and fat. Empirical studies reveal that the heavy
dosage of these substances in today’s super-sized standard of a fast-food meal can
trigger brain activity similar to that endured when a person is on hard drugs. A
representative individual serving McDonald’s or Burger King can dish out up to 2000
calories, including more than a cup of sugar and 84 grams of fats.
Single-handedly, this meal sized portion meets the full daily caloric requirement
for the average woman. Moreover, it exceeds the recommended daily allowances of
both sugar and fat for any adult, regardless of gender.
Whereas herein is an opiate, both sugar and fat stimulate endogenous opioids
such as beta-endorphins in the hypothalamus, just above the brain stem. These
naturally occurring painkillers activate the release of dopamine, a neurotransmitter,
into a small cluster of cells located in the midbrain called the nucleus acumens.
Here, dopamine functions to elicit feelings of pleasure or euphoria. What’s more, it
motivates an individual to proactively repeat any action that originally fuelled its
production. In the case of sugar and fat, purported addiction is a consequence of the
body craving the release of dopamine inherent in their consumption.
To validate reports that fat and sugar behave in a drug-like fashion,
researchers have conducted laboratory studies demonstrating that they induce
classic addictive symptoms. For example, eliminating sugar from the nutritional
regime of rats that are used to a primarily sweet diet produced anxiety asymptomatic
of heroin and nicotine withdrawal. Moreover, increased tolerance to addictive food
substance was noted. In one experiment, rats were fed a chocolate drink containing
a high ratio of both fat and sugar . Although the animals were found to ingest
increasing amounts of the potent liquid, their total production of resulting brain
opiates was, in fact, diminished. This would suggest that the rodents had become
progressively more tolerant to the effects of fat and sugar. Furthermore, it is likely
they would subsequently require a greater quantity in order to achieve the same
high.
Likewise in humans, brain-imaging scans of obese and non-obese persons
illustrate that the heftier the individual, the fewer dopamine receptors are present.
Researchers are uncertain whether this is the basis or the outcome of obesity.
However, it is clear that as weight rises, individuals need to consume increasingly
larger portions to experience a comparable euphoric effect.
36
Vocabulary
From Merriam-Webster Dictionary
1. obesity (noun)
- a condition characterized by excessive accumulation and storage of fat
in the body
2. obese (adjective)
- very fat: fat in a way that is unhealthy
3. calorie (noun)
- a unit of heat used to indicate the amount of energy that foods will
produce in the human body
4. hefty (adjective)
- large and heavy: big and strong
5. dopamine (noun)
- a monoamine that is decarboxylated to dopamine and that occurs
especially as a neurotransmitter in the brain
6. euphoric (noun)
– a feeling of great happiness and excitement
Parts of the report on fast-food addiction
1. Statement of the problem : Fast-food addiction leading to obesity
2. Cause and effect : Sugar and fat in fast-food causing addiction
3. Analysis of the cause : Step by step description of how sugar and fat affect the
brain and lead to addiction
4. Proof (of the cause and effect relationship) : Laboratory experiments on rats
given a sugar and fat diet of chocolate drink
5. Application of the research : Sugar and fat addiction in rats being similar to fastfood addiction in humans, leading to weight gain
Source: English for Academic and Professional Purposes Guide, Department of
Education, 2016.
Activity 6.3
Connect with Me
Directions: This activity should be discussed with your classmate (pair) via online. Write
your answer in a sheet of paper. You may take a picture of your answer or send your
answers to your teacher through online.
1.
2.
3.
4.
What is the main issue in the introductory paragraph?
In the next paragraph, what do you think are the culprits?
How many calories are there in one serving?
What are the two scientific proofs, based on paragraph 4, that sugar and fat
behave like drugs causing addiction?
5. How does the author conclude the report?
6. Is there any caution suggested in the conclusion?
37
B.
Survey of Academic and General Reading in English
On 8th February 1999, a survey was conducted among 16 overseas postgraduate students at the University
of England. The purpose of the survey was to discover the reading habits in English of the students.
The survey was conducted by means of a questionnaire given to the students to complete. The first part of the
questionnaire dealt with the type of reading and its frequency. The second section was concerned with
newspapers: the type of items read and those that were read first.
From the table of data, the most significant items are as follows. In the first section 81% of the students
regularly read academic books" while 44% regularly read academic journals. Nothing else is read regularly or
often by 40% or more of the students. The following comments can be made about the reading of newspapers,
magazines and fiction. 75% sometimes read regional or local newspapers, 69% sometimes read books of fiction,
62% sometimes read general magazines, and 56% sometimes read national daily newspapers. On the other
hand, 37% never read Sunday newspapers and 31% never read fiction.
In the second section, not surprisingly, 100% read news about their own country in newspapers and 56% read
this first. 94% read international news,
25% read this first. 81% read about Britain and look at radio and TV information. The only other item that is
usually read by more than 50% of the students is current affairs (read by 56%).
If any conclusions may be drawn from the data, they are, perhaps, as follows. Overseas students presumably
have little time for general reading: most of their reading time is spent on books and journals on their own subject.
Outside their studies, apart from reading news about their own country, international news, and news about
Britain, they probably spend most time watching TV and listening to the radio.
/from Academic Writing Course by R.R. Jordan/
Activity 6.4
Let’s write
Directions: Identify the parts (introduction, body and conclusion) of a survey report in
sample B. You may write or encode your answer.
Survey of Academic and General Reading in English
Introduction:
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_________________________________________________
Main Body:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________
Conclusion:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________________________.
What I have Learned
GETTING DEEPER!
Lesson:_______________________________________________________________
_______________________________________________
What I want to say about the lesson:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________
What I found out:
___________________________________________________________________
__________________________________________________________________
___________________________________________________________________
What I Can Do
Happy Time Together
Directions: Write a good survey report following the guidelines you learned. Choose
your own topic.
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Assessment
Directions: Read each item carefully and follow directions. Write the letter of the
appropriate answer on your paper.
1. It is a formal piece of writing based on research.
A. position paper
B. writing a questionnaire
C. survey report
2. A technique of gathering data by asking questions to people who are taught to
have a desired information.
A. deductive method B. survey method C. questionnaire method
3. The following are the guidelines in writing a survey report, except:
A. keep it simple
B. modes of ordering
C. basic qualities of a good report
4. What is the purpose of writing a survey report?
A. to have better report
B. to study a research topic thoroughly
C. to conduct a survey
5. It is a textual generalization, consisting of text and numbers.
A. demand
B. summary
C. findings
D. writing
6. In conducting a survey report it is important that the objective _____.
A. not clear
B. accurate
C. focused
D. readable
7. In writing a summary, what should not include?
A. do not include your own comments or evaluation
B. the summary should not cover the original text as whole
C. the material should not be presented in a neutral fashion.
D. none of the above
8. Summarizing teaches students how to discern the most important ideas in a text.
A. yes
B. no
C. maybe
D. not sure
9. Which of the following structure state the aim/purpose of the report, when and how
the report gathered?
A. conclusion
B. main body
C. objective D. Introduction
10. It is where all the information collected and analyzed is presented clearly and in
detail.
A. introduction B. conclusion
C. main body
D. objective
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MODULE 5
What to do After (Pretest)
1. F (Should outline instructions or directions clearly and understandably.)
2. T
3. F (Should have open specific response options.)
4. T
5. F (Should consider appropriate time reference.)
6. T
7. F ( Should not ask two or more questions in one sentence.)
8. F ( Should avoid double negative questions.)
9. F ( Should outline instructions or directions clearly and understandably.)
10. T
What to do After (Posttest)
1. TO BE TRANSFORMED
( Answers may vary. Students will make use of their prior knowledge on
constructing correct sentences)
Possible Answers:
1. Which of the following means you use most often to become updated with the
events?
3. Choose three among the choices given and place them in the boxes provided.
5. “Have you been to an out of town trip in the last 30 days?”
7. “Do you think women should eat less?”
“Do you think women should exercise more?”
8. “Are you in favor of banning marijuana?”
9. Give your age in this year.
How old are in your last birthday?
2. TO BE RETAINED
NUMBERS: 2,4,6,10
Key to Answers: (Module 5- Lessons 3&4)
Lesson 3, Activity 1:
1. Which of these questions are leading questions?
Questions a, b, d, and g are leading questions
For questions a, d, and g- saying ‘do you agree’ leads the person answering towards
agreeing especially if combined with the majority’.
For question b- this assumes that the course has improved the person’s English when it
may not have done so.
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Questions c, e, and f are not leading questions. They are straightforward questions
asking for a factual answer.
2. Here are some open- ended questions. Write some suggestions for tick boxes for each
one.
b. The company is having a party. What type of food should there be?
Suggestions:
Salad
Cold meat
Quiche
Cakes
Crisps
Fruit
c. What sports should the new sport center offer?
Suggestions:
Football
Tennis
Badminton
Swimming
Trampolining
Table tennis
d. What electronic equipment do you use?
Suggestions:
Laptop
Mobile phone
MP3 player
Playstation
Nintendo DS
Other
e. Give your opinion on the bus service in town
Suggestions:
Excellent
Good Fair
Poor
Very poor
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Lesson 4. Activity 1: Key to Answers
1.
Kind of Sandwich
Frequency
Chicken
Egg
Tomato
Tuna
2.
3.
Age
Tally
Frequency
1-10
ll
2
11-20
llll llll
9
21-30
Illl ll
7
31-40
llll l
6
41-50
llll ll
7
51-60
Ill
3
61-70
Il
2
Frequency
Age of Fitness Club Members
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Frequency
Easy
OK
Hard
Key to Correction (Module 5 Lessons 5&6)
Activity 1
1. Patent
2. Variation
3. Economic
4. International
5. Tension
Activity 2
Answers may vary
Activity 3
Answers may vary
Lesson 6
Activity 1
Answers may vary
Activity 2
1. hamburgers, fries and cola/soda/ soft drinks are so addicting that they keep
customers coming back
2. sugar and fat as the caloric content
3. 2,000 calories
4. When sugar and fat were withdrawn from the former sweet diet of rats, the rats
exhibited anxiety similar to withdrawal symptoms from heroine and nicotine.
Chocolate with increasing sugar and fat were given to rats. When high dose of
the same drink was given, the rats showed tolerance to the effects of sugar and
fat, as seen in the diminished release of opioids/opiates. Subsequently, they
would require a higher dose to achieve the earlier effect of euphoria.
5. Applied to humans, brain scans show that the more obese one is, the fewer
receptors, suggesting that the more sugar and fat are needed to experience
euphoria.
6. The researchers caution against concluding whether dopamine receptors are the
cause/basis or rather the effect/outcome of obesity.
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Activity 3,4 and 5
Answers may vary
Post-Test
1. C
2. B
3. A
4. B
5. C
6. B
7. A
8. A
9. D
10. C
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