SHS
Department of Education-Region III
TARLAC CITY SCHOOLS DIVISION
Juan Luna St., Sto. Cristo, Tarlac City 2300
Email address: tarlac.city@deped.gov.ph/ Tel. No. (045) 470 - 8180
English for Academic and
Professional Purposes
Quarter 2: Week 6
Learning Activity Sheets
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Name of Learner: _________________________
Section: ________________________________
Grade 11/12 Q2/Q4 - WEEK 6
Date: _________________________
Summarizing Findings and Executing the Report through
Narrative and Visual/Graphic Forms
Background Information
You have conducted a research and your respondents already completed the survey you
provided for them. Also, you are done interviewing some knowledgeable people who are needed to
solve your research problems. Now, what do you do with your findings?
The findings of research must be properly documented according to the analysis of the
audience. The research report must be according to the interest of the targeted audience to serve
them better. Every finding must be documented within the given time frame for the audience. The
methodology of finding will change according to the need of the audience. (Source: Tariq, Muhammad
Usman & Butt, Saad. 2016.)
The findings of your study should be presented and summarized on your paper. This part of
your manuscript is commonly called, “Summary of Findings”.
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. In the summary, the
writer should tell how the findings are important or relevant based on the aim and scope of the study.
In addition, another component of the summary of the findings is to compare or link the findings to the
studies outlined in the literature review of the study. Are they the same, different or new? (Source: USC
Rossier School of Education)
Summarizing Findings of a Report through Narrative Forms
Whether you’re running the numbers for a client or presenting the results of your latest
research, crafting a strong, compelling report is crucial to keep your reader’s attention, make the
information easier to comprehend, and influence their decision-making.
Unfortunately, we see too many reports that are too dense or dull to capture a reader’s
attention. Even if you have fascinating insights or compelling data, a weak visualization, sloppy report
design, or incohesive narrative can make your reader tune out pretty quickly.
Like any piece of content, a report can benefit from the same storytelling treatment that you
give any piece of content marketing. With a strong narrative and slick report design, you can turn your
numbers into an interesting and exciting piece of content that truly connects with your reader.
(Source: French, Katie. n.d. “7 Report Design and Storytelling Tips to Capture (and Keep) Your Readers’
Attention”. Accessed October 8, 2020, https://www.columnfivemedia.com/7-report-design-and-storytelling-tips)
How do you summarize?
When you summarize, you explain the main idea(s) from someone else’s work. Note that you
must include citation information for summaries – think of your citation as showing your reader where
they can find the original or “full” version of the work that you have summarized.
In They Say/I Say, Gerald Graff and Cathy Birkenstein describe summarizing as “putting
yourself in the shoes of someone else” (2014, p. 31). They use this description because effective
summarizing requires that you engage with and aim to understand someone else’s ideas or
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perspective, even if you disagree. It can be helpful to think of a summary as a brief description of
someone else’s work that they, themselves, would recognize and consider to be a fair representation.
Try these steps for writing summaries:
1. Select a short passage (about one to four sentences) that supports an idea in your paper.
2. Read the passage carefully to fully understand it.
3. Take notes about the main idea and supporting points you think you should include in your
summary. Include keywords and terms used by the author and think, too, about how the
source ideas are relevant to the argument(s) that you are presenting in your paper.
4. Using only your notes, explain the original author’s main ideas to someone else. Then explain
how those ideas support or conflict with your own argument.
5. Reread the original source. Is there important information that you have forgotten or
misremembered? Is your summary very similar to the original source?
6. Add in-text citation and check the required formatting style.
(Source: Lane, Julie. 2020. “Summarizing: How to effectively summarize the work of others”. Accessed October 8, 2020,
https://www.lib.sfu.ca/about/branches-depts/slc/writing/sources/summarizing.)
Executing Reports using Visual/Graphic Forms
Most technical communications require more than text to concisely and accurately
communicate concepts or techniques. Tables, graphs, sketches, equations, and photographs can
also be added to present data as clearly as possible. The text should tell the story and figures, tables,
and equations can be used to support or organize the text. Most assignments will only require simple
data visualization such as graphing a set of points, but it is important to establish good habits when
creating graphics.
Graphics can make large amounts of data accessible to your reader. However, graphics have
to be created properly to aid understanding. Crowded or busy graphics can leave readers more
confused than they were before. Graphs drawn incorrectly can cause readers to draw inaccurate
conclusions. Data can be used to mislead readers when not represented responsibly.
Visuals should be chosen based on their ability to communicate the intended message. Lab
directions will often suggest what type of visualization to create, but you should know which to select
if it is not dictated. Take a look at Figure 1.
Visual Type
Table
Scatter plot
Bar graph
Line graph
When to Use
A table is useful when many specific values need to be accessible (e.g.,
comparing trial runs, displaying measured speeds or mass).
Scatter plots are ideal when plotting many points where both the independent
and dependent variables are numerical. Once the data is plotted, trend lines
might be identified and drawn in Excel or other data software to suggest an
approximate relationship between the two variables.
Bar graphs are typically useful in cases when the independent variable is a
category (or rank) and the dependent variable is numerical (e.g., showing
number units sold in the last 4 quarters, enrollment numbers for classes).
Line graphs are often used in situations where there is a mathematical
relationship between X and Y, such as graphing equations. In other contexts,
they might be used to visualize trends (past and/or predictive) and other
dependent relationships.
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Pie charts can be useful when you are trying to group items or populations by
percent, into five or fewer categories (e.g., categorize a city’s age
demographics). Percent values should be labeled.
Formulas are needed whenever a calculation is part of the analysis, unless it
Equation
is a calculation where there is a universal understanding of the associated
equation, such as the average of a set of numbers.
Sample
Sample calculations are used to provide the reader with step by-step
calculation
examples of values obtained from data analysis.
Figure 1. Types of Visual Representation of Findings
Pie chart
Remember:
 Choose the visual that will most effectively convey the information to the reader.

Introduce and explain each visual as it appears in the text. Visuals without descriptions are
rarely helpful for an unfamiliar audience.

Use good practices to make graphs clear and easy to read.

Maintain consistent style and formatting throughout your visuals to avoid distracting from the
message.
(Source: Wahlin, Leah. n.d.)
Visual/Graphic Forms and their Examples
1. Tables arrange information in a row and column format. Each table should have a label above the
table that contains a number and a title. Labels should be centered and follow the format “Table 1.
A brief descriptive title in sentence case.” Tables do not need to follow specific color or formatting
standards, but they should be easy to read and uniform throughout the document (Source: Wahlin,
Leah. n.d.).
Example 1
Age Range
16-19
20-23
24-26
27 and above
Total
Table 1.
Age of the respondents
Frequency
32
57
21
8
118
Percentage
27%
48%
18%
7%
100%
Example 2
Table 2. Weighted mean effect sizes for ESL studies by geographical location and region
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(Source: Adesope, et al. 2011)
2. Figures
For the purpose of documentation, anything that is not text, equation, or a table is a figure. Graphs,
sketches, and photos are all figures. Figure labeling and referencing is almost identical to that of
tables, except that figures are labeled below the figure. Labels should be centered and follow the
format “Figure 1. A brief descriptive title in sentence case.” (Source: Wahlin, Leah. n.d.)
Examples:
Figure 2. SHS strands
HUMSS
STEM
ABM
8%
24%
20%
16%
22%
10%
Figure 3. Digital competence level
3. Equations should be centered, with a single space before and after a set of equations. If equations
are grouped, the spacing can be 1.5. If the equation has a specific name, it can be listed on the
left.
Example 1
Ohm’s Law
V=IRV=IR
(Volts) = (Amps) * (Ohms)
(1)
Ohm’s Law
V=IRV=IR
(V) = (A) * (Ω)
(2)
Example 2
(Source: Wahlin, Leah. n.d.)
Learning Competency with Code
Summarizes findings and executes the report through narrative and visual/graphic forms
(CS_EN11/12A-EAPPIIe-j-11)
Directions/ Instructions
Read and follow the specific directions of each succeeding activity.
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Exercises and Activities
A. Complete the given data in Table 3 and provide what is asked thereafter.
Table 3.
Preferred learning delivery modalities (LDM) of HUMSS students
Section
Modular
Online
Blended
Total
A
27
0
13
40
B
34
0
5
39
C
12
4
25
41
D
20
7
16
43
Total
A.1 Answer the following guide questions:
1. How many students does HUMSS strand have?
_______
2. Which section contains the highest number of students who chose modular?
_______
3. Which section contains the lowest number of students who chose modular?
_______
4. Which LDM has the highest number?
_______
5. Which LDM has the lowest number?
_______
A.2 Now, present the table above by composing a paragraph. Use the guide questions and your
answers above.
As shown in Table 3,
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
B. Use the data provided in Table 3 to present the percentages of the three learning delivery
modalities.
B.1 Fill-in the table below.
Table 4.
Learning Delivery Modalities
LDM
Frequency
Percentage
Modular
Online
Blended
Total
B.2 Now, present the table above by composing a paragraph about the data in it.
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Table 3 shows that
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
C. Conduct an online survey (through Facebook) about a topic of your interest (e.g. movie
genres, most favorite ice cream flavor, mostly used emojis, etc.). Provide 2 or more options
for the respondents. Then, create a PIE CHART and interpret the results in the table below.
Note: Write the TITLE OF YOUR FINDINGS.
________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
D. Collaborate with a partner virtually and interview each other about a certain important topic
you want to talk about right now (e.g. Learning Activity Sheets, online classes, health
issues, Covid-19 cases, etc.). One of you should be the interviewer and the other is the
interviewee. Voice-record your interview, then transcribe (this means you must write down
exactly the recording of your interview). Use an extra sheet of paper for your transcription
and attach it with this LAS. After transcribing, summarize your interview using graphic and
narrative/textual forms. Use the space provided below.
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References
Adesope, et al. 2011. “Pedagogical strategies for teaching literacy to ESL immigrant students:
A meta-analysis”. The British journal of educational psychology. Accessed October 8,
2020,
https://www.researchgate.net/publication/51767663_Pedagogical_strategies_for_teac
hing_literacy_to_ESL_immigrant_students_A_meta-analysis.
Lane, Julie. 2020. “Summarizing: How to effectively summarize the work of others”. Accessed
October
8,
2020,
https://www.lib.sfu.ca/about/branchesdepts/slc/writing/sources/summarizing.)
Tariq, Muhammad Usman & Butt, Saad. 2016. “Basics of Summarizing Research Findings”.
Durresamin
Journal.
Accessed
October
8,
2020,
https://www.researchgate.net/publication/311671208_Basics_of_Summarizing_Resea
rch_Findings
USC Rossier School of Education. “Navigating the dissertation”. Accessed October 7, 2020,
http://dissertationedd.usc.edu/draft-the-summary-of-findings.html.
Wahlin, Leah. n.d. “Chapter 4. Using graphics and visuals effectively”. Fundamentals of
Engineering
Technical
Communications.
Accessed
October
8,
2020,
https://ohiostate.pressbooks.pub/feptechcomm/chapter/4-graphics-visuals/.
Answer Key
A.1
A.2
1.
2.
3.
4.
5.
Answers may vary.
163
SECTION B / HUMSS-B
SECTION C / HUMSS-C
MODULAR
ONLINE
B.1
B.2 Answers may vary.
LDM
Frequency
Percentage
Modular
93
57%
Online
11
7%
Blended
59
36%
Total
163
100%
C. Findings may vary.
D. Findings may vary.
Prepared by:
LORDELYN Y. PULMANO
Teacher II
Evaluator:
Editor:
REYMAR D. PAGUIO, PhD
Master Teacher I
JOHN-JOHN J. FLORES, PhD
SHS Focal Person/Head Teacher
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