EAPP

1st Semester | S.Y. 2024 - 2025

Updated as of idk

Clear topic sentences enable

LESSON 1 a reader to follow your line
Academic Text of thinking without difficulty.
- Formal language and the
Definition third-person point of view
- An Academic text is a written should be used.
language that provides - Technical language
information containing ideas and appropriate to the area of
concepts related to a particular study may also be used,
discipline. however, it does not mean
- Essays, Research Paper, Reports, using “big words” just for the
Projects, Articles, theses, and sake of doing so.
Dissertations are considered 4. Citation
academic texts. - Citing sources in the body of
the paper and providing a
Natures and Characteristics of an list of references as either
Academic Text footnotes or endnotes is an
1. Structure essential aspect of Academic
- The basic structure that is text.
used by an academic text - It is essential always to
consists of three (3) parts, acknowledge the source of
introduction, body, and any ideas, research findings,
conclusion which are formal data, or quoted text that
and logical. have been used in a paper as
2. Tone a defense against
- This refers to the attitude allegations of plagiarism.
conveyed in a piece of 5. Complexity
writing. The arguments of - An Academic text addresses
others are fairly presented complex issues that require
with an appropriate higher-order thinking skills to
narrative tone. comprehend.
- When presenting a position 6. Evidence-based Arguments
or an argument that - What is valued in an
disagrees with one’s academic text is that
perspective, describe the opinions are based on a
argument accurately without sound understanding of the
loaded or biased language. pertinent body of knowledge
3. Language and academic debates that
- It is important to use an exist within, and often
unambiguous language.
Made by: Jyle Corpus and Rhiane Davis
Special Mention: Estelle, Dainty, and James thnx so much
 ● LEIBNOTES
external to a specific 4. Take an objective point of view
discipline. 5. List of references
7. Thesis-Driven 6. Use cautious language
- The starting point of an
academic text is a particular Academic Language
perspective, idea or position - Academic language is the
applied to the chosen language needed by students to do
research problem, such as the work in schools. It includes, for
establishing, proving, or example, discipline-specific
disproving solutions to the vocabulary, grammar and
questions posed for the punctuation, and applications of
topic. rhetorical conventions and devices
that are typical for a content area
Features of an Academic Text: (e.g., essays, lab reports,
1. Complex 6. Accurate discussions of a controversial
2. Formal 7. Hedging issue.)
3. Precise 8. Responsible - Students who master academic
4. Objective 9. Organize language are more likely to be
5. Explicit 10. Plan successful in academic and
professional settings.
Purpose in Reading Academic Text
1. To locate the main ideas. Social Language
2. To scan information - It is the set of vocabulary that
3. To identify gaps in literature allows us to communicate with
4. To connect new ideas in the others in the context of regular
existing ones. daily conversations.
5. To gain more pieces of
information. Characteristics of Academic Language
6. To support a particular writing 1. Formal
assignment - It should not sound conversational
7. To deeply understand the existing or casual.
idea - Colloquial, idiomatic, slang or
journalistic expressions should
Factors to consider in Academic particularly be avoided.
Writing
1. State critical questions and issue Examples:
2. Provides facts and evidence from Use… Instead…
credible sources Consider, monitor Look at
3. Use precise and accurate words Revise, review Go over
while avoiding jargons Solve, repair, amend Fix

Made by: Jyle Corpus and Rhiane Davis

Special Mention: Estelle, Dainty, and James thnx so much
 ● LEIBNOTES
A. Somebody - the main character
2. Objective B. Wanted - the character's goal
- This means it is unbiased. It C. But - the conflict or challenge
should be based on facts and D. So - the resolution
evidence and are not E. Then - the conclusion
influenced by personal - By using this structured sentence
feelings frame, students can either write or
illustrate their summaries. This not
3. Impersonal only supports the development of
- This involves avoiding the summarization skills but also lays
personal pronouns ‘I’ and the foundation for deeper text
‘we’. For example, instead of analysis.
writing ‘I will show’, you
might write ‘this report will A. Somebody
show’. The second person, - Somebody refers to the
‘you’, is also to be avoided. protagonists of your story. This
“somebody” could be a character
or characters.
LESSON 2 - Who is the main character, or
Techniques in Summarizing a Text characters in the story?

Summarizing B. Wanted
- Webster’s calls a summary the - Motivation is crucial to any story
“general idea in brief form” and can help create complex and
- It’s the distillation, condensation, believable characters. Think about
or reduction of a larger work into the character’s motivation. All
its primary notions. characters have goals, things they
want to get, buy, achieve, or even
Basic Rules steal. These motivations drive
1. Erase things that don't matter. every action and decision a
2. Erase things that repeat. character makes throughout a
3. Trade general terms for specific narrative.
names. - What do the characters want?
4. Use your own words to write a
summary C. But
- Conflict is what forces a character
Techniques to change and grow. Conflict also
1. Somebody Wanted But So Then creates tension that keeps readers
- approach guides students in engaged. It can also represent the
summarizing a story by identifying antagonist of your story. An
key elements:

Made by: Jyle Corpus and Rhiane Davis

Special Mention: Estelle, Dainty, and James thnx so much
● LEIBNOTES
antagonist is a character or force Action: what the author is doing
that opposes the protagonist, the (example: tells, explains)
main character. Complete: complete the sentence or
summary with keywords and
- What is stopping them from
important details
getting what they want? (the
problem) - This method is particularly helpful
for students who are learning the
D. So format of a summary and need
- This is where your character reminders to include the title and
overcomes their conflict. It might author's name.
be a single action or multiple
actions they make during the
3. 5Ws and 1H
story’s resolution.
A. WHO was involved?
- How do the characters solve their
- Focus on the Main People:
problem?
Identify the writer, the
readers, and the third party
E. Then
if there is any involved.
- A time for the writer to wrap up
- Know your audience: Make
loose ends and show how each
the report with the reader in
character’s fate after the conflict is
mind — Who are they and
resolved.
what do they need?
- How does the story end?
(resolution)
B. WHAT happened?
- What is the big deal? Get to
2. SAAC Method
the main and important
- The SAAC method is another
points and skip to the
useful technique for
unnecessary parts.
summarizing any kind of text
- Find the cause: Pinpoint what
(such as a story, an article,
started the problem.
or a speech).
- SAAC is an acronym for
C. WHEN did it happen?
"State, Assign, Action,
- Time is everything: Figure
Complete."
out when the problem
- Each word in the acronym
started. Trace the timeline
refers to a specific element
with precision.
that should be included in
- Plan the timing: Know when
the summary.
the report should be written
or acted upon.
State: the name of the article, book,
or story
Assign: the name of the author D. WHERE did it happen?

Made by: Jyle Corpus and Rhiane Davis

Special Mention: Estelle, Dainty, and James thnx so much
● LEIBNOTES
- Location matters: Think - These are often found at the
about where the event beginning of the event or
occurred or where the reader situation.
will be.
- Set the scene: Where will the B. Then
reader be when they check - What key points or details
the report? happened during the
event/situation?
E. WHY did it happen? - Often referred to as the
- Why is this important? Dive climax of the story.
deep into the reasons behind
the event. C. Finally
- Purpose is important: Why is - What happened as a result
analyzing the issue crucial? of the situation?
What’s at stake? - What happens to the ending
of the situation?
F. HOW did it happen?
- Composing the narrative: 5. Give me the Gist
Explain how the situation Gist
came to be and what led to - According to Cambridge
it. Dictionary, gist is the most
- Precision in presentation: significant piece of information
Make sure that the report about something, or broad
highlights and includes only information that lacks details.
the necessary information.
Give me the Gist Technique
4. First, Then, Finally - When someone asks for “the gist”
- This technique helps students of a story, they want to know
summarize events, in what it is about. They want a
chronological order. The summary, not every detail of it.
three words represent the - It’s like giving a friend a summary
beginning, main action, and of a story without going into
conclusion of the story, detail.
Respectively. - The gist method is a fun and quick
way to practice summarizing on a
A. First regular basis.
- What happened first? - People use "give me the gist"
- Include the main character when they want to understand
and main event/action. something quickly and the central
idea. It’s often used in situations

Made by: Jyle Corpus and Rhiane Davis

Special Mention: Estelle, Dainty, and James thnx so much
 ● LEIBNOTES
when, in a short time, information A thesis statement generally consists of
is dense/complex, or highlights two parts:
important information.
1. Your topic
Steps in identifying the most 2. Your analysis, explanation(s), or
important idea: assertion(s) that you are making
1. Preview the text by looking at about the topic.
headings, subheadings, pictures,
bolded terms, diagrams, etc. General Tips

2. As you read, ask yourself the - Often, a thesis statement appears

following questions. This will help at the end of the first paragraph of
guide your highlighting and an essay so that readers will have
annotations: a clear idea of what to expect as
● Who is doing what? they read.
● When and where is this taking - As you write and revise your
place? papers, it is okay to change your
● Why is this taking place or Why is thesis statement – sometimes you
this important? do not discover what you really
● How is this taking place? want to say about a topic until you
have started (or finished) writing.
3. Create a short (approximately 25 Just make sure that your “final”
words) Gist Summary of text that thesis statement accurately shows
encapsulates as much of the above what will happen in your paper
as relevant.

LESSON 3 Elements of a Thesis Statement

Thesis Statement 1. Topic
- A thesis statement is one or a few - The topic of the paper
sentences that express the main 2. Argument/ Claim
ideas of your paper and answer - As you write and revise your
the questions posed by your paper. papers, it is okay to change
Some thesis statements offer your thesis statement –
readers a quick and easy-to-follow sometimes you do not
summary of what the paper will be discover what you really
discussing and what you as a want to say about a topic
writer are setting out to tell them. until you have started (or
- It is a controlling idea that will finished) writing. Just make
develop your text. sure that your “final” thesis
statement accurately shows

Made by: Jyle Corpus and Rhiane Davis

Special Mention: Estelle, Dainty, and James thnx so much
 ● LEIBNOTES
what will happen in your protein that helps cells repair
paper. themselves.
3. Evidence
- The support for your Outlining
argument/claim. - Outline is a roadmap of your text in
which you list the arguments and
Example (ARGUMENTATIVE): subtopics in a logical order. (a
1. Topic – The Harry Potter book good outline is an important
series element in writing a good paper).
2. Argument – stole many fantastical - -It is a design to follow when
elements from The Lord of the writing a structure, a discourse or
Rings series an article.
3. Evidence – giant spiders, - It arranges a material in a logical
dangerous hooded undead way into main ideas, supporting
creatures (Dementors and Nazgul), ideas, and supporting details
and a wise mentor.
Guidelines in Writing an Outline
- The Harry Potter book series stole
many fantastical elements from 1. Place the title at the center above
the Lord of the Rings series. Some the outline.
of the uncanny similarities include 2. Every level of the outline must
giant spiders, dangerous hooded have at least two items.
undead creatures, and a wise 3. Put a period after each numeral
mentor that the hero must learn to and letter.
survive without. 4. Indent each new level of the
outline.
Example (RESEARCH): 5. All items of one kind (roman
1. Topic – Cheese numerals, capital letters, Arabic
2. Argument – has healthy tendencies numerals) should line up with each
3. Evidence – calcium helps bones other.
and teeth, boosts the growth of 6. Capitalize the first letter of each
good bacteria in the gut, and the item.
protein helps cells repair 7. The terms Introduction, Body and
themselves. Conclusion do not have to be
- Research has shown that cheese included in the outline. They are
has healthy tendencies because its not topics, they are merely
calcium provides necessary organizational units in the writer's
nutrients for the growth of bone mind.
and teeth, it boosts the growth of
food bacteria in the gut, and it has Example:

Made by: Jyle Corpus and Rhiane Davis

Special Mention: Estelle, Dainty, and James thnx so much
 ● LEIBNOTES
whether a literary work is worth
reading.

Formalism Approach

- It focuses on analyzing a text’s

form and structure to understand
its meaning. A primary goal for
formalist critics is to determine
how such elements work together
LESSON 4 with the text’s content to shape its
Literary Approaches effects upon readers.
- methods used to compare, analyze, - Formalism examines the text itself
interpret, and/or evaluate works of —its language, style, and structure
literature. —without considering external
- Literary approaches are the means factors like the author's
of the readers to unveil the secrets background or historical context.
of the texts. - It pays close attention to literary
- It is the comparison, analysis, elements such as plot, character
interpretation, and/or evaluation development, imagery, and
of works of literature. symbolism. The way these elements
are crafted and interact is central
Types of Literary Approach to understanding the work.
● Formalism Approach - Formalism looks at how a text is
● Gender Criticism organized and how its style
● Historical Approach contributes to its overall effect.
● Reader’s-Response Approach This includes analyzing narrative
● Media Criticism Approach techniques, verse forms, and
● Marxism Approach stylistic choices.
- According to Formalism, a text
Why do we need to study them? should be viewed as a self-
1. Researching, reading, and writing contained entity. The meaning and
works of literary criticism will help value are found within the text
you to make better sense of the itself rather than in external
work. influences or author intentions.
2. It will help you form right and
objective judgment. Questions to be asked for Formalism
3. 3. To study ideas from different Approach
points of view.
4. To determine on an individual level 1. Examine the organization of the

Made by: Jyle Corpus and Rhiane Davis

Special Mention: Estelle, Dainty, and James thnx so much
 ● LEIBNOTES
plot, chapters, or sections. How
does the structure affect the - It is a literary theory approach that
reader's understanding? examines how literature reflects,
2. Analyze the diction, tone, and style. reinforces, or challenges societal
How do these choices enhance the norms and concepts of gender.
themes or create specific effects? - It explores how gender influences
3. Identify and interpret the use of the production, reception, and
literary devices. What do they interpretation of texts, as well as
reveal about the text’s themes or how literary works both represent
characters? and critique gender roles and
4. Look at how characters are identities.
revealed through their speech and - Gender criticism investigates how
behavior. How does this contribute literature portrays traditional
to the overall narrative or themes? gender roles and stereotypes. It
5. Consider how the setting is analyzes the representation of
depicted and its impact on the masculinity and femininity,
narrative. How does it support or examining how characters conform
enhance the themes of the text? to or defy societal expectations
6. Analyze the form and genre of the related to gender.
text. How does its form affect the - This approach considers how
way the content is presented and gender affects characterization.
perceived? For example, it explores whether
7. Examine the point of view and female characters are portrayed as
narrative voice. How does this passive or active, whether they are
perspective influence the reader’s defined by their relationships to
interpretation of the text? . male characters, and how they
8. Evaluate how the text’s plot navigate their gendered
structure, pacing, and climaxes experiences.
contribute to its emotional or - Gender criticism examines how an
intellectual impact. author’s gender may influence
9. Identify any recurring themes or their writing. It considers whether
motifs. How do they contribute to male and female authors present
the text’s meaning or unify its different perspectives on gender
various elements? and how their own experiences
10. Analyze the conclusion of the text. might shape their literary work.
How does it resolve or reflect upon - Gender critics often read texts
the themes and conflicts presented against the grain to uncover
earlier? hidden or subversive gender
meanings. They look for elements
Gender Criticism Approach in a text that challenge or disrupt

Made by: Jyle Corpus and Rhiane Davis

Special Mention: Estelle, Dainty, and James thnx so much
 ● LEIBNOTES
traditional gender norms and looking at how political or religious
consider how literature might offer ideologies are represented or
alternative or progressive views on critiqued in the text.
gender. - Exploring how the text was
- Gender criticism frequently received by contemporary
incorporates intersectional audiences and critics, and how its
analysis, which looks at how reception has evolved. This
gender intersects with other includes looking at how historical
aspects of identity such as race, events may have shaped critical
class, sexuality, and ethnicity. responses to the work.

Historical Approach Reader’s Response Approach

- This approach takes as a
- This approach “seeks to fundamental tenet that “literature”
understand a literary work by exists not as an artifact upon a
investigating the social, the printed page but as a transaction
cultural, and intellectual context between the physical text and the
that produced it—a context that mind of a reader
necessarily includes the artist’s - It attempts “to describe what
biography and milieu.” happens in the reader’s mind while
- This approach involves studying interpreting a text” and reflects
the historical period during which that reading, like writing, is a
the text was written. This includes creative process.
examining significant events, social - This criticism centers on how
conditions, political climates, individual readers' personal
economic factors, and cultural experiences, emotions, and
norms that may have influenced cognitive processes influence their
the author and the content of the understanding of a work.
text. - It acknowledges that each reader
- It also considers the author’s own brings their own experiences,
historical and personal beliefs, and emotions to their
background, including their life reading of a text, which affects
experiences, socio-economic their interpretation and
status, political views, and how understanding.
these factors might have impacted - It explores how individual readers
their writing. react emotionally and intellectually
- Exploring how prevailing ideologies to a text. This includes analyzing
and beliefs of the time influence how personal background, cultural
the text’s themes and context, and individual psychology
characterizations. This includes influence their responses.

Made by: Jyle Corpus and Rhiane Davis

Special Mention: Estelle, Dainty, and James thnx so much
 ● LEIBNOTES
examines how texts represent the
Media Criticism Approach conflicts between different social
- It is an approach that analyzes classes and how these conflicts are
media content and its impact on portrayed in terms of power and
audiences, societies, and cultures. exploitation.
- This approach examines how - This approach studies how texts
media forms, content, and depict social relations and
representations shape and reflect economic conditions, including
social attitudes, values, and power issues of labor, wealth, and social
structures. Media criticism can be inequality.
applied to various types of media, - It looks at literature's potential to
including television, film, radio, influence social change. It explores
print media, digital media, and how texts envision or advocate for
social media revolutionary change and how they
- Examines how different groups engage with ideas about social
(such as women, minorities, and transformation and class struggle.
social classes) are represented in
media. This includes analyzing LESSON 5
stereotypes, biases, and the Concept Paper
diversity of portrayals. - It is a summary document of a
- Investigates how media content is project proposal that tells what the
created, including the roles of project is all about, the reasons for
producers, writers, directors, and conducting the project, and how it
other key figures. It explores how will be carried out.
production choices impact the final - This paper also provides an
content. overview of the project, and helps
- Studies how different audiences funding agencies eliminate
interpret and react to media proposals that are likely to be
content. This includes disapproved.
understanding how cultural, social,
and personal contexts influence Uses of a Concept Paper
audience perceptions. 1. Serves a foundation of the full
proposal
Marxist Criticism Approach 2. Determines whether the project is
- Focusing on how literature reflects, feasible or not.
reinforces, or critiques the socio- 3. Piques the interest of the potential
economic conditions and class agencies.
structures of its time. 4. Obtain informal feedback on the
- Emphasizes the role of class ideas before preparing the full
struggle in shaping literature. It proposal.

Made by: Jyle Corpus and Rhiane Davis

Special Mention: Estelle, Dainty, and James thnx so much
 ● LEIBNOTES
5. Helps in addressing social issues ● State the field you are researching
which plague our society. on
● State the problems to be
TWO OUTLINES OF A CONCEPT PAPER addressed by the research, and
BASED ON CONTEXT provide statistics and previous
studies to prove your claim
[Link] Proposal ● Reasons for conducting the
Cover Page research
● Proponent’s name ● Theoretical and practical
● Proponent’s contact number, email implications
address Preliminary Literature Review
● Proponent’s agency ● Provide a theoretical framework
● Date of submission ● Provide a major related literature
Introduction review of at least 5
● Short description of the proponent’s ● Provide a brief synthesis of the
agency, major accomplishments, reviewed literature and studies.
and capability to undertake the Statement of the Problem/Objectives
proposed project. ● State the general problem in one
● Reasons why the funding agency sentence
should support the project ● State your specific research
Rationale questions of objectives.
● State the problem to be solved Methodology
● State the project’s significance ● Context and participants of the
Project Description study
● Objective of the project ● Instruments to be used
● Methodology (Action Plan) ● Data collection procedures
● Timeline ● Data analysis scheme to be used
● Anticipated outcome Timeline
● How the outcome will be evaluated ● Duration of the research (Gantt
Project Needs and Cost chart)
● Budget, item description, and Reference
amount ● List of books, journals, and other
● Personnel or equipment needed resources cited in your paper

2. Academic Research 3 Ways of Evaluating a Concept

Title Page 1. Definition
● Research title - Explaining the concept by
● Name and school answering, “What does it mean?”
● Date of submission
Background of the Study

Made by: Jyle Corpus and Rhiane Davis

Special Mention: Estelle, Dainty, and James thnx so much
 ● LEIBNOTES
- This is made of illustrations, answers about a particular
examples, and descriptions to issue or topic.
clarify the term. Example:

A definition can be done in three ways:

Informal Definition, Formal Definition
and Extended Definition.
a. Informal Definition
- giving a parenthetical or brief
explanation. 2. Laboratory or Scientific Technical
Example: Report
Tocopherol (Vitamin E) is naturally found ○ It is commonly called a lab
report. It is written in a formal
in vegetable oil, fish and nuts.
and organized manner.
○ To present results or findings
b. Formal Definition
from experiments.
- giving of the term to be defined,
Example:
the category, and the quality that
makes the term different from other
terms in the same category.
Example:
Biology= Bio and Logic

2. Explanation
- A method of explanation in which
sentences, verses, quotes, or
phrases are taken from a
literary or academic work then
interpreted and explained in a
detailed way.

3. Clarification
3. Field Report
- It is a method of explanation in
○ It is sometimes called a trip
which the points are organized
report.
from a general abstract idea to
○ To describe and analyze a
specific and concrete examples.
systematic observation.

★ Among these types of reports,

Lesson –
survey is the most popularly and
Various Kind of Report widely used as it is the easiest way
to gather information about any
1. Survey Report
topic or issue from a big number of
○ It is written after getting data
people or groups
from a survey.
○ To collect people’s responses or
4. Survey Questionnaire

Made by: Jyle Corpus and Rhiane Davis

Special Mention: Estelle, Dainty, and James thnx so much
 ● LEIBNOTES
○ It is a data gathering tool having a will not be tired of choosing a lot of
set of questions used in a survey options which do not give the
and is utilized in various fields such choices they look for.
as politics, research, marketing,
media and so on. 3. Do not ask two or more questions
○ It is intended to gather data, in one sentence.
views, opinions and others from - The question should focus on one
individuals or a particular group of topic or item at a time so that the
people. It is an important method respondents will not be confused
used in order to collect the
which to answer and what to
necessary information that will
benefit the people and the choose.
community. 4. Provide an “out” option
○ The survey should give the
Methods of Administering a Survey respondents the option to choose
“Does not apply “ or “None” for
1. Personal Approach
○ This involves the person himself/ questions they do not feel
herself conducting the survey answering.
a. Face to face structured 5. Should consider appropriate time
b. Interview Telephone Survey references.
○ Respondents could not easily recall
2. Self-administered Interview past long experiences and be
○ In this type, the survey is
doubtful as to the exact
administered by the researcher
himself/herself. measurement or time they spent.

a. Paper and Pencil Survey 6. Should have a clear question

b. Online Survey structure.
c. Mail Survey - Three parts: the question stem,
additional instructions and
response options so that the
respondents will not be confused
Reminders!
about what to answer or choose.
1. Use words that have clear This will result to unreliable
meanings. gathered data
○ The questions should not be vague 7. Should have open specific
and difficult to comprehend so that response options.
the questionnaire will not be left - The respondents should be guided
unanswered. on what to choose. So the survey
2. Cover all possible options should provide specific options to
○ The respondents should just be choose from so that respondents
given at most five ranking options will not be confused in answering.
and should cover all, so that they

Made by: Jyle Corpus and Rhiane Davis

Special Mention: Estelle, Dainty, and James thnx so much
 ● LEIBNOTES
8. Should not have any bias or the respondents will be held with
prejudice. utmost confidentiality.
- Questions should be objective and
lead to an honest answer. The TYPES OF SURVEY
respondents should not be lead to
a biased option that they may fail 1. OPEN-ENDED QUESTIONS
to give their truthful response. - These types of questions do not
have predetermined options or
9. Should not include too personal or
answers. The respondents are
too embarrassing questions.
allowed to answer the questions
- Questions should be gender and
freely. Responses must be recorded
culture sensitive so that the
verbatim-especially because
respondents may not feel awkward
coding and analysis will rely on the
or embarrassed in giving their
subject's exact responses.
responses.
- Open-ended questions of ten need
10. Should avoid double negative probing or follow-up questions to
questions. clarify certain items in the subject's
- Double negatives may occur when response. These questions typically
respondents are asked of their ask the "how" and"why" of
agreement on a certain issue. This something.
should be avoided so that the Example:
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, 2. Dichotomous Questions
they will also foster a positive - have two possible answers, often
attitude towards answering the either yes/no, true/false, or agree/
questionnaire. disagree. These questions are used
when the researcher wants to
Conducting a survey clearly distinguish the respondent's
- When conducting a survey, you opinion, preference, experience or
must observe ethics. You should behavior.
write a letter of consent. In the Example:
letter you should also emphasize
that the given information given by

Made by: Jyle Corpus and Rhiane Davis

Special Mention: Estelle, Dainty, and James thnx so much
 ● LEIBNOTES
Example:

3. Multi-response questions
- There are certain questions that
necessitate the respondents to 5. Contingency Questions
provide more than one answer. - Contingency questions are
Example: 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.
Example:
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: POINTS TO REMEMBER:
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
- Another common scale is the Likert comfortably.
Scale which tries to assess the 4. Use dichotomous (yes/no) and
subject's agreement/disagreement multiple-choice questions.
or approval/disapproval on a five- 5. Use open-ended questions
point scale-with one end being the cautiously.
most positive answer, and the 6. Avoid using leading questions.
other end being the most negative Make your question ask for the
answer. other person's opinion.
7. Pre-test a questionnaire on a small
number of people.

Made by: Jyle Corpus and Rhiane Davis

Special Mention: Estelle, Dainty, and James thnx so much
 ● LEIBNOTES
8. Think about the way you intend to Data
use the collected data when - Sometimes if there is a big range in
preparing the questionnaire. the data, it is more useful to group
the data in a grouped frequency
LESSON – table. The groups are chosen so
Writing Various Reports that no data item can appear in
- According to Cambridge two groups.
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.

Example: Displaying Data

A survey is conducted to evaluate the - Sometimes if there is a big range in
claim made by a local bakery that there the data, it is more useful to group
are "approximately 12 cookies in each the data in a grouped frequency
box." The number of cookies in each of 25 table. Once the data has been
boxes is counted, resulting in the collected, it can be displayed in
following data: 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
ways to do this is by using a
pictogram.

Made by: Jyle Corpus and Rhiane Davis

Special Mention: Estelle, Dainty, and James thnx so much
 ● LEIBNOTES
Pictogram Pie Chart

Interpretation of Data
- When explaining tables in
quantitative research, it’s essential
to align your description with the
statistical findings presented.

Guide on the proper verbiage to use:

Bar Graph
1. Introduce the table
- Table X presents the distribution of
[variable/topic] among the
respondents…
- The table illustrates/summarizes
data on [description of the data].

2. Explain Key Statistics

- The mean value of [variable] is
Bar-line Graph
[value], indicating that [explain
what the mean represents].
- The standard deviation of
[variable] is [value], suggesting
[interpret the spread or variability]
- The frequency distribution shows
that [highlight key points from the
table].

3. Highlight Key Findings

- As seen in Table X, [describe any
notable trend, correlation, or

Made by: Jyle Corpus and Rhiane Davis

Special Mention: Estelle, Dainty, and James thnx so much
 ● LEIBNOTES
relationship]. This suggests that a. Concurs: “This finding concurs with
[interpretation]. the study of…”
- The majority/minority of b. Aligns: “The data aligns with
respondents [describe majority previous research…”
finding and percentage], indicating c. Corroborates: “This evidence
[explanation]. corroborates the work of…
d. Supports: “It supports the claim
4. Comparative Statements (if of…”
applicable): e. Contrasts: “It contrasts with the
- Comparing [Group A] and [Group conclusion of…”
B], the table reveals that [mention f. Differs: “This finding differs from
key differences or similarities]. what was observed by…”
- There is a statistically significant g. Challenges: “The data challenges
difference between [groups] with a existing theories proposed by…”
p-value of [value] as shown in the h. Refutes: “It refutes the earlier work
table. of…”
i. Echoes: “The result echoes the
5. Relating to Research Questions or perspectives offered by…”
Hypotheses: j. Reinforces: “This study reinforces
- This data supports/rejects the the conclusions of…”
hypothesis that [state hypothesis], k. Undermines: “It undermines the
as evidenced by [statistical result]. assumptions of…”

6. Conclusions from Data: SAMPLE INTERPRETATION

- Based on the data presented in - Table 1 displays the average scores
Table X, it can be concluded that of students in mathematics. The
[summarize key insight]. mean score is 75, with a standard
deviation of 10, indicating
7. Add supporting Literature moderate variability in student
- Based on the data presented in performance.
Table X, it can be concluded that - The majority of students (60%)
[summarize key insight]. It scored between 70 and 80,
validates the study from [Title, add suggesting that most students
the implication] performed close to the mean.
- This finding aligns with the study of
USEFUL VERBS TO INCORPORATE Smith et al. (2020), which reported
WHEN DISCUSSING RELATED that students’ performance in
LITERATURE IN YOUR DATA mathematics often clusters around
INTERPRETATION the mean, indicating a consistent

Made by: Jyle Corpus and Rhiane Davis

Special Mention: Estelle, Dainty, and James thnx so much
 ● LEIBNOTES
distribution pattern across research instrument and sampling
different educational settings. design .

SUMMARIZING FINDINGS AND

EXECUTING REPORTS
- A component of a 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. Findings are
important or relevant based on the
aim and scope of your study.
- A summary is a composite 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

★ SUMMARY OF FINDINGS
○ It must contain each specific
question under the statement of
the problem, which must be written
first and 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. Summary of findings
should be a short statement such as
the main purpose of the study, the
population or respondents, period of
the study, method of research used,

COLOR PALETTE

Made by: Jyle Corpus and Rhiane Davis

Special Mention: Estelle, Dainty, and James thnx so much