english

ROMAN CATHOLIC BISHOP OF NOVALICHESEDUCATIONAL SYSTEM (RCBN-ES, Inc.)

Quirino Hi-way cor. dela Cruz St., Novaliches, Quezon City

High School English Department S.Y. 2014-2015

Learning Activity Sheet in ENGLISH 4th YEAR

Name: ________________________________ Date:__________________Year and Section: ______________________ Quarter: 4 th

LAS No. 1

Type of Activity: Noting Concepts, Answering Activities, Generalizing IdeasActivity Title: The Nature of ResearchReferences: http://urp.ucsd.eduValues/Attitude: Education: Academically-Excellent

I. Learning Targets: At the end of the activity, the students must be able to: Define what research is. Describe what a research paper is.II. Learning Experiences: A. Concept Notes

Research is a systematic inquiry that investigates hypotheses, suggests new interpretations of data or texts, and poses new questions for future research to explore. Research consists of:

Asking a question that nobody has asked before; Doing the necessary work to find the answer; and Communicating the knowledge you have acquired to a larger audience.

A research paper is the culmination and final product of an involved process of research, critical thinking, source evaluation, organization, and composition.

B. Activity 1. Write True if the statement is correct or False if it is incorrect by interpreting the information in the Concept Notes. 1. Research uses a systematic process. 2. A hypothesis is tested and examined. 3. Research is a product to discover new knowledge. 4. Draft, revise, edit, proofread and format the paper. 5. In a research, information are gathered and summarized. 6. What is already known is a potential subject or topic of a research. 7. Research can now be accomplished using sources from the World Wide Web. 8. The results, findings and analysis of the research is organized in a research paper. 9. In a research, the researcher must consult limited sources to develop an understanding of the topic. 10. Research paper writing is a test of patience, resourcefulness, intellectual honesty, and the ability to visualize the whole and notice the details. C. Activity 2. Justify what makes the answers true or false on Activity 1. D. Synthesis. Why conduct a research?

LAS 4TH YEAR 4TH YEAR






LAS No. 2

Type of Activity: Noting Concepts, Answering Activities, Generalizing IdeasActivity Title:Research Subject/Topic and Research Problem/QuestionReferences: Abarabar, M. T. A. et al. (2014) Language in Literature. Vibal www.fischlerschool.comValues/Attitude: Education: Academically-Excellent

I. Learning Targets: At the end of the activity, the students must be able to: Differentiate a research subject or topic from a research problem or question. Formulate a research problem or question from a research subject or topic.II. Learning Experiences:

A. Concept Notes A research subject or topic is the broad subject matter being addressed in a study or research. Ex.: Tardiness Open the book on pages 322-323 for more information about Choosing a Research Subject. A research problem or question is an issue or problem that the researcher would like to be answered or addressed in a study or research. Ex.: What are the factors contributing to the tardiness in coming to school of Middle School students of Our Lady of Lourdes Catholic School? Gill and Johnson (1991) suggest the following characteristics of a good research topic as well as a good research problem: 1. Accessibility - will you be able to obtain the data required for the research? 2. Achievability - can the work be completed in the allocated time? 3. Symmetry of potential outcomes - will the research be of value regardless of the outcome? 4. Value and scope of the research - both students and others are much more likely to be highly motivated if the outcome of the study is valuable to others. B. Activity 1. Think of a possible research problem or question for each research subject or topic.

1. Research Subject or Topic: Computer AddictionResearch Problem or Question:

2. Research Subject or Topic: AbsenteeismResearch Problem or Question:

3. Research Subject or Topic: Academically-Challenged StudentsResearch Problem or Question:

4. Research Subject or Topic: BullyingResearch Problem or Question:

5. Research Subject or Topic: Dynamic Learning Program (DLP)Research Problem or Question:


C. Synthesis. Why do you need to distinguish and achieve clarity in the research subject or topic and the research problem or question.






LAS No. 3

Type of Activity: Noting Concepts, Answering Activities, Generalizing IdeasActivity Title:Research Sources and Materials References: Plata, S.M et al. (2012) Thinking and Writing Research. Trailblazers Values/Attitude: Education: Academically-Excellent

I. Learning Targets: At the end of the activity, the students must be able to: Identify sections in the library to find sources and materials for a research. Observe guidelines on finding or selecting sources and materials for a research.II. Learning Experiences:

A. Concept NotesThough research writing starts with an inquiry, it is always backed up by an investigation. Authority and credibility are important in producing a successful research output. Use the Library

Tentative Topic

Web OPAC (Online Public Access Catalog)

Reference Section

Archive

General Circulation

Periodical SectionThe library research is a continuous cycle. After going through these sections in the library, you need to go through these sections more than once all throughout the research writing.

1. Web OPAC (Online Public Access Catalog) – computer-based system where card catalogs are stored. Electronic catalogs include the title, author, name of publisher, place of publication, availability, call number, and most importantly, descriptor of the sources (location) you are trying to search. 2. Reference Section – it contains specialized materials that do not circulate and must be used within the library building. Ex.: Encyclopedias, Dictionaries, Bibliographies, Handbooks. 3. Archive – it is a repository of unpublished original records. Ex.: Theses and Dissertations. These are most commonly retrieved by researchers because they often offer the most updated research findings in different fields. 4. General Circulation – it is the backbone of any library. It contains majority of the books and this is


also where transactions, such as borrowing, returning, or reserving, are done. 5. Periodical Section – it contains magazines, journals and newspapers which keep you informed of the current events. Observe the five criteria in selecting sources or materials: 1. accuracy: reliability and accuracy of information 2. authority: author’s qualification and publisher’s reputation 3. objectivity: impartiality of the information on document 4. currency: up-to-date content of the work and publication date 5. coverage: topics included in the work, the depth of the topics explored, and their relevance to your research The reliability of an author can be measured: 1. by the number of books he/she has written on the topic or field; and 2. through cross-citation of authors.

B. Activity 1. The activity is an Actual Library Search of Sources and Materials for the Research Paper. Process Sheets will be given to secure the pieces of information. Refer to the topic assigned to your group. (Individual Task) C. Synthesis. Why do you need to choose carefully the research sources and materials?

ROMAN CATHOLIC BISHOP OF NOVALICHES


EDUCATIONAL SYSTEM (RCBN-ES, Inc.) Quirino Hi-way cor. dela Cruz St., Novaliches, Quezon City




LAS No. 4

Type of Activity: Noting Concepts, Answering Activities, Generalizing IdeasActivity Title:The Web as a Research Source and Material References: Plata, S.M et al. (2012) Thinking and Writing Research. Trailblazers Howard, R.M. (2014) Writing Matters. McGraw-Hill Values/Attitude: Education: Academically-Excellent

I. Learning Targets: At the end of the activity, the students must be able to: Identify and observe guidelines on finding or selecting internet or web sources and materials for a research. Search research sources and materials from an internet or a web.II. Learning Experiences:

A. Concept NotesURL (Universal Resource Locator, its Web Address) – every item on the web has a URL and all ends with an extension, or domain, that indicates the type of site it is. .com (commercial): sites hosted by businesses .edu (educational): sites sponsored by colleges and universities .gov (governmental): sites sponsored by some branch of government, federal, state or local .net (network): sites sponsored by businesses selling Internet infrastructure services (such as Internet

providers) but also sometimes chosen by businesses that want to appear technologically sophisticated or organizations that want to indicate that they are part of a network

.org (organization):usually sponsored by nonprofit groups (sometimes questionable) Sites sponsored by educational, governmental, and nonprofit organizations are likely to be reliable, but your evaluation of a website should never end with its URL. Take a look at the following details, if you are able to supply all the details asked for, then tendency is for your searched article to be a credible source: Name of the first author: E-mail/contact detail of the Author: Copyright Date: Date of Publication: Name of the Sponsoring Organization: Write the entire website: Are there mechanical errors in the text? Yes ___ No ___ Is there a bibliographical list? Yes ___ No ___

B. Activity 1. The activity is an Actual Internet Search of Sources and Materials for the Research Paper. Process Sheets will be given to secure the pieces of information. Refer to the topic assigned to your group. (Individual Task) C. Synthesis. Why do you need to be careful and critical in your choices of internet sites as a research source and material?







LAS No. 5

Type of Activity: Noting Concepts, Answering Activities, Generalizing IdeasActivity Title:Thesis Statement References: Plata, S.M et al. (2012) Thinking and Writing Research. Trailblazers Howard, R.M. (2014) Writing Matters. McGraw-Hill Values/Attitude: Education: Academically-Excellent

I. Learning Targets: At the end of the activity, the students must be able to: Define what a thesis statement is. Distinguish the functions and qualities of a good thesis statement. Formulate a strong thesis statement.II. Learning Experiences: A. Concept Notes Thesis Statement – is the announcement of your analytical argument that you intend to make and prove in the duration of your paper. It is a road map for the paper—it tells the reader what to expect from the rest of the paper. It will provide you direction in gathering information and will determine what ideas should be fleshed out in paper. With it, you can find your focus. *Your thesis statement should include two parts: WHAT and WHY. *WHAT: What claim are you making about the text? *WHY: Why should we care? Why is your claim important? Your thesis should answer the “so what?” question. Functions and Qualities of a Good Thesis Statement 1. It is an answer to a research question. Research Question: What factors determine the strategies to be implemented among selected Grade 7 students to develop interests and motivation on math as a subject or discipline? Thesis Statement 1: Learning Styles and Teaching Methods determine the strategies to be implemented to develop motivation on math as a subject or discipline. Thesis Statement 2: Both intrinsic and extrinsic strategies are helpful to High School students to develop interests on math as a subject or discipline. 2. It predicts, controls, and obligates. It predicts the contents of the research paper. It controls what the researcher/writer needs to discuss on the paper. It obligates the researcher/writer to prove what you have stated. 3. It is an indicator of position or belief about a particular idea. Weak T.S. – There are some positive and negative aspects of the DLP. Strong T.S. – Because DLP promotes independent study and learning, it improves study habits. *This is a strong thesis because it takes a stand, and because it's specific.

4. It justifies discussion. Weak T.S. – English is a hard subject. Strong T.S. – While many students view English as a hard subject, many High School students believe that it is an important and necessary skill in life.


*A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the paper to see how you support your point.

B. Activity 1. Write W on the blank if the thesis statement is weak or S if it is a Strong one. _____ 1. Traditional method of teaching is better than the DLP. _____ 2. Information literacy includes digital literacy and media literacy. _____ 3. Teachers need to exploit the educational potential of the Internet, and web pages provide both professional and social supports for them. _____ 4. Whether social or intellectual, clubs and organizations are beneficial for the students. _____ 5. Because it is very efficient way of gathering information, is user-friendly, and has a wide array of functions, the internet is worth investing your time and money.C. Activity 2. Go back to the Concept Notes. Justify what makes the thesis statement weak or strong. 1. It is weak because/ It is strong because… 2. 3. 4. 5.D. Activity 3. Formulate a strong thesis statement. 1. Research Question: Do Extra-Curricular Activities complement with the academic activities among selected athletic students of OLLCS? Thesis Statement:

2. Weak Thesis: Prices in the school canteen are not affordable. Strong T.S.:

3. Weak Thesis: Using or not using Books have advantages and disadvantages. Strong T.S.:

E. Synthesis: Why do you need to make a strong thesis statement for your research paper?







LAS No. 6

Type of Activity: Noting Concepts, Answering Activities, Generalizing IdeasActivity Title:Formats of a Thesis Statement References: Plata, S.M et al. (2012) Thinking and Writing Research. Trailblazers Values/Attitude: Education: Academically-Excellent

I. Learning Targets: At the end of the activity, the students must be able to: Identify the three common formats of constructing a thesis statement. Construct a strong thesis statement and identify the format used to formulate it.II. Learning Experiences: A. Concept Notes Format 1. The Thesis Statement as a Statement of Intent Such a statement can be an answer to any of the questions below: 1. What do you need to show in your paper? 2. What does your paper seek to accomplish? 3. What is the purpose of your paper? Examples:

In this paper/ This paper, I intend/intends to prove that study habits is the best practice among honor students.

This paper seeks to study more closely the how DLP improves study habits. The paper aims to show that clubs and extra-curricular activities complement with the academic

activities of the students.Format 2. The Thesis Statement as a Statement of PositionThis answers the following questions:1. What do you believe in?2. What do you feel about the topic?Examples: Community service is important because it increases students’ discipline. The computer is efficient in teaching English among Grade One pupils because it is effective,

dependable and entertaining.Format 2. The Thesis Statement as a Pro-Con StatementThis kind answers the question: “What are the two sides of the issue?” The view in the main clause is the one that the paper needs to prove.Examples: Because the Internet is filled with tremendous educational sites, teachers should exploit this potential

to effect learning. Although the school canteen provide nutritional meals, they do not meet the Recommended Dietary

Allowance (RDA) for the High School students.B. Activity 1. Turn each set of ideas into thesis statements. Use the three (3) formats to construct a strong thesis statement.


Example: Topic: Dynamic Learning Program (DLP) study habits study attitudes study strategies Format 1: This paper seeks to study more closely the how DLP improves study habits, study attitudes and study strategies. Format 2: DLP is beneficial to High School students because it promotes study habits, study attitudes and study strategies. Format 3: While students disfavor DLP, it must be implemented because it promotes study habits, study attitudes and study strategies. 1. Topic: RCBNES Sports Tournament camaraderie solidarity team cooperation training and discipline Format 1: Format 2: Format 3: 2. Topic: Intervention Classes low performing Grade 7 and 8 students offers unique instructional approach provides learning management affords quality and quantity of time secures individual assessment of learning Format 1: Format 2: Format 3:







LAS No. 7

Type of Activity: Noting Concepts, Answering Activities, Generalizing IdeasActivity Title:Constructing a Tentative Outline References: Abarabar, M. T. A. et al. (2014) Language in Literature. Vibal Plata, S.M et al. (2012) Thinking and Writing Research. Trailblazers Values/Attitude: Education: Academically-Excellent

I. Learning Targets: At the end of the activity, the students must be able to: Define what an outline is. Identify and observe guidelines in outlining. Outline the researched sources.

II. Learning Experiences: A. Concept Notes Outline – is a skeleton of the major and minor divisions of a research paper. It serves as a blueprint for the paper, telling you, the writer, which ideas comes first, second, and so on, and what subheadings fall under which heading.

It may take the form of a:Sentence Outline – all the main and minor headings are expressed in complete sentences;Topic Outline – consists of key words and phrases;

In drafting a tentative outline: 1. Observe mechanical accuracy in terms of format, multiple headings, labelling, indention, and alignment. 2. Make sure that items are logically subordinated. An outline clearly shows through paper division and categorization: a. major headings or main ideas are broad and general; b. minor headings like supporting ideas and expanding ideas, details, or examples are narrow and specific; 3. Observe parallelism in the structures. Parallelism is the similar construction of grammatical elements with the same functions. You have parallelism if: a. the same type of phrase or sentence is used all throughout the outline; b. the same type of phrase or clause is used from the headings of the same category, for all headings, both major and minor;

Open the book on pages 391-393 for other guidelines and examples of proper outlining. B. Activity 1. The activity is an Actual Task of Outlining the researched sources and materials based from the assigned topic to your group. (Individual Task) C. Synthesis. Why is outlining crucial in research writing







LAS No. 8

Type of Activity: Noting Concepts, Answering Activities, Generalizing IdeasActivity Title: Note Taking References: Plata, S.M et al. (2012) Thinking and Writing Research. Trailblazers Values/Attitude: Education: Academically-Excellent

I. Learning Targets: At the end of the activity, the students must be able to: Identify ways on how to take down relevant notes and information. Take down relevant notes and information.

II. Learning Experiences: A. Concept Notes Note taking (or notetaking) is the practice of writing down pieces of information in a systematic way. A. Where to Write the Notes a. You can use the 5”x 8” index cards for your notes.

1. Make sure you include these pieces of information in each note card. 2. Directly quote sentences or paragraphs you want to use in your research paper. Use your outline headings as guide in selecting details. 3. Combine note cards belonging to the same heading or topic. 4. Paraphrase or summarize the details in each note card. b. Use the bond paper. 1. Fold several sheets of bond paper. 2. Photocopy your reference materials and cut sentences or paragraphs that support each sub- heading in your outline. Paste them at the left side of the paper. 3. Use the right side for your notes. 4. Do not forget to put the author, year, and page each source. B. Where to Start 1. Start the body of the paper. Each sub-heading in your outline can be developed into a paragraph. 2. Make sure that each topic sentence has notes from at least5 three different sources.


Topic heading call no.

Notes

Author page no.

B. Activity 1. The activity is an Actual Note-Taking exercise on the topic assigned to each group. C. Synthesis. Why is taking down notes crucial in a research work?







LAS No. 9

Type of Activity: Noting Concepts, Answering Activities, Generalizing IdeasActivity Title: Data Gathering Tool: Interview References: Plata, S.M et al. (2012) Thinking and Writing Research. Trailblazers http://www.okstate.edu/Values/Attitude: Education: Academically-Excellent

I. Learning Targets: At the end of the activity, the students must be able to: Define what an interview is as a data gathering tool. Differentiate the two types of interviewing techniques. Identify the guidelines before, during and after an interview. Adopt or construct interview questions.

II. Learning Experiences: A. Concept Notes Interview – is a two-person conversation initiated by the interviewer for the specific purpose of obtaining research relevant information. (Cannell & Kahn as cited in Cohen & Manion 1989:291). In general, there are two types of interviewing techniques: structured and semi-structured. 1. Structured interviews are rigidly standardized and formal. The same questions are presented in the same manner and order to each subject.

The choice of alternative answers is restricted to a predetermined list.The same introductory and concluding remarks are used.They are more scientific in nature than unstructured interviews.They introduce controls that permit the formulation of scientific generalizations.

Limitations: Collecting quantified, comparable data from all subjects in a uniform manner introduces a rigidity into the investigative procedures that may prevent the investigator from probing in sufficient depth. 2. Unstructured interviews are flexible.

They have few restrictions.If preplanned questions are asked, they are altered to suit the situation and subjects.Subjects are encouraged to express their thoughts freely.Only a few questions are asked to direct their answers.

Limitations: Difficult to quantify the accumulated qualitative data; One usually cannot compare data from various interviews and derive generalizations that are universally applicable because of the nonuniform tactics employed. It is not ordinarily employed when testin and verifying hypotheses.

B. Activity 1. Write down steps to observe before, during or after an interview process.

Before the Interview During the Interview After the Interview1. 1. 1.

2. 2. 2.


3. 3. 3.

C. Activity 2. Construct five (5) interview questions for your respondents. Convene with your co- members to finalize your questions.

D. Synthesis. Why do you need, as a researcher, to conduct an interview? How does it differ from searching the web or going to the library?







LAS No. 10

Type of Activity: Noting Concepts, Answering Activities, Generalizing IdeasActivity Title: Data Gathering Tool: Survey References: Plata, S.M et al. (2012) Thinking and Writing Research. TrailblazersValues/Attitude: Education: Academically-Excellent

I. Learning Targets: At the end of the activity, the students must be able to: Define what a survey is as a data gathering tool. Differentiate the response formats of a survey questionnaire. Identify the guidelines in the preparation of a survey questionnaire. Adopt or construct a survey questionnaire.

II. Learning Experiences: A. Concept Notes Survey is an attempt to collect data from members of a population in order to determine the current status of that population with respect to one or more variables. Parts of a Survey Questionnaire 1. Cover Letter (where you state your purpose and the value of your survey as well as your contact points. 2. Questionnaire (fixed-alternative or open-ended of reasonable length)

Guidelines in the Preparation of the Survey Questionnaire1. Be clear about your purpose.2. State the directions in filling in the survey as clearly as possible. Do not confuse your respondents. 3. Try out the questionnaire first with a peer or two to identify the possible confusing items, and make the revisions early on.4. Consider the background of your respondents when deciding on the format and layout of your questionnaire. Your objective is to make the task of answering your survey questionnaire as painless as possible.5. Make it of reasonable length (not too long, but not too short).6. Design questions in such a way that it will be convenient and practical for you to process the results as quickly as possible. If you are looking at fixed-alternative question types, you can easily run your results through statistical softwares.7. When asking for profile information from your participants, ask them only to provide information for variables that you think will have some bearing on the results.

Response Formats (Fixed Alternative)1. Structured Responses give subjects a structured way to answer items by requiring the subject to choose from a list of options.

Ex.: Please check the computer applications you use at least twice per week.___ Microsoft Word ___Powerpoint ___ Excel _____ Access _____Word Perfect ____OthersIncluding the “Other” Option allows subjects to provide an answer that the researcher may not have anticipated.

2. Likert-type Scale. It includes a statement as a stem followed by responses ranging from strongly disagree to strongly agree.


Ex.: Please rate how strongly you agree or disagree with each of the following statements by placing a check mark in the appropriate box. Strongly Agree Somewhat Disagree Somewhat Agree Strongly Agree 1. I feel good about the assignments I turn in.3. Rating Scales. It allows degrees of expression of an underlying opinion. Item stems need not be statements, but they should be as neutral as possible to allow the scale to discriminate among respondents’ answers.Ex.:On the whole, I get along well with my fellow students in class.1 2 3 4

poor minimally acceptable good acceptable

4. Pictorial Scale. It does not require respondents to be able to read, write or count. This advantage makes them especially suitable for use with children.

I am proud of my ability to cope with school assignments and requirements

Response Formats (Open-ended)Example: 1. How many years have you studied English? In which country/countries?

B. Activity 1. Answer each question based from your assigned research topic. Then, convene with your co-members to finalize the plan for the survey.

Who are you planning on surveying?

How many people are you going to survey?

How are you going to survey people?

How long is your survey going to be?

What type of questions are you going to ask?

What questions are you going to ask? (at least three-3)

C. Activity 2. As a group, adopt or construct a set of survey questionnaires for your assigned research topic.D. Synthesis. Why conduct a survey?







LAS No. 11

Type of Activity: Noting Concepts, Answering Activities, Generalizing IdeasActivity Title:Introduction of a Research Paper References: Abarabar, M. T. A. et al. (2014) Language in Literature. Vibal http://blogs.ksbe.edu/Values/Attitude: Education: Academically-Excellent

I. Learning Targets: At the end of the activity, the students must be able to: Identify the function of an introduction of a research paper. Identify and observe ways on how to write an effective introduction of a research paper.

II. Learning Experiences: A. Concept Notes Open the book on pages 440-441. Read and study the Concept Notes and the examples carefully. An introduction contains the: a. hook (technique) – grabs the reader’s attention and makes him want to read more. Open the book on pages 440-441 for some examples of hook or technique. Other hooks or techniques to be used are: 1. startling/surprising fact The Philippines committed to Millennium Development Goals and Education for All (EFA) targets that include universal primary education. However, various data sources, including the Department of Education’s Basic Education Information System, and household surveys conducted by the National Statistics Office, suggest that in 2008, a considerable magnitude of children were not in school. http://dirp4.pids.gov.ph/ 2. striking/vivid image b. background information – provides the reader with additional information or context. It helps the reader to both get involved in and have a deeper understanding of the topic of the research paper. c. thesis – states the basic position the writer takes in a research paper. It is often the last sentence or two of the introduction.

B. Activity 1. Identify the hook or techniques used in each excerpt of an introduction. 1. Elbert Hubbard once said, “Truth is stronger than fiction.” 2. Cigarettes are the number one cause of lung cancer death in the world! 3. Have you ever considered how many hours the average teenager spends on Facebook? 4. The Great Wall of China snakes like a stern dragon through the opening shots of Mulan, a strange and beguiling new breed of Disney animated feature. (Richard Corliss, Time Magazine) 5. “Where are you going?” my mother always asked when I was young, and for good reason. (development→) On a family vacation when I was seven years old, my father drove until 2 a.m. to find a campground. We had no idea where we were when we pitched the tent. C. Activity 2. Write the following contents of an Introduction for your assigned topic. 1. Technique to Introduce the topic 2. Background Information 3. Thesis


D. Synthesis. Why write an introduction for a research paper?







LAS No. 12

Type of Activity: Noting Concepts, Answering Activities, Generalizing IdeasActivity Title: Statement of the Problem, Purpose and Significance of the Study (Chapter 1) References: Plata, S.M et al. (2012) Thinking and Writing Research. Trailblazers http://scholar.lib.vt.edu/ http://www.fischlerschool.nova.edu/

Values/Attitude: Education: Academically-Excellent

I. Learning Targets: At the end of the activity, the students must be able to: Identify and define the other parts of an introduction of a research paper. Distinguish the characteristics of each part or component of an introductory part of a research paper. Identify and observe ways on how to write the other parts of an effective introduction of a research paper.

II. Learning Experiences: A. Concept Notes Other introduction that could come after the introductory paragraphs are: Statement of the Problem – This is the focus of the research paper and will serve as a roadmap for your research. It is generally only a single sentence stating a problem, but could be elaborated using examples and illustrations. This should include (a) a clear statement that the problem exists, (b) evidence that supports the existence of the problem, (c) evidence of an existing trend that has led to the problem, (d) definitions of major concepts and terms (this can be provided below in a subsection), (e) a clear description of the setting, (f) probable causes related to the problem, and (g) a specific and feasible statement. Note: Consult examples on how to formulate the thesis statement on your previous LAS. Purpose of the Study – This is a statement or paragraph which explains the intent of the research and what the research aims to accomplish. It may be on this format: This paper + seeks to prove that + thesis statement + aims to prove that + intends to prove that + argues that + presents proofs to + supports the + claims that Example: In this paper/ This paper intends to prove that study habits is the best practice among honor students.

Significance of the Study – This section creates a perspective for looking at the problem. It points out how your study relates to the larger issues and uses a persuasive rationale to justify the reason for your study. It makes the purpose worth pursuing. The significance of the study answers the questions:

Why is your study important? To whom is it important? What benefit(s) will occur if your study is done?

Example: This study attempted to describe whether the Newport News Public Schools attendance

policy and attendance program improves student attendance. The results of this study provided


http://scholar.lib.vt.edu/

valuable data to Newport News Public Schools and other local school divisions regarding the

effectiveness of school attendance policies and attendance programs. This study adds data to the

limited research database pertaining to the evaluation of attendance policies and attendance programs.

B. Activity 1. Write the following contents of an Introduction for your assigned topic. 1. Statement of the Problem 2. Purpose of the Study 3. Significance of the Study

C. Synthesis. Why establish the Statement of the Problem, Purpose and Significance of the Study?







LAS No. 13

Type of Activity: Noting Concepts, Answering Activities, Generalizing IdeasActivity Title: Scope and Limitations, Definition of Terms (Chapter 1) References: Plata, S.M et al. (2012) Thinking and Writing Research. Trailblazers http://scholar.lib.vt.edu/

Values/Attitude: Education: Academically-Excellent

I. Learning Targets: At the end of the activity, the students must be able to: Identify and define the other parts of an introduction of a research paper. Identify and observe ways on how to write the other parts of an effective introduction of a research paper.

II. Learning Experiences: A. Concept Notes Scope – refers to the parameter under which the study will be operating. It is the domain of the research. (disserationrecipes.com) Limitations – are matters and occurrences that arise in a study which are out of the researcher’s control.

The scope and delimitation should include the following: 1. A brief statement of the general purpose of the study. 2. The subject matter and topics studied and discussed. 3. The locale of the study, where the data were gathered or the entity to which the data belong. 4. The population or universe from which the respondents were selected. This must be large enough to make generalizations significant. 5. The period of the study. This is the time, either months or years, during which the data were gathered. Example: This investigation was conducted to determine the status of the teaching of science in the high schools of Province A as perceived by the teachers and students in science classes during the school year 1989-1990. the aspects looked into were the qualifications of teachers, their methods and strategies, facilities forms of supervisory assistance, problems and proposed solutions to problems.

General purpose: To determine the status of the teaching of science. Subject matter: The teaching of science. Topics (aspects) studied: Qualifications of teachers. Their methods and strategies, facilities, form of supervisory assistance, problems and proposed solutions to the problems. Population or universe: teachers and students Locale of the study: High schools of province A. Period of the study: School year 1989-1990. (thesisadviser.blogspot)

Definition of Terms – All key terms should be defined. The researcher’s task is to make his or her definitions as clear as possible. It is often helpful to formulate operational definitions as a way of clarifying terms or phrases. While it is impossible to eliminate all ambiguity from definitions, the clearer the terms used in a study are - to both the researcher and others- the fewer difficulties will be encounterd in subsequent planning and conducting of the study.

B. Activity 1. Write the following contents of an Introduction for your assigned topic. 1. Scope and Limitations 2. Definition of Terms C. Synthesis. Why clarify the Scope and Limitations as well as the Definition of Terms in your


research/study?



High School English Department


S.Y. 2014-2015Learning Activity Sheet in ENGLISH 4th YEAR


LAS No. 14

Type of Activity: Noting Concepts, Answering Activities, Generalizing IdeasActivity Title: Conclusion of a Research Paper References: www.statpac.org Plata, S.M et al. (2012) Thinking and Writing Research. Trailblazers Values/Attitude: Education: Academically-Excellent

I. Learning Targets: At the end of the activity, the students must be able to: Identify the function of a conclusion of a research paper. Identify and observe ways on how to write an effective conclusion of a research paper.

II. Learning Experiences: A. Concept Notes Conclusion – brings readers full circle (Hacker, 1992). Well-written endings sum up the major points presented in the body of the paper and help readers understand the implications of facts and opinions presented therein. In addition, it enables the writer to emphasize key points. Use a combination of any of the following strategies in writing the conclusion: 1. Restate your thesis statement or summarize the key points. 2. Draw implications. 3. Predict the future significance or practical use of the facts presented. 4. In an argumentative paper, point out your stand on the issue. 5. Suggest actions the readers should make. Example: Above all, teachers need to inform themselves and the rest of the school community so that together

they can develop a policy to discourage bullying. (Restatement of the Thesis) By educating themselves about bullying, teachers and parents have the knowledge to set up effective programmes and structures both within the classroom and for the whole school. Furthermore, by removing the opportunity for children to bully, providing children with a stimulating environment, and giving them the tools to deal with conflict appropriately, teachers can reduce children's inclination to bully. (Summary) Although bullying will never be fully eradicated and must be dealt with as soon as it occurs, increasing awareness of the problem is making schools a safer and more enjoyable environment in which children can learn. (Significance)

Recommendations – come after the conclusion. Present recommendations based on your findings. Avoid the temptation to present recommendations based on your own beliefs or biases that are not specifically supported by your data. They fall into two categories. 1. Recommendations to the study sponsor. What actions do you recommend they take based upon the data. 2. Recommendations to other researchers. There are almost always ways that a study could be improved or refined. What would you change if you were to do your study over again? These are the recommendations to other researchers.

Example: The problem of teen gang violence can be eliminated. It will, however, take time, money, and a

combined effort on the part of many people. Organized, free, after-school programs such as: sports teams and games; art, music, and drama activities; internships in local area businesses and professional organizations; and interesting volunteer activities in the community would help engage teens in worthwhile pursuits outside of school hours. More job opportunities for teens, especially those funded by state and local programs, would offer income for teens as well as productive work for the


community. Outreach to families through schools, community organizations, and places of worship would help promote inter-generational activities that could improve family closeness, helping teens to work on their problems at the family level, instead of taking them to the streets. If these programs can be implemented, we will surely see a decrease in teen gang activity and safer streets and neighborhoods for us all. http://www.sresearchguide.org/

B. Activity 1. Label the strategies used in the conclusion below.Do we as Americans want to continue to be known as the most violent of all western countries, if not, call or write to your representatives in Congress and demand that they pass federal firearm prevention laws. After all, federal firearm-access prevention laws keep weapons out of the hands of unauthorized users, reduce all kinds of gun-related violence, and they are a constitutional and practical means of gun control. Given these facts, one cannot argue against the necessity for federal firearm-access prevention laws. http://resources.jjay.cuny.edu/

C. Activity 2. Write the following contents on your assigned topic. 1. Conclusion 2. Recommendations D. Synthesis. Why write a conclusion for a research paper?



High School English Department


S.Y. 2014-2015Learning Activity Sheet in ENGLISH 4th YEAR


LAS No. 15

Type of Activity: Noting Concepts, Answering Activities, Generalizing IdeasActivity Title: Paraphrasing References: https://owl.english.purdue.eduValues/Attitude: Education: Academically-Excellent

I. Learning Targets: At the end of the activity, the students must be able to: Define what paraphrasing is. Determine and observe the steps to effective paraphrasing.II. Learning Experiences: A. Concept Notes A paraphrase is...

your own rendition of essential information and ideas expressed by someone else, presented in a new form.

one legitimate way (when accompanied by accurate documentation) to borrow from a source. a more detailed restatement than a summary, which focuses concisely on a single main idea.

Six Steps to Effective Paraphrasing1. Reread the original passage until you understand its full meaning.2. Set the original aside, and write your paraphrase on a note card.3. Jot down a few words below your paraphrase to remind you later how you envision using this material. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase.4. Check your rendition with the original to make sure that your version accurately expresses all the essential information in a new form.5. Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source.6. Record the source (including the page) on your note card so that you can credit it easily if you decide to incorporate the material into your paper.

Some examples to compareThe original passage:Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.A legitimate paraphrase:In research papers students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47).An acceptable summary:Students should take just a few notes in direct quotation from sources to help minimize the amount of quoted material in a research paper (Lester 46-47).

A plagiarized version:


Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.

A. Activity 1. Write a paraphrase of each of the following passages. Try not to look back at the original passage.

1. "The Antarctic is the vast source of cold on our planet, just as the sun is the source of our heat, and it exerts tremendous control on our climate," [Jacques] Cousteau told the camera. "The cold ocean water around Antarctica flows north to mix with warmer water from the tropics, and its upwellings help to cool both the surface water and our atmosphere. Yet the fragility of this regulating system is now threatened by human activity." From "Captain Cousteau," Audubon (May 1990):17.

2. The twenties were the years when drinking was against the law, and the law was a bad joke because everyone knew of a local bar where liquor could be had. They were the years when organized crime ruled the cities, and the police seemed powerless to do anything against it. Classical music was forgotten while jazz spread throughout the land, and men like Bix Beiderbecke, Louis Armstrong, and Count Basie became the heroes of the young. The flapper was born in the twenties, and with her bobbed hair and short skirts, she symbolized, perhaps more than anyone or anything else, America's break with the past. From Kathleen Yancey, English 102 Supplemental Guide (1989): 25.

3. Of the more than 1000 bicycling deaths each year, three-fourths are caused by head injuries. Half of those killed are school-age children. One study concluded that wearing a bike helmet can reduce the risk of head injury by 85 percent. In an accident, a bike helmet absorbs the shock and cushions the head. From "Bike Helmets: Unused Lifesavers," Consumer Reports (May 1990): 348.

B. Paraphrase the assigned research materials and references to you. Convene with your group mates to finalize the Body of the Research Paper.

C. Synthesis. Why is paraphrasing a valuable skill in research?







LAS No. 16

Type of Activity: Noting Concepts, Answering Activities, Generalizing IdeasActivity Title: Summarizing References: http://www.writing.utoronto.ca/; http://highered.mheducation.com/Values/Attitude: Education: Academically-Excellent

I. Learning Targets: At the end of the activity, the students must be able to: Define what summarizing is. Determine and observe the steps to effective summarizing.II. Learning Experiences: A. Concept Notes Summarizing a text, or distilling its essential concepts into a paragraph or two, is a useful study tool as well as good writing practice. A summary has two aims: (1) to reproduce the overarching ideas in a text, identifying the general concepts that run through the entire piece, and (2) to express these overarching ideas using precise, specific language. Include the title and identify the author in your first sentence.

1. The first sentence or two of your summary should contain the author’s thesis, or central concept, stated in your own words. This is the idea that runs through the entire text--the one you’d mention if someone asked you: “What is this piece/article about?” Unlike student essays, the main idea in a primary document or an academic article may not be stated in one location at the beginning. Instead, it may be gradually developed throughout the piece or it may become fully apparent only at the end.2. When summarizing a longer article, try to see how the various stages in the explanation or argument

are built up ingroups of related paragraphs. Divide the article into sections if it isn’t done in the published form. Then, write a sentence or two to cover the key ideas in each section.3. Omit ideas that are not really central to the text. Don’t feel that you must reproduce the author’s

exact progression of thought. (On the other hand, be careful not to misrepresent ideas by omitting important aspects of the author’s discussion).4. In general, omit minor details and specific examples. (In some texts, an extended example may be a

key part of the argument, so you would want to mention it).5. Avoid writing opinions or personal responses in your summaries (save these for active reading

responses or tutorial discussions).6. Be careful not to plagiarize the author’s words. If you do use even a few of the author’s words, they

must appear in quotation marks. To avoid plagiarism, try writing the first draft of your summary without looking back at the original text.

B. Activity 1. Rephrase the main idea of each sample in your own words, without repeating words or sentence structure from original statement. 1. Right now, smartphones are selling like mas in the U.S. market, where sales jumped 84 percent between 2007 and 2008, according to NPD, the market-research firm. Source: Segan, Sascha. PC Magazine 28.1

(January 2009). 54.

2. Currently the media devotes more attention to problems than solutions, to dramas than success. This has a significant effect on people’s consciousness, leading to the belief that the world is a horrible place, failure is


http://www.writing.utoronto.ca/

everywhere, and the odds of success poor. Source: Henein, Amal and Morissette, Francoise. Made in Canada

Leadership: Wisdom from the Nation’s Best and Brightest on Leadership Practice and Development. Mississauga: John Wiley & Sons Canada, 2007. 250.

3. Mathematics is known to be a hard subject, but having negative feelings about it, does not mean that one failed to prepare before an exam or new lesson. The negative feelings one experiences toward the subject may range from indescribable hate towards it, nervousness while taking the exam, fear of failing and/or not understanding the lesson, anxiety, worry, nausea and/or tension. If all of some of these feelings are experienced, then one is said to be undergoing “math anxiety” which may interfere in learning math (Mills, 2011) 4. Technology is so pervasive that almost all office employees need to be able to navigate the Web and to use word processing, e-mail, spreadsheet, database, and presentation software. Most colleges and universities have short courses to help students master the technicalities of these programs, and longer courses on technology’s changing impacts on how—and how often—we communicate. If new communications technologies allow for speedy, efficient management and transmission of information, they have simultaneously raised expectations of the accuracy, quality, and speed of written communications. Source: Locker, Kitty and Findlay, Isobel. Business Communication Now. Toronto: McGraw-Hill, 2009. 17.

B. Synthesis. Why is summarizing a valuable skill in research?

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