Reading & Writing

• Book Review or Article Critique

  Gives essential information about a book (fiction or nonfiction) or an article (e.g., from the newspaper, magazines, academic journals) and provides an evaluation or a critical analysis of it
• Reading the material for a book review or article critique

  1. Read actively, intelligently, and critically

  2. Take notes on title, genre, theme(s), characters, mood, tone, main ideas or arguments, author's writing style and language, author's purpose

  3. Formulate questions about the content

  4. Read the material more than once for in-depth understanding
• Structure of a book review or article critique

  • Introduction
  • Body
  • Conclusion
• Introduction of a book review or article critique

  1. Know the context or information in which the material was written

  2. Mention the title, year/date of publication, and author's name

  3. State the main argument or author's purpose (for article critique)

  4. Come up with a thesis statement indicating your evaluation

  5. Briefly summarize the book or main points of the article
• Body of a book review

  1. Discuss the setting, theme(s), plot, characterization, and other literary devices

  2. Evaluate how these elements contribute to the overall meaning

  3. Identify the strengths and weaknesses

  4. Relate to significant human experiences and relationships

  5. Compare to other books in the same genre

  6. Assess if the book is informative, entertaining, or meaningful and whether you would recommend it
• Body of an article critique

  1. Evaluate if the ideas are clear and convincing, and the evidence used is valid

  2. Assess if the purpose is achieved and how

  3. Analyze the overall structure and logical organization

  4. Identify the strengths and weaknesses

  5. Discuss further issues raised

  6. Evaluate how the article contributes to your knowledge or understanding
• Conclusion of a book review or article critique

  Summarize your overall evaluation and main reasons for your agreement or disagreement with the author
• Literature Review


  Integrated analysis and synthesis of scholarly articles related to the topics or issues included in your written thesis, dissertation, or journal article
• Before writing a literature review

  1. Identify the issue to be discussed

  2. Determine the problem statement, main questions, research/problem findings, and scope

  3. Collect materials from credible sources

  4. Evaluate and categorize the information gathered

  5. Ensure the information contributes to understanding the topic and is supported by evidence
• Types of literature reviews

  • Chronological (arranged sequentially in progression of time)
  • Thematic (defines or describes theory of categories significant to the research)
• Structure of a thematic literature review

  1. Broad topic (overview of the general topic)

  2. Information partly related to the paper (data from studies not directly related but can influence the research)

  3. Specific topic (focused discussion of the key issues and theories related to the research)
• Survey done thrice, each after every five years. The result shows that there is an increase in cyberbullying behavior rate from the year 2000 with 6% rate, 2005 with 9%, and 2010 with 11% rate.
• The data on the increase in the prevalence of cyberbullying can also be counter-checked based on the School Crime Supplement to the National Crime Victimization Survey (NCVS). NCVS gathered data on the population of students – ages twelve to eighteen enrolled in grades six and twelve – stating that there is an increase of cyberbullying from 6.2% in 2009 to 9% in 2011.
• Information Partly Related to the Paper

  Writing next after the broad topic is the information somewhat related to the research. Partly related information refers to data from studies not directly related but somehow can influence the research.
• The people who are cyberbullies

  • Girls (38%) compared to boys (26%)
  • 20% of these cyberbully girls that are 'mostly unkind' on online social networks1 are from ages twelve to seventeen
• Information Directly Related to the Paper

  The information directly related to the paper refers to data from other authors with the same problem statement. It can either agree or disagree with the problem stated.
• Effects of Cyberbullying: Statistics by Nominet Trust showed that 20% of those who are cyberbullied made them hesitant to attend school, 5% reported self-harm and 3% attempted suicide.
• Cyberbullying has now evolved and now in a different form- text message, phone call, e-mail, chat room, instant messaging, and website bullying. As indicated in the previous part of this literature review, it is clearly stated a direct relationship between gender and the incidence of cyberbullying. Cyberbullying is now prevalent with a continuous increase as years passed by. It also shows that the aggressor is more likely teenage girls than boys.
• Research Report is a long, formal essay, usually five to fifteen pages in length, which presents the writer's views and findings on a chosen subject. However, it is not just a long composition which follows the principles of good writing. It is a scholarly work and not just a collection of notes lifted from many different sources and strung together, one after the other.
• Components of a research report

  • Title
  • Abstract
  • Introduction
  • Methodology
  • Results
  • Discussion
  • References
• Title


  It reflects the content and emphasis of the project described in the report. Similarly, it should be as short as possible, including essential key words.
• Title


  • Utilization of Used Electrical Wires as Accessories
  • Rommel Abarte, Ferdinand Genaga and Jana MaeClemente Southville 1 Integrated National High School
• Abstract


  It is an overview of the research study and is typically two to four paragraphs in length containing 200-300 words. Think of it as an executive and technical summary that gathers the key elements of the remaining sections into a few sentences.
• This study aims to find out the utilization of electrical wires as accessories among Grade 12 TVL Electrical Installation and Maintenance (EIM) students for the school year 2019-2020. The descriptive-developmental design was used to deal with the variables. Using purposive sampling, the consolidated data were determined, employed to statistical analysis and utilized as inputs to the development of the finished products – the accessories.
• With an obtained weighted mean of 3.76 interpreted as Utilized, the findings revealed that the students could use the materials and had mastery to create such products.
• The research is a first in Southville 1 Integrated National High School for it enlightened the respondents on the concept of designing with an attention to originalityand creativity.
• The study covers one group of respondents composed of twenty-seven (27) Grade 12 TVL-EIM students with 25 male and two female participants respectively
• Keywords


  Utilization, Electrical Wires, Accessories
• Introduction


  It provides the key question that the researcher is attempting to answer and a review of any literature that is relevant. In addition, the researcher will provide a rationale of why the research is important and will present a hypothesis that attempts to answer the key question. Lastly, it should contain a summary of the key question following the completion of the research.
• The study focuses on the utilization of used electrical wires as accessories of Grade 12 Electrical Installation and Maintenance (EIM) students of Southville 1 Integrated National High School. Making accessories with electrical wires is one way of reusing and recycling electrical wires as future entrepreneurs. Likewise, the creation of accessories with such materials is a recreational activity that enhances skills in the proper handling of electrical tools in order to produce pieces such as earrings, bracelets, necklaces, rings and a crown enhanced by an LED (Light Emitting Diode).
• This in in cognizance to RA 10679, "An Act Promoting Entrepreneurship and Financial Education among Filipino Youth" or "Youth Entrepreneurship Act of 2014" which declares that it is the policy of the State to promote the sustained development of young Filipinos whose aptitude and skill in the field of finance and entrepreneurship shall be encouraged and honed through education and specialized training programs.
• The researchers conducted this study to determine whether accessories using electrical wires are feasible to the EIM students during their free time and start a business out of it.
• Research Questions


  • What is the level of utilization of used electrical wires as accessories among Grade 12 TVL-EIM students in terms of:
  • 1.1. usage of electrical tools and
  • 1.2. skill mastery?
  • How do the Grade 12 TVL-EIM students utilize electrical wires as accessories in terms of:
  • 2.1. creativity and
  • 2.2. originality?
  • Based on the results of the study, what can be proposed?
• Methodology


  This is arguably the most important section for two reasons: (1) it allows readers to evaluate the quality of the research, and (2) it provides the details by which another researcher may replicate and validate the findings. Typically, the information in the methodology section is arranged in chronological order with the most important information on top of each section.
• The methods used by the researchers are sampling, data collection and analysis. Likewise, they employed the descriptive-developmental research to determine the utilization of used electrical wires.
• Results


  In longer research papers, the results section contains the data and perhaps a short introduction. Ideally, the interpretation of the data and the analysis is reserved for the discussion section.
• Discussion


  This section is where the results of the study are interpreted and evaluated against the existing body or literature. In addition, should there be any anomalies found in the results, this is where the authors point them out. Finally, it is an attempt to connect the results to the bigger picture and show how the results might be applied.
• 1. On the level of utilization of used electrical wires as accessories among Grade 12 TVLEIM students in terms of usage of electrical tools shows that the highest mean of 4 is achieved by indicator #1(Uses appropriate tools and equipment in making accessories) interpreted as Utilized is followed by the mean of 3.92 gained by indicator #2 (Uses electrical wires economically) interpreted as "Utilized". The overall mean of 3.90 indicates that the level of utilization of electrical wires in terms of usage of electrical tools is "Utilized".
• 2. Apparently, the level of utilization of used electrical wires as accessories in terms of skill mastery shows that the highest mean of 4.14 was gained by indicator #4 (Has the ability to use tools and equipment properly) with an interpretation of "Utilized" is followed by the mean of 3.77 gained by indicator #1 (Knows how to create innovative designs (with same interpretation. On the other hand, indicator #2 (Creates accessories with enough speed) gained the lowest mean of 3.37 interpreted as "Moderately Utilized" and the overall mean of 3.71 which indicates that the level of utilization in terms of skill mastery is "Utilized".
• 3. In addition, the utilization of used electrical wires as accessories in terms of creativity reveals that the highest mean of 3.74 is gained by indicator #3 (Shows spontaneous and cognitive attitude) and indicator #4 interpreted as "Mastered" is followed by a mean of 3.70 for indicator #2 (Shows deliberate and emotional aptitude) with a similar interpretation. With that, the overall mean of 3.69 indicates that the utilization of electrical wires in terms of creativity is "Mastered".