COMPOSING

ACADEMIC WRITING
LITERATURE REVIEW
 LITERATURE REVIEW
• A Literature Review (LR) is a type of academic essay that examines what
has already been written about a topic.
• As a collection of published research about your topic by recognized
scholars and researchers, it is a way for you to examine also what has
already been done in regard to your research question or problem.
• Likewise, it summarizes and synthesizes the conducted research driven
by guiding principles. Although it is not a research paper, it provides
background for your problem and a rationale for your research (Abadiano
2016, 51-52).
 COMPONENTS OF A LITERATURE
REVIEW
I. Introduction
• Defines the topic and the scope being considered
• Notes intentional exclusions
• States the general findings of the review and the availability of the
sources
II. Main Body
• Organizes the evaluation of the sources whether chronologically or
thematically
• Showcases the critical summary and evaluation of the research’s
premise, methodology, and conclusion
• Uses grammatical connectors, relational words or phrases, and
transitional devices
III. Conclusion
• Summarizes the key findings of the review
• Offers the reviewer’s justification of the conducted research
• References
• Reflect the in-text citations
• Contains complete and correct citations
 4 LITERATURE REVIEW STRATEGIES
Summary Synthesis
State briefly the argument and Combine ideas in order to form an
main points of relevant research integrated theory or system through critical
evaluation, compare/contrast, etc.

Analysis Evaluation
Examine closely the elements or Assess the research based on the criteria or
structure of the research rubric that you choose, state, and explain.
Support it with another similar research.
 RESEARCH REPORT
•A 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
• It reflects the content and emphasis of the project
described in the report. Similarly, it should be as short as
possible, including essential keywords.
•Example: The Impact of Classical Music on the Work of
the brain.
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 distills the key
elements of the remaining sections into a few sentences.
•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.
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.
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.
References
• This section provides a list of each author and paper cited in
the research report. Any fact, idea, or direct quotation used in
the report should be cited and referenced.
 Utilization of Used Electrical Wires as Accessories
Rommel Abarte, Ferdinand Genaga and Jana Mae Clemente Southville 1 Integrated National High School

•Abstract
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 for 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 attention to originality and 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
•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. Towards this end, the State shall establish, maintain, and support a complete,
adequate, and integrated system of education and training to encourage the entrepreneurial spirit among our youth as well as
support and promote the growth of young entrepreneurs nationwide.
•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
1. What is the level of utilization of used electrical wires as accessories among Grade 12
TVL-EIM students in terms of:
1. usage of electrical tools and
2. skill mastery?
2. How do the Grade 12 TVL-EIM students utilize electrical wires as accessories in terms
of: 2.1. creativity and 2.2. originality?
3. Based on the results of the study, what can be proposed?
Methodology
•The methods used by the researchers are sampling, data
collection, and analysis. Likewise, they employed descriptive-
developmental research to determine the utilization of used
electrical wires.
•
Results and Discussion
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”.
•
 1. 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”.
2. 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”.
3. Finally, in terms of originality the participants rated the proponents with the highest mean of 3.85 as revealed by indicator #1
(Designs are unique) interpreted as “Mastered” followed by a mean of 3.81 as seen in indicator #2 (Designs cater to the
millennials) with a similar mean and interpretation. However, indicator #3 (Designs are personally selected by the proponents)
has the lowest mean of 3.62 interpreted as “Mastered”. Interestingly, the overall mean of 3.76 indicates that the grade 12 TVLEIM
students’ utilization of used electrical wires as accessories in terms of originality was “Mastered”.
•
•Conclusions
1. Based on the findings, the proponents are skilled enough to utilize electrical wires as accessories. Their
acquired skill can be useful if they plan to put up their own accessories business applying it to real-life business
situations.
2. Although their developed products were approved by a school-based electrical engineer and by a panel of
research examiners, the proponents should obtain permission from a local DTI representative, have it
registered in the local SEC, and then secure permits from the barangay, the city hall, and the BIR. This is in case
they aspire to venture into the accessories business.
3. The results also indicated that the proponents demonstrated their competence in utilizing electrical tools and
equipment without the guidance of their EIM teachers. Their initiative and independence satisfy the law on
youth entrepreneurship which clearly advocates the putting up of a microbusiness strongly honed while in
school.
4. The grade 12 researchers are capable of creating original designs with an attention to detail and safety.
•
•References
•Babbie, E. (2018) The Practice of Social Research, 8th ed: Wadsworth Publishing.
•Ghani, A. (2014) Experimental Research Methods for Students in Built Environment
and Engineering.
• https://www.researchgate.net/publication/
274618610_Experimental_Research_Method
s_for_Students_in_Built_Environment_and_Engineering.
• Lazatin, H (2019) The Best New Fashion and Accessory Brands You Should Discover in
Manila https://www.townandcountry.ph/style/fashion/new-fashion-and-
accessorybrands-in-the-philippines-a00184-20190726-Ifrm.
 PROJECT PROPOSAL
A project proposal is a document that is written for
problem-solving, service provision, event planning, or
equipment selling. Generally, proposals are used to
convince the reader to do what the proposal suggests, such
as buying goods or services, funding a project, or
implementing a program.
PROJECT PROPOSALS are persuasive documents that
need to do the following: highlight reader benefits,
prove your credibility in carrying out the project, and
allow the reader to respond easily.
 Guidelines in Writing the Proposal

1. Gathering the Data

• One of the characteristics of an effective proposal is being
well-researched.
• It needs concrete data to back up its claims so it can become
more credible. You can gather data from primary and
secondary sources, and apply the strategies that you learned in
writing a research paper in the previous lessons.
2. Organizing the Data
• A proposal becomes more effective if the information on it is
clearly organized.
• You can use the parts of the proposal to guide you in your
organization or use an outline to structure your discussion
more effectively.
3. Writing the Proposal
Fill out the parts of the proposal with the relevant data.
4. Revising the Proposal
Make sure to review your proposal for accuracy and
organization before you send it out. A good proposal will be
comprehensive and will put your organization in the best
light.
 Formatting the Project Proposal

Proposals are primarily categorized according to their length. An informal proposal is

about 2-4 pages long. A formal proposal has 5 or more pages. Regardless of their purpose and
audience, they have standard parts such as the following:
1. Introduction. This part provides the background necessary for understanding the project, which is
done by telling your reader the following:
• Rationale - this identifies the problem to be addressed and shows the need to solve it.
• Objectives - these reveal what the project intends to achieve in terms of results. It also gives
the reader an idea of the intended solution. Good objectives are SMART (Specific,
Measurable, Attainable, Results oriented, and bound within a realistic Time frame).
• Benefits - these show what the reader or the target audience can gain from the proposal,
which may be improvements in processes or systems, an increase in revenue, or a change in
behavior of the beneficiaries of the proposal.
1. Project Description. This section gives specific information about the project itself. It
indicates how the project will address the identified problem through the following parts:
• Methodology – this entails the different activities, the project will take on,
including the manpower (i.e., the people involved and their duties), resources
to be utilized and the expanded output.
• Schedule - this discusses the task duration and expected start and end dates
of each activity in the project.
• Budget - this presents an analysis of all the costs anticipated in the project which can
be itemized or shown as a whole, depending on the needs of the project.
•
 Part of the Introduction Content
Rationale (What prompted the project? Is there an existing concern or
potential problem that you want to address?)

Objectives (What does the project hope to achieve?)

Benefits (Who are the project beneficiaries? How will they benefit?)

II. Project Description

Methodology (Who are the people involved in the project? What are their
duties? What are the resources needed? What is the expected output?)

Schedule (What is the date of implementation and its duration?)

Budget (What is the estimated amount of budget requirement? Budget

sources?)