EAPP Quarter 2 – Module 7 Summarizing Findings and Executing the Report through Narrative and Visual/Graphic Forms

1. English for Academic and
Professional Purposes
Quarter 2 – Module 7:
Summarizing Findings and
Executing the Report through
Narrative and Visual/Graphic Forms

2. SENIOR HS MODULE DEVELOPMENT TEAM
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3. English for Academic and
Professional Purposes
Quarter 2 – Module 7:
Summarizing Findings and
Executing the Report through
Narrative and Visual/Graphic Forms

4. 1
Introductory Message
For the facilitator:
Welcome to the English for Academic and Professional Purposes– Grade
11 Alternative Delivery Mode (ADM) Module on Summarizing Findings and
Executing the Report through Narrative and Visual/Graphic Forms!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic constraints
in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box
in the body of the module:
As a facilitator you are expected to orient the learners on how to use
this module. You also need to keep track of the learners' progress while
allowing them to manage their own learning. Furthermore, you are expected
to encourage and assist the learners as they do the tasks included in the
module.
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.

5. 2
For the learner:
Welcome to the English for Academic and Professional Purposes– Grade 11 Alternative
Delivery Mode (ADM) Module on Module on Summarizing Findings and Executing the Report
through Narrative and Visual/Graphic Forms
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and accomplish.
Hence, the hand in this learning resource signifies that you as a learner is capable and
empowered to successfully achieve the relevant competencies and skills at your own pace and
time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to process
the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

6. 3
Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:
References This is a list of all sources used in developing
this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Do not forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

7. 4
What I Need to Know
By the end of the module you should be able to:
1. Define the different non-prose text.
2. Transcode data from surveys, experiments and observations from
linear to non-linear
3. Summarize findings and executes the report through narrative and
visual/graphic forms (CS_EN11/12A-EAPP-IIe-j-11)
What I Know
A. Let us find out how much you know about the topic. Read each item below
carefully. On your answer sheet write TRUE if the statement is true and
FALSE if not.
1. The information from books is presented in sentences and paragraphs
only.
2. Non –prose reading consists of disconnected words and numbers instead
of the sentences and paragraphs.
3. The presentation of the gathered data from surveys, experiments and
observations in graphic forms requires organization so as not to confuse
readers.
4. Graphic forms can make content more engaging, more memorable and
easier to understand.
5. In presenting the data in graphic forms, only the most important
information is selected.

8. 5
B. Match the non-prose text in Column A with its definition in Column B
COLUMN A COLUMN B
_____1. Bar Graph
_____2. Histogram
_____3. Pie Chart
_____4. Line Graph
_____5. Tables
_____6. Pictograph
a. smaller picture represents a certain amount
of an item and the pictures in the graphs
are stacked up one after another
b. display comparisons between 2 variables,
line graphs involve an x-axis horizontally
and a y-axis vertically on a grid
c. represent statistical information by way of
bars to show the frequency distribution of
continuous data
d. represents the parts of a whole.
e. graphically represents the comparison
between categories of data. It displays
grouped data by way of parallel rectangular
bars of equal width but varying the length
f. present a great deal of numerical
information in a very clear and concise way,
with very minimal space to occupy.

9. 6
Notes to the Teacher
This module was designed for the students to learn about
summarizing findings and executing the report through narrative
and visual/graphic forms.
Lesson
1
Summarizes Findings and
Executes the Report
through Narrative and
Visual/Graphic Forms
What’s In
In the previous module that you have completed, you gathered information
from surveys, experiments, or observations using a well formulated research
question and using different sources of data. Using your output in the
activities in module 7, fill in the following table.
Research Question Sources of
Data
Findings
What distance learning
modality do the 106
Grade 10 learners in Dr.
Victoria B. Roman MHS
prefer this School Year
2020-2021?
Interview /
Survey
Based on the survey to 80 Grade 10
learners, 69 prefer modular digital and
11 prefer modular print
Based on the interview to 26 Grade 10
learners, 19 prefer modular digital and
7 prefer modular print
Research Question 1
Research Question 2

10. 7
What’s New
Compare the following materials. Then answer the questions that
follow.
MATERIAL A.
Nine Percent of Filipinos Aged 6 to 24 years are Out of
School (Results from the 2017 Annual Poverty Indicators
Survey)
Reference Number:
2018-092
Release Date:
Wednesday, June 6, 2018
Based on the 2017 Annual Poverty Indicators Survey (APIS),
about nine percent of the estimated 39.2 million Filipinos aged 6 to
24 years old were out-of-school children and youth (OSCY). OSCY
refers to family members 6 to 14 years old who are not attending
formal school; and family members 15 to 24 years old who are
currently out of school, not gainfully employed, and have not
finished college or post-secondary course.
Of the 3.6 million OSCYs, 83.1%0 were 16 to 24 years old,
11.2% percent were 12 to 15 years old and 5.7% were 6 to 11 years
old. The proportion of OSCYs was higher among females (63.3%)
than males (36.7%) (Table 1).
The most common reasons among OSCYs for not attending
school were marriage or family matters (37.0%), lack of personal
interest (24.7%), and high cost of education or financial concern
(17.9%). Among females OSCYs, marriage or family matters (57.0%)
was the main reason for not attending school while lack of personal
interest among males (43.8%) (Figure 1 and Table 2).
Nationwide, about one-half of OSCYs belong to families
whose income fall at the bottom 30 percent based on their per
capita income (Table 3).
The APIS 2017 is a nationwide survey conducted by the
Philippine Statistics Authority (PSA). Around 11,000 sample
households are covered nationwide in the survey. The survey is
designed to provide non-income indicators related to poverty at the

11. 8
national level. It also gathered data on the socio-economic profile
of families and other information related to their living condition.
MATERIAL B:
1. Which is more interesting to you as a student?
2. Which of the two texts do you find easier to understand?
3. Which of the texts do you find difficult to understand?
4. In your opinion as a student, which of the two texts is best to present
data gathered from surveys, experiments or observation?

12. 9
What is It
Now you have the findings/information from the survey, experiment or
observation that you have completed. It is now the time to summarize these
findings and execute the report through narrative and visual/graphic forms or
non-prose texts.
What are non-prose texts? Non-prose texts consist of disconnected words and
numbers instead of the sentences and paragraphs.
Uses of non-prose materials are:
1. Present data in an organized and systematic way.
2. Allow the reader to absorb the information fast and efficiently.
3. Explain abstract concepts, processes, relationships in a
concrete manner
4. Provide only the useful and relevant data
Non-prose texts such as tables, figures or charts are used in
presenting a survey result that will be useful for the readers.
These can make can make your content more engaging, more
memorable, and easier to understand.
What are examples of non-prose text?
1. BAR GRAPH - A bar graph is a chart that graphically represents
the comparison between categories of data. It displays grouped
data by way of parallel rectangular bars of equal width but
varying the length. Each rectangular block indicates specific
category and the length of the bars depends on the values they
hold. The bars in a bar graph are presented in such a way that
they do not touch each other, to indicate elements as separate
entities.

13. 10
2. HISTOGRAM - a type of bar chart that is used to represent
statistical information by way of bars to show the frequency
distribution of continuous data. It indicates the number of
observations which lie in-between the range of values, known as
class or bin.

14. 11
3. PICTOGRAPH - These are the first graph types that kids learn
about. In pictographs, smaller picture represents a certain amount
of an item and the pictures in the graphs are stacked up one after
another. Picture fractions represent the portions represented by
the picture. If an approximation would be estimated or given, the
pictograph is representing used for these amounts visually.
4. LINE GRAPH - Used to display comparisons between 2 variables,
line graphs involve an x-axis horizontally and a y-axis vertically on
a grid. Dot-connected and grid-plotted lines are what comprise a
line graph. These lines monitor and compare various data sets.
Usually, the x-axis represents time measurements while the y-axis
is a representative of measure or percentage of quantity. For this
reason, a line graph is used often for tracking variables of one or
more subjects in time.

15. 12
5. PIEGRAPH - Sometimes called a circle graph, pie charts
represent the parts of a whole. Each ‘section’ or ‘slice of the pie is
a data percentage. From biggest to smallest, segments are arranged
in a clockwise formation. This way, the pie chart features easy-to-
compare subjects presented in a neat, easy-to-understand way.
6. TABLES – present a great deal of numerical information in
a very clear and concise way, with very minimal space to
occupy.
PRESENTING SURVEY RESULT USING NON-PROSE TEXTS
Let us have the following examples:
Example A: Martha conducted a survey that shows which
sports students in her school like to play the most. She
interviewed 112 students and obtained the following results.

16. 13
Sport Tally
baseball 31
Basketball 17
Football 14
Soccer 28
Volleyball 9
Swimming 8
Gymnastics 3
Fencing 2
TOTAL 112
(1) Make a bar graph of the results showing the percentage of the
students in each category.
To make a bar graph, we list the sport categories on the x−axis and
let the percentage of students be represented by the y−axis.
To find the percentage of students in each category, we divide the
number of students in each category by the total number of
students surveyed:
Sport Percentage
baseball 31/112 = .28 = 28%
basketball 17/112 = .15 = 15%
football 14/112 = .125 = 12.5%
soccer 28/112 = .25 = 25%
volleyball 91/12 = .08 = 8%
swimming 8/112 = .07 = 7%
gymnastic 3/112 = .025 = 2.5%
fencing 2/112 = .02 = 2%
Now we can make a graph where the height of each bar represents
the percentage of students in each category:

17. 14
(2) Make a pie chart of the collected information, showing the
percentage of students in each category.
To make a pie chart, we find the percentage of the students in each
category by dividing the number of students in each category as in
part a. The central angle of each slice of the pie is found by
multiplying the percentage of students in each category by 360
degrees (the total number of degrees in a circle). To draw a pie-
chart by hand, you can use a protractor to measure the central
angles that you find for each category.
Sport Percentage Central angle
baseball 31/112=.28=28% .28×360∘=101∘
basketball 17/112=.15=15% .15×360∘=54∘
football 14/112=.125=12.5% .125×360∘=45∘
soccer 28112=.25=25% .25×360∘=90∘
volleyball 9/112=.08=8% .08×360∘=29∘
swimming 8/112=.07=7% .07×360∘=25∘
gymnastics 3/112=.025=2.5% .025×360∘=9∘
fencing 2/112=.02=2% .02×360∘=7∘

18. 15
Here is the pie-chart that represents the percentage of
students in each category:
EXAMPLE B:
In the second example Raul found that that 30% of the students
at his school are in 9th grade, 26% of the students are in the 10th
grade, 24% of the students are in 11th grade and 20% of the
students are in the 12th grade. He surveyed a total of 60 students
using these proportions as a guide for the number of students he
interviewed from each grade. Raul recorded the following data:

19. 16
Grade Level Number of hours worked
Total
number of
students
9th grade
0, 5, 4, 0, 0, 10, 5, 6, 0, 0, 2, 4, 0, 8,
0, 5, 7, 0
18
10th grade
6, 10, 12, 0, 10, 15, 0, 0, 8, 5, 0, 7,
10, 12, 0, 0
16
11th grade
0, 12, 15, 18, 10, 0, 0, 20, 8, 15, 10,
15, 0, 5
14
12th grade
22, 15, 12, 15, 10, 0, 18, 20, 10, 0,
12, 16
12
Draw a histogram of the data.
The histogram associated with this frequency table is shown below.
EXAMPLE C:
Class advisers in your school conducted a survey on the distance
learning modality that Senior High School enrolees prefer this

20. 17
school year. They were able to gather the data using interview and
surveys via messenger, phone calls and text messages. The result
of the data gathered from 61 respondents was presented in a table.
MODALITY Grade 11 Grade 12 Total
Modular Print 4 12 16
Modular Digital 38 6 44
Online 0 1 1
Radio 0 0 0
Television 0 0 0
Blended DL 0 0 0
Total 42 19 61
With the given discussion, you are now ready to summarize
findings and execute the report through narrative and
visual/graphic forms.
What’s More
Do the following activities.
1. Melissa conducted a survey to answer the question “What sport do
junior high school students like to watch on TV the most?” She
collected the following information on her data collection sheet.
Make a bar graph of the results.
SPORTS TALLY
Baseball |||| |||| |||| |||| |||| |||| || 32
Basketball |||| |||| |||| |||| |||| ||| 28
Football |||| |||| |||| |||| |||| 24
Soccer |||| |||| |||| |||| 19
Gymnastics |||| |||| |||| |||| 19
Figure Skating |||| || 8
Hockey |||| |||| |||| ||| 18
Total 148

21. 18
2. Samuel conducted a survey to answer the following question: “What
is the favorite kind of pie of the people living in my town?” By standing
in front of his grocery store, he collected the following information on
his data collection sheet: Make a pie chart of the results.
TYPE OF PIE TALLY
Apple |||| |||| |||| |||| |||| || 27
Pumpkin |||| |||| ||| 13
Lemon Meringue |||| || 7
Chocolate Mousse |||| |||| |||| |||| ||| 23
Cherry |||| 4
Chicken Hot Pie |||| |||| |||| |||| |||| |||| | 31
Others |||| || 7
Total
3. Jonas conducted a survey on the total amount of transportation allowance of
all the students in his Grade 11 class for the ten months of the school year.
He gathered the following data. Make a line graph of the results.
MONTH OF THE YEAR TALLY
June 4,500.00
July 4,500.00
August 4,500.00
September 4,000.00
October 3,000.00
November 4,500.00
December 2,000.00
January 4,400.00
February 4,000.00
March 4,800.00
Total 40,200.00

22. 19
What I Have Learned
After you have answered all the activities in the lesson, let us see
what you have learned. Complete the statement below based on
your learning from the previous activities and discussion.
1. _______________ texts consist of disconnected words and numbers
instead of the sentences and paragraphs.
2. _______________ is a type of bar chart that is used to represent
statistical information by way of bars to show the frequency
distribution of continuous data.
3. Tables are used to present a great deal of
_____________________________ in a very clear and concise way, with
very minimal space to occupy.
4. Non-prose materials provide only the useful and ____________________
data.
5. A pie chart represents the _____________ of each category.
What I Can Do
Conduct a survey and gather answers to the question: Who
are the people who helped you cope with the challenges brought by
the new normal in education?
Then, present the result in any of the non-prose materials
discussed in this module.

23. 20
Assessment
This is a result of a survey of answers to the question: “On
what do students in your high-school like to spend the biggest
portion of money on?”
Make a pie chart of the result.
Expenses Tally
Food 25
Clothes 15
Communication
Allowance 18
School Supplies 20
Personal Needs 17
Others 10
Total 105
Additional Activities
Conduct a survey and gather answer to the following questions:
(1) What hobbies have you enhanced or developed in the seven months
of lockdown due to the pandemic?
(2) What attitude will help the youth like you to avoid depression due
to the crisis brought by the pandemic?
Then, present the result in any of the non-prose materials
discussed in this module.

24. 21
Additional
Activities:
Answers
vary
Assessment:
Answers
vary
What’s
More:
Answers
Vary
What
I
Can
Do:
Answers
vary
What
I
Have
Learned:
1.
Non-prose
text
2.
Histogram
3.
numerical
information
4.
relevant
5.
percentage
What’s
New:
Answers
Vary
Answer Key
What
I
Know:
A.
1.
FALSE
2.
TRUE
3.
TRUE
4.
TRUE
5.
TRUE
What
I
Know:
B.
1.
e
2.
c
3.
d
4.
b
5.
f
6.
a
What’s
In:
Answers
Vary

25. 22
References
English for Academic and Professional Purposes Teacher’s Guide
English for Academic and Professional Purposes Learner’s Guide
https://www.ck12.org/statistics/planning-and-conducting-
surveys/lesson/Planning-and-Conducting-Surveys-ALG-
I/?fbclid=IwAR3MqWZvoKYSPi-wIJG5mk6W9dzE1knOyS87-
KFG67nD4pbdgrwf_iTyO6o
https://www.slideshare.net/RhodoraCaballero/reading-non-prose-
texts?from_action=save
https://venngage.com/blog/how-to-summarize/
https://psa.gov.ph/content/nine-percent-filipinos-aged-6-24-years-are-
out-school-results-2017-annual-poverty-indicators
https://www.slideshare.net/RhodoraCaballero/reading-non-prose-texts
https://krooscott.com/wp-content/uploads/2017/10/IELTS-writing-task-
1-bar-graph-sample.png#main
https://study.com/academy/lesson/what-is-a-line-graph-definition-
examples.html
https://www.google.com/search?q=pictograph+sample&client=firefox-b-
d&channel=crow2&tbm=isch&source=iu&ictx=1&fir=CHE_ZzviMaw8WM%
252CG6TUfiA3HeDzDM%252C_&vet=1&usg=AI4_-kTagZ-
JdQjIJnxaLvDl6NtdpHlW6Q&sa=X&ved=2ahUKEwi-
i4PHsIbsAhXKxYsBHS52CXoQ9QF6BAgJEGE&biw=1366&bih=654#imgrc=
CHE_ZzviMaw8WM

26. 23
For inquiries or feedback, please write or call:
Department of Education – Region III,
Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section
(LRMDS)
Provincial Capitol Compound, Balanga City,
Bataan Telefax: (047) 237-2102
Email Address: bataan@deped.gov.ph