The K to 12 Curriculum Guide for English Grade 8 focuses on developing communicative competence and multiliteracies, emphasizing the understanding of literature and various text types to appreciate both Philippine and Afro-Asian cultures. It outlines performance standards and learning competencies across four quarters, including listening comprehension, oral language fluency, vocabulary enhancement, reading comprehension, and writing skills, while integrating strategies for critical thinking and interpretation in different contexts. The curriculum aims to enhance learners' engagement with texts and improve their abilities to analyze and articulate their understanding of diverse literary and informational genres.

1. K TO 12 CURRICULUM GUIDE IN ENGLISH
GRADE 8
PROGRAM STANDARD: The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of
literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.
GRADE LEVEL STANDARD: The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of Afro-
Asian Literature and other texts types for a deeper appreciation of Afro-Asian Culture and those of other countries.
DOMAINS OF
LITERACY
CONTENT STANDARD PERFORMANCE
STANDARD
LEARNING COMPETENCIES
Listening
Comprehension
Quarter 1
The learner demonstrates
understanding of the prosodic
features and non-verbal cues
that serve as carriers of
meaning when listening to
informative texts and longer
narratives to note significant
details.
Quarter 1
The learner accurately
produces a schematic
diagram to note and
give an account of the
important details in
long narratives or
descriptions listened
to.
Quarter 1
• Recognize prosodic features: stress, intonation and
pauses serving as carriers of meaning that may aid or
interfere in the delivery of the message in stories and
informative texts
• Note prosodic features (stress, intonation, pauses) and
rate of speech as carriers of meaning
• Recognize changes in meaning signaled by stress,
intonation and pauses
• Listen to points the speaker emphasizes as signaled by
contrastive sentence stress determine how stress,
intonation, phrasing, pacing, tone and non-verbal cues
serve as carriers of meaning that may aid or interfere in
the message of the text listened to
Quarter 2
The learner demonstrates
understanding on how
employing projective listening
strategies to descriptive and
longer narrative audio texts,
Quarter 2
The learner creates an
audio – video
presentation
highlighting the core
message of a text
Quarter 2
• Employ appropriate listening skills when listening to
descriptive and long narrative texts
(e. g. making predictions, noting the dramatic effect of
sudden twists, etc.)
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2. helps him/her to validate
information, opinion, or
assumption to participate well
in specific communicative
context .
The learner demonstrates
understanding of adjusting
listening strategies (marginal,
selective, attentive, critical) in
relation to the main purpose
of listening, one’s familiarity
with the topic and difficulty of
the text describing a process
and narrating longer stories
to suit the listening text and
task.
•
listened to.
• Employ projective listening strategies with longer
stories
• Listen to determine conflicting information aired over
the radio and television
• Listen for clues to determine pictorial representations
of what is talked about in a listening text
Quarter 3
The learner demonstrates
understanding in validating
information, opinions, or
assumptions made by a
speaker to arrive at sound
decisions on critical issues.
Quarter 3
The learner proficiently
writes an editorial
article concerning an
issue raised by the
speaker in a text
listened to.
Quarter 3
• Determine the persons being addressed in an informative
talk, the objective/s of the speaker and his/her attitude on the
issues
 Use attentive listening strategies with informative
texts
• Note clues and links to show the speaker’s stand and
assumptions
• Listen for clues and links to show the speaker’s train
of thoughts
 Determine the stand of the speaker on a given
issue
 Listen to get the different sides of social, moral,
16

3. and economic issues affecting a community
Quarter 4
The learner
demonstrates understanding
of how the orchestration of
harmony, unison, rhythm and
the structure of narratives
and other text types enable
him or her to appreciate their
richness.
Quarter 4
The learner creatively
renders a choric
interpretation of a text
listened to
•
Quarter 4
• Process speech delivered at different rates by making
inferences from what was listened to
• Use syntactic and lexical clues to supply items not
listened to
• Anticipate what is to follow in a text listened to
considering the function/s of the statements made
• Express appreciation for texts orally interpreted noting
harmony, unison, and rhythm.
 Listen to appreciate the tune and the narrative
structure of ballads
• Listen to appreciate harmony, unison, and rhythm in
choric interpretations.
Oral Language
and Fluency
Quarter 1
• The learner
demonstrates
understanding of how to
speak in clear, correct
English appropriate for a
certain situation, purpose
and audience.
Quarter 1
• The learner
actively participates
in a conversational
dialogue about
school/environmenta
l issues or any
current social
concerns.
Quarter 1
• Use appropriate registers to suit the intended audience,
and variation in intonation and stress for emphasis and
contrast
o Express feelings and attitudes by utilizing
contrastive stress and variations of tone and tempo
o Use stress, intonation, and juncture to signal
changes in meaning
Quarter 2 Quarter 2 Quarter 2
17

4. • The learner
demonstrates
understanding of the various
means on how figurative
and academic language can
be used in various
communication settings.
• The learner
joins actively in a
panel discussion
on a current issue or
concern.
• Ask for and give information, and express needs,
opinions, feelings, and attitudes explicitly and implicitly
in an informative talk
• Formulate responses to questions noting the types of
questions raised (yes-no, wh-questions, alternative,
modals, embedded)
• Make inquiries
• Give information obtained from mass media:
newspapers, radio, television
• Highlight important points in an informative talk using
multi-media resources
Quarter 3
The learner demonstrates
understanding of using turn-
taking strategies in extended
conversations to effectively
convey information.
Quarter 3
The learner proficiently
conducts a formal,
structured interview
of a specific subject.
•
Quarter 3
• Use appropriate turn-taking strategies (topic nomination,
topic development, topic shift, turn-getting, etc.) in
extended conversations
 Interview persons to get opinions about certain
issues
 Respond orally to ideas and needs expressed in
face-to-face interviews in accordance with the intended
meaning of the speaker
 Use communication strategies (e.g. paraphrase,
translations, and circumlocution) to repair breakdown in
communication
•
Quarter 4
The learner demonstrates
Quarter 4
The learner
Quarter 4
• Arrive at a consensus on community issues by assessing
18

5. understanding of speech
functions and forms as
indicators of meaning.
competently delivers
an informative
speech using multi-
media resources to
highlight important
points.
statements made
 React to information obtained from talks
• Interview persons to get their opinions about social
issues affecting the community
 Agree/Disagree with statements, observations and
responses made when issues affecting the community
 Infer the function/s of utterances and respond
accordingly taking into account the context of the
situation and the tone used
•
Vocabulary
Enhancement
(Subsumed in all
domains)
Quarter 1
• The learner
demonstrates
understanding of the
strategies for coping with
the unknown words and
ambiguous sentence
structures and discourse to
arrive at meaning.
Quarter 1
The learner
creatively produces an
e-portfolio of
vocabulary illustrating
the use of varied
strategies.
Quarter 1
• Develop strategies for coping with unknown words
and ambiguous sentence structures and discourse
o Differentiate between shades of meaning by
arranging words in a cline
o Guess the meaning of idiomatic expressions by
noting keywords in expressions, context clues,
collocations, clusters, etc.
o Arrive at the meaning of structurally complex and
ambiguous sentences by deleting expansions to come up
with kernel sentences
Quarter 2
• The learner
Quarter 2
The learner creatively
Quarter 2
• Develop strategies for coping with unknown
19

6. demonstrates
understanding of the
strategies for coping with
the unknown words and
ambiguous sentence
structures and discourse to
arrive at meaning.
prepares a
comparative log of
academic and
figurative language
reflected in documents
with the same themes.
words and ambiguous sentence structures and discourse
o Identify the derivation of words
o Define words from context and through word analysis
(prefix, roots, suffixes)
o Use collocations of difficult words as aids in unlocking
vocabulary
o Arrive at the meaning of structurally complex and
ambiguous sentences by separating kernel sentences from
modification structures and expansions
Quarter 3
• The learner
demonstrates
understanding of the
strategies for coping with
the unknown words and
ambiguous sentence
structures and discourse to
arrive at meaning.
Quarter 3
The learner creatively
produces a frequency
word list.
Quarter 3
• Develop strategies for coping with unknown words
and ambiguous sentence structures and discourse
o Identify the derivation of words
o Define words from context and through word analysis
(prefix, roots, suffixes
o Use collocations of difficult words as aids in
unlocking vocabulary
• Arrive at the meaning of structurally complex and
ambiguous sentences by separating kernel
sentences from modification structures and
expansions.
Quarter 4
• The learner
demonstrates
Quarter 4
The learner proficiently
produces a glossary
Quarter 4
• Develop strategies for coping with unknown words and
ambiguous sentence structures and discourse
20

7. understanding of the
strategies for coping with
the unknown words and
ambiguous sentence
structures and discourse to
arrive at meaning.
of words related to
specific disciplines. o Identify the derivation of words
o Define words from context and through word analysis
(prefix, roots, suffixes)
o Use collocations of difficult words as aids in unlocking
vocabulary
• Arrive at the meaning of structurally complex and
ambiguous sentences by separating kernel sentences
from modification structures and expansions
Reading and
Comprehension
Quarter 1
• The learner
demonstrates understanding
of the different reading
styles to suit the text and
one’s purpose for reading.
Quarter 1
The learner produces a
Reading Log showing
various entries like the
choice of reading
materials, the type of
reading employed, etc.
Quarter 1
• Adjust reading speed based on one’s purpose for reading
and the type of materials read
• Use different reading styles to suit the text and one’s
purpose for reading
• Scan rapidly for sequence signals or connectors as
basis for determining the rhetorical organization of
texts
• Skim to determine the author’s key ideas and
purpose by answering questions raised after
surveying the text
• Read closely to select appropriate details from a
selection for specific purposes
Quarter 2
• The learner
demonstrates
understanding of textual
Quarter 2
The learner proficiently
uses advanced
organizers/
illustrations showing
Quarter 2
• Evaluate content, elements, features, and properties of a
reading or viewing selection using a set of criteria developed in
consultation (with peers and the teacher)
21

8. relationships using non-
linear forms and graphics
to obtain information from
linear and non-linear texts.
textual relationships.
• Explain visual-verbal relationships illustrated in tables,
graphs, information maps commonly used in content area texts
 Transcode information from linear to non-linear
texts and vice-versa
 Explain illustrations from linear to non-linear texts
and vice versa
 Organize information illustrated in tables, graphs
and maps
Quarter 3
• The learner
demonstrates understanding
of varied reading approaches
to make sense and develop
appreciation for the different
text types.
Quarter 3
The learner creatively
produces a digital
chart of various text
types with clickable
features.
Quarter 3
• Utilize varied reading strategies to process information
in a text
• Recognize the propaganda strategies used in
advertisements and consider these in formulating
hypotheses
• Distinguish between facts from opinions
• Use expressions that signal opinions (e.g. seems, as I
see it)
• Note the function of statements made as the text unfolds
and use it as a basis for predicting what is to follow
• Express emotional reactions to what was asserted or
expressed in a text
• Employ approaches best suited to a text
 Note the functions of statements as they unfold
22

9. and consider the data that might confirm/disconfirm
hypothesis
 Examine for bias
 Determine the validity and adequacy of proof
statements to support assertions
 React critically to the devices employed by a writer
to achieve his/her purpose
Quarter 4
• The learner
demonstrates understanding
of how to abstract
information presented in
different text types and to
note explicit and implicit
signals used by the writer.
Quarter 4
The learner prepares
an abstract of a text
read.
Quarter 4
• Utilize knowledge of the differences among text types
(instructional, explanatory, recount, persuasive, informational
and literary) as an aid in processing information in the
selection read or viewed
• Assess the content and function of each statement in a
text with a view of determining the information structure of
the text
• Abstract information from the different text types by noting
explicit and implicit signals used by the writer
• Interpret instructions, directions, notices, rules and
regulations
• Locate and synthesize essential information found
in any text
 Distinguish the statement of facts from beliefs.
 Evaluate the accuracy of the information.
23

10.  Draw conclusions from the set of details.
 Point out relationships between statements.
 Distinguish between general and specific
statements.
•
Literature Quarter 1
• The learner
demonstrates
understanding of the
different genres through the
types contributed by Afro-
Asian countries to express
appreciation for Afro-Asian
heritage.
Quarter 1
The learner creatively
and proficiently
performs in a choral
reading of a chosen
Afro-Asian poem.
• Discover literature as a means of understanding the
human being and the forces he/she to contend with
• Discover through literature the symbiotic relationship
between man and his environment and the need of the
former to protect the latter
• Demonstrate a heightened sensitivity to the needs of
others for a better understanding of man
• Discover through literature the links between one’s life
and the lives of people throughout the world
• Highlight the need for a more just and equitable
distribution of resources
Quarter 2
•The learner
demonstrates
understanding of how
significant human
experiences are best
captured in various literary
forms that inspire humans to
bring out the best in them.
Quarter 2
The learner creatively
compiles Afro-Asian
literary pieces as
accounts of
experiential learning.
Quarter 2
• Show understanding and appreciation for the different
genres with emphasis on types contributed by Asian
countries (i.e. Haiku, Tanka, etc.)
•
• Point out the elements of plays and playlets
• Determine the macro discourse patterns of essays and
the macro discourse signals used to establish meaning
relationships in the essay
• Determine the author’s tone and purpose for writing the
24

11. essay
• Point out how the choice of title, space allotment,
imagery, choice of words, figurative language, etc.
contribute to the theme
 Explain figurative language used
 Express appreciation for sensory images in literary
forms
 Show understanding of the text by paraphrasing
passages
Quarter 3
• The learner
demonstrates
understanding of the
different genres to heighten
literary competence.
Quarter 3
The learner produces a
critical review of
articles with the same
themes but different
genres.
Quarter 3
• Discover Philippine and Afro Asian literature as a means
of expanding experiences and outlook and enhancing
worthwhile universal human values
• Express appreciation for worthwhile Asian traditions
and the values they represent
• Assess the Asian identity as presented in Asian
literature and oneself in the light of what makes one an
Asian
• Identify oneself with other people through literature
taking note of cultural differences so as to get to the heart
of problems arising from them
Quarter 4
• The learner
demonstrates
understanding of how
literature mirrors the
realities of life and depicts
Quarter 4
The learner produces
an e-literary folio which
captures significant
human experiences.
Quarter 4
• Point out the role of literature in enabling one to grow in
personhood
• Discriminate between what is worthwhile and what
is not through literature
25

12. human aspirations. • Distinguish as positive values humility,
resourcefulness, self-reliance and the ability to look into
oneself, and accept one’s strengths and weaknessess
Viewing
Comprehension
Quarter 1
• The learner
demonstrates
understanding of the
different text types and
genres of programs viewed
to effectively derive
information and find
meaning in them
Quarter 1
The learner produces
program portfolio that
monitors his/her
progress as a viewer
(in terms of interest,
preference, and
reflections on individual
viewing behaviors).
• Organize information extracted from a program viewed
• Compare and contrast basic genres of programs viewed
• Narrate events logically
• Validate mental images of the information conveyed by a
program viewed
• Respond to questions raised in a program viewed
Quarter 2
•The learner
demonstrates
understanding of the
different text types and
genres of programs viewed
to effectively derive
information and find
meaning in them.
Quarter 2
The learner effectively
writes reactions to
movies viewed. (movie
review)
The learner presents a
review of a program
viewed.
Quarter 2
• Discern positive and negative messages conveyed by a
program viewed
• React appropriately and provide suggestions based on
an established fact
• Decode the meaning of unfamiliar words using structural
analysis
• Follow task- based directions shown after viewing
• Interpret the big ideas/key concepts implied by the facial
expressions of interlocutors
Quarter 3
• The learner
Quarter 3
The learner produces a
reaction paper to a
Quarter 3
• Analyze the elements that make up reality and fantasy
26

13. demonstrates
understanding of the various
analytical and evaluative
techniques employed in
critical viewing.
program viewed. from a program viewed
• Compare and contrast one’s own television-viewing
behavior with other viewers’ viewing behavior
• Organize an independent and systematic approach in
critiquing various reading or viewing selection
Quarter 4
• The learner
demonstrates
understanding of how
viewing conventions affect
the way viewers grasp,
interpret, and evaluate the
meaning of a program
viewed.
Quarter 4
The learner puts up a
model television
production
incorporating viewing
conventions.
Quarter 4
• Recognize the principles of lay outing in viewing a
material
• Explore how colors appeal to viewer’s emotions
• Identify basic camera angles
• Ascertain how balance created by symmetry affects
visual response to a program viewed
• Differentiate between vantage points and viewing
Writing Quarter 1
• The learner
demonstrates understanding
of giving valuable personal
information and information
on social events and issues
by accomplishing different
forms to effectively function
in school and in
community. .
Quarter 1
The learner
proficiently prepares a
brochure on the
dangers of
smoking/drugs and
other social issues
and concerns.
The learner writes a
personal narratives.
The learner creates a
Quarter 1
• Accomplish forms and prepare notices
• Write the information asked for in the following forms:
 School forms
 Bank forms
 Order slips
 Evaluation forms
 Survey forms
 Bills, telecom, etc.
• Write notices (e.g. posters, slogans, advertisements
27

14. blog on the internet
commenting on
social/economic issues
and concerns.
that relate to social events
Quarter 2
• The learner
demonstrates understanding
of the power of language
structures and forms in
shaping people’s reactions,
perceptions, points of view,
and beliefs in local, national
and global communities.
Quarter 2
The learner conducts
an opinion poll,
interprets, and
presents the findings
having a local-based or
national issue as
reference.
Quarter 2
• Use non-linear texts and outlines to show relationships
between ideas
 Transcode ideas from texts to concept maps
 Make a write-up of ideas presented in concept
maps
 Use three-step words, phrasal and sentence
outlines to organize ideas
• Transcode information from linear to non-linear texts and
vice versa
 Employ concept mapping (circle, bubble, linear,
etc.) as aids in taking down notes and organizing ideas
 Use outlines to sum up ideas taken from texts
 Use non-linear text outlines and notes as aids in
the preparation of a research paper
Quarter 3
• The learner
demonstrates understanding
of how to have a good
command and facility of the
English Language
necessary to produce
writing in different genres
Quarter 3
The learner produces
an e-journal of poetry
& prose entries with
emphasis on content
and writing style.
Quarter 3
• Use specific cohesive and literary devices to construct
integrative literary and expository reviews, critiques, research
reports, and scripts for broadcast communication texts,
including screenplays
• Produce different text types and sub-types
28

15. and modes.  Expand ideas in well-constructed paragraphs
observing cohesion, coherence and appropriate modes of
paragraph development
• Give and respond to feedback on one’s paper in the
revision process
 Use grammatical structure and vocabulary needed
to effectively emphasize particular points
• Use appropriate modes of paragraph development
to express one’s ideas, needs, feelings and
attitudes
• Use a variety of cohesive devices to make the
flow of thoughts from one sentence to another
smoothly and effortlessly
• Write short personal narratives to support an
assertion
• Organize information gathered from primary and
secondary sources using a graphic organizer and
a simple topic outline
• Do self and peer editing using a set of criteria
• Revise a piece of short personal writing in terms of
content, style, and mechanics collaboratively and
independently.
Quarter 4
•The learner
demonstrates understanding
Quarter 4
The learner makes a
write-up of an
Quarter 4
• Organize one’s thoughts and adopt the appropriate
writing style in letters, resumes, critiques, etc. using
29

16. of how to have a good
command and facility of the
English Language necessary
to produce writing in different
genres and modes.
interview. appropriate styles (formal and formal)and audience in
mind
• Employ interactional functions of language in different
genres and modes of writing (pen-pal letters, letters of
invitation, a “yes” and “no” letters, book reviews,
interview write-ups, journal entries, etc.)
• Write reflections on learning experiences in diary and
journal entries
• Write summaries of books read
• Employ varied strategies (condensing, deleting,
combining, embedding) when summarizing materials
read
• Write reactions to books read
• Show respect for intellectual property rights by
acknowledging citations made
• Acknowledge citations by indicating in a bibliography
sources used
• Use writing conventions to indicate acknowledgement
of resources
• Use quotation marks or hanging indentations for direct
quotes
• Use in-text citation
• Arrange bibliographic entries of text cited from books
30

17. and periodicals
•
Grammar Quarter 1
The learner demonstrates
understanding of well-
constructed paragraphs
using appropriate modes of
development and language
structures to express one’s
ideas, needs, feelings and
attitudes
The learner demonstrates
understanding of how
language is instrumental in
communicating thoughts, and
feelings.
Quarter 1
The learner effectively
writes a personal
narrative or informative
text.
The learner proficiently
writes a description of
a process.
Quarter 1
Uses:
o varied adjective complementation
o appropriate idioms, collocations, and fixed expression
o coordinators
o subordinators
o other appropriate devices for emphasis
Formulates:
o correct complex and compound-complex sentences
o correct conditional statements
o appropriate parenthetical expressions
o meaningful expanded sentence (following balance,
parallelism, and modification)
•
Quarter 2
• The learner
demonstrates
understanding of how
grammatically correct
sentences ensure an
effective discourse.
• The learner
demonstrates
understanding of how the
knowledge of grammar
enables one to
successfully deliver
information.
Quarter 2
The learner composes
a meaningful and
grammatically correct
composition.
The learner writes a
progress/ interim report
of a program or
advocacy
Quarter 2
Uses:
o varied adjective complementation
o appropriate idioms, collocations, and fixed expression
o coordinators
o subordinators
other appropriate devices for emphasis
• formulates:
o correct complex and compound-complex sentences
o correct conditional statements
o appropriate parenthetical expression
meaningful expanded sentence (following balance, parallelism,
31

18. and modification)
Quarter 3
• The learner
demonstrates
understanding of how
the use of Standard
English conventions
facilitates interaction
and transaction.
Quarter 3
The learner creatively
produces a tourist
guide brochure
Quarter 3
Uses:
o varied adjective complementation
o appropriate idioms, collocations, and fixed expression
o coordinators
o subordinators
other appropriate devices for emphasis
• formulates:
o correct complex and compound-complex sentences
o correct conditional statements
o appropriate parenthetical expressions
meaningful expanded sentence (following balance, parallelism,
and modification)
Quarter 4
• The learner
demonstrates understanding
of the set of structural rules
that govern various
communication situations.
Quarter 4
The learner
innovatively presents
an Ad promoting a
government bill or a
city ordinance.
Quarter 4
Uses:
o varied adjective complementation
o appropriate idioms, collocations, and fixed expression
o coordinators
o subordinators
other appropriate devices for emphasis
• formulates:
o correct complex and compound-complex sentences
o correct conditional statements
o appropriate parenthetical expressions
meaningful expanded sentence (following balance, parallelism,
and modification)
32

19. Attitude towards
language, literacy
and literature
(Subsumed in all
domains)
Quarter 1
• Ask sensible questions
on his/her initiative
Quarter 2
• Express a different
opinion without being
difficult
Quarter 3
• Give credence to
well-though out ideas
Quarter 4
• Set new goals for
learning on the basis
of self- assessment
made
Study Strategies
(Subsumed in
Reading,
Literature, and
Writing)
Quarter 1
The learner
demonstrates understanding
of how to gather data using
library and electronic
resources to locate
information that bring about
diversity and/or harmony
among Afro – Asians through
the study of their traditions
and beliefs.
Quarter 1
The learner
creatively writes an
interesting Cultural
Report.
Quarter 1
Gather data using library and electronic resources
consisting of general references: atlas, periodical index,
periodicals and internet sources/ other websites to locate
information
• Use periodical index to locate information in periodicals
• Gather data using the general references: encyclopedia,
dictionary
• Get and assess current information from newspaper and
other print and non-print media
Quarter 2
The learner
demonstrates understanding
of how proper citations of
references and materials used
establish the credibility of a
Quarter 2
The learner
produces research
appendices following
the correct citation
entries and format
Quarter 2
Acknowledge citations by preparing the bibliography of
the various sources used
• Observe correct format in bibliographical entries
• Use writing conventions to indicate acknowledgement of
sources
33

20. report or a research paper.
Quarter 3
The learner
demonstrates understanding
of how information gathering
skills and data collection
strategies ensure quality
research
Quarter 3
The learner
produces a clip report
on the various sources
of data collected
Quarter 3
Derive information from various text types and sources
using the card catalog, vertical file, index, microfiche (microfilm)
CD ROM, internet etc.
• Use locational skills to gather and synthesize information
from general and first-hand sources of information
• Get vital information from various websites
• Extract accurately the required information from sources
read and viewed to reject irrelevant details
Quarter 4
The learner
demonstrates understanding
of how the employment of
study strategies coupled with
research skills lead to a well-
written paper
Quarter 4
The learner
produces a research
paper based on school/
community problem.
Quarter 4
• Use multi step word and phrasal outlines to organize
ideas
• Engage in systematic conduct of a research by going
through series of processes
• Organize logically information gathered
• Apply the correct treatment of data and the soundness of
research conclusion.
34

21. 35