INSTITUTE OF ARTS AND SCIENCES

Department of English

Final Examinations in Research Writing Fundamentals and Practice

Facilitator: Mr. Wilfred Gabriel Aguirre Gapas
For IA 201, IA 214, IA 213, IT 201, SEC 33, and BM 207

Score: ________ / 50

GENERAL INSTRUCTIONS: YOU MAY WRITE ON THIS QUESTIONNAIRE, BUT ALL ANSWERS MUST BE
WRITTEN ON THE ANSWER SHEET TO RECEIVE CREDIT.
[TEST #1] LETS CREATE A RESEARCH SPACE.
DIRECTIONS: You are given 15 excerpts from research articles and theses. To which move does each excerpt
belong? Please shade
A if the excerpt indicates Establishing a Research Territory
C if the excerpt indicates Establishing a Research Niche
E if the excerpt indicates Occupying a Research Niche
1.

This study is the initial attempt to account for the linguistic features and sociolinguistic aspects of humor
online. Specifically, it seeks answers to the following questions: (1) What humor types are used by the
most followed parody account on Twitter? (2) What linguistic markers do selected Filipinos use to
respond to humorous tweets? (3) How does humor perform in the Philippine Twitterverse?

2.

Scripts are defined as huge chunks of semantic information surrounding the word or evoked by the word,
which also includes the readers knowledge of the world. These include common sense scripts, restricted
scripts, and individual scripts that belong to the language repertoire of individuals. For a text to be funny,
the reader must be able to see and resolve the ambiguity between the scripts of a particular text.

3.

Although much research has been conducted on what motivates students to cheat, little research has
been conducted on faculty perspectives on acts of plagiarism in their classrooms. McCabe et al. (2001)
reported that faculty are reluctant to report incidences of plagiarism via institutional policy procedures
and prefer to handle incidences of academic dishonesty individually. McCabes study was quantitative in
nature, so although a representative random sample was taken, few qualitative studies have heretofore
explored the internal and external factors that influence faculty actions when they encounter acts of
academic dishonesty in the classroom.

4. In addition to trying to pinpoint the scope of the problem, researchers have also attempted to parse out
a single cause or variable that significantly influences cheating behaviors among students, but their
results are at times contradictory and inconclusive. Some studies focus on individual characteristics and
internal forces that may cause students to cheat, including gender, grade point average (McCabe et al.,
2001), major (Rakovski & Levy, 2007), and self-efficacy (Finn & Frone, 2004).
5. Much of the work regarding SRTOL focuses primarily on the instructors (Richardson ,2003); however,
Valerie Kinlochs (2010) ethnographic study focuses on student perspectives of SRTOL, specifically
African-American students. Kinloch outlines the history of Black English and its relationship to
educational practices and linguistic diversity. She also identifies the degrees to which students home

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Department of English
languages are accepted at school. Kinloch writes about how Black English is often positioned in classroom
practices as contrary to academic writing, thereby creating a hierarchy that privilege one over the other.
6. The culture associated with the police as an institution has long been observed to be an overtly masculine
one: masculinity has historically held the prime position and is deferred to and understood (Young,
1991, p. 192), with some going so far as to describe police culture as an almost pure form of hegemonic
masculinity (Fielding, 1994, p. 7). As such, accusations of misogyny have often been levelled at the police
institution, where displays of stereotypically masculine behavior are expected, by both colleagues and
the public at large (Page, 2008). The implications of this for women reporting rape are far-reaching.
Research suggests that acceptance of rape myths is widespread among officers (Page, 2008), to no lesser
extent than among society in general. In fact, many studies have suggested that the police hold more
negative views of victims than other professionals (e.g. Lee & Cheung, 1991, in Anderson & Doherty,
2008).
7. Globalization is progressively omnipresent and, as Tapias (2008) has illustrated, a global tsunami is
washing flows of people and information into news spaces transnationally (Ritzer & Dean, 2015, p. 2;
Tapias, 2008). The English language has acted as a vehicle for the transport of people and information.
Historically, we have looked towards what Kachru terms Inner Circle countries, i.e. those where English
has been the native language (U.K., U.S., Canada, Australia, New Zealand), to guide the training of teachers
and delivery of English instruction (Kachru, 1985).
8. Ethnographic information, like all information, has a market value, even if anthropologists are not used
to thinking in such terms. Although ethnobiologists appreciate the need to establish an equitable tradeoff
based on the value placed on indigenous knowledge concerning plants and medicines, the opposite is
well known too. First World musicians still harvest indigenous songs by ethnomusicologists to include
in their compositions. Sampled compositions sell millions of CDs without revenues flowing to the original
indigenous artists or mention being made of their contributions.
9. Another hypothesis that has an impact of the provision of written corrective feedback is the Noticing
Hypothesis, which was developed by Schmidt in 1990. According to this theory, once L2 learners become
aware of grammar features, they subsequently notice the structure of the language particularly if is used
frequently. Moreover, noticing and awareness of the language structure is essential because it appears
to increase the consciousness of the learners on the language system and facilitate reorganization of
unconsciousness system of linguistic knowledge (Celce-Murcia, 2001). In connection to corrective
feedback, it can be argued that providing effective corrective feedback may lead to draw attention among
L2 learners towards the correct form and structure of the target language into learners developing
language systems.
10. Teaching from the cognitive approach, L2 learners will also benefit from communicative ESL grammar
lessons. For example, pedagogic grammars, which are defined as types of grammatical analysis and
instruction, can be designed for the needs of L2 language students (Odlin, 1994). Mitchell (as cited in

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Celce-Murcia, 2001, p.275) noted that grammar teaching and learning research has not yet determined
(1) which model of language acquisition best informs pedagogic grammar; (2) how grammar forms
should be chosen and sequenced; (3) how necessary it is for students to know general rules about
grammar; and (4) what types of corrective feedback are best. However, the same author presented
useful principles that can guide L2 teachers in teaching of grammar. Two principles are highly useful in
contextualizing the role of corrective feedback in L2 acquisition. The two principles state that grammar
teaching should be little and often, with much redundancy and revisiting of issues and that active
corrective feedback and elicitation will promote learners active control of grammar. Checking for issues
and errors is one way to check L2 learners progress and ability.
11. The K to 12 Curriculum, which was enacted into a law known as Republic Act 10533 or the Enhanced
Basic Education Act of 2013, is the newest reform in the Philippine educational system. Patterned from
the international benchmark, the new curriculum adds the universal kindergarten and two more years
in the secondary education. This prepares every student ready for job, business and college education.
12. All the aforementioned and reviewed literatures and studies cited above were all based on researches in
analyzing the effectiveness of written corrective feedback, which are completely related to the study at
hand. Since the present study aims to identify the effective WCF strategy to students who belong in a
multi-level class, the cited studies underwent a series of analysis and evaluation before they were
included in this paper. These studies, however, differ in terms of the subject, procedure, and expected
output but still gave many insights and information about the topic, thus, were useful in the conduct of
this current study.
13. However, what has been largely ignored by the aforementioned studies is the practice of reporting in
journal editorials. Knowledge validation in journal editorials is conducted essentially by reporting
researchers contributions or new knowledge claims. To a large degree, reporting can be said to
incorporate validation and evaluation of such contributions or claims. And this explains why reporting
researchers findings usually takes up a large space in journal editorials.
14. Culture is the shared ways of cognition and interpretation of the world and shared patterns of behavior,
which are learned by socialization and which form group identity. It is realized as beliefs, worldviews,
values, attitudes, and customs in the given community. In other words, culture is a particular way of living.
We are what we are through socialization and schooling. We resort to symbols that our society imposes
upon us. Language and what it signifies are essentially arbitrary, but once our society has codified them,
they are no longer arbitrary and instead develop into a regularized system. For example, once roses are
conventionalized as a way of expressing love, we cannot do so with chrysanthemums, which are reserved
for the dead in some societies. Etiquette, polite expressions, social dos and donts are the norms of
interaction and interpretation imposed on language users by the cultural conventions of a society, which
brings order and predictability into our use of language.

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Department of English
15. Among all translation forms, subtitles are perhaps the most constrained, what with time and space
limitations, as well as the constraints brought about by the shift from spoken to written language.
Moreover, De Mooij (2009) claims that culture-specific values can be found by looking at the important
cultural concepts that appear to be untranslatable into any other language or only translatable into the
languages of similar cultures. For this reason, it should be worthwhile to ask: How do certain word
choices and gaps in the English subtitles of the Philippine telenovela result in the retention, downplaying,
or erasure of the cultural values that help define the Filipino sociocultural identity?
[TEST #2]
DIRECTIONS: For numbers 16-25, shade the letter that indicates the name of the strategy for generating
ideas. Choose the letter from the following pool of words.
A Brainstorming

B Free writing

C Journalistic questions

D Cluster mapping

E Flow charting

E Double or triple entry

16. An individual activity for getting thought from your mind to the paper
17. Presents a radial, non-linear way of generating ideas, visualizing structure, and classifying ideas
18. Arriving with as many ideas as you can for whatever topic assigned to you
19. Never letting your pen stop writing
20. Asking what, who, when, where, why, and how
21. Exploring two or three areas of a topic
22. Compiling a list of examples for a topic
23. Useful in comparing and contrasting two or three topics
24. Useful in examining cause and effect relationships
25. Can be used to generate ideas and organize them
DIRECTIONS: For numbers 26-35, choose the letter that consists the best answer.
26. This type of survey allows you to gather information from your respondents at different time periods.
a. Longitudinal surveys
b. Cross-sectional surveys
27. In this type of surveying, there is a tentative loss of anonymity, which may lead to less valid answers to
sensitive questions. Furthermore, researchers will have to be rigorously trained on its protocols.
a. Telephone surveys
b. Interviews
c. Directly administered surveys
28. This surveying method discussed permits the participation of those who are hard to reach in person or
by telephone, such as the elderly.
a. Mail surveys
b. Directly administered surveys
c. Interviews
29. This surveying standard pertains to the absence of vague, ambiguous, and leading questions.
a. Simplicity
b. Clarity
c. Answerableness
d. Safety

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Department of English
30. The sample in this type of surveying is taken from a population with members who do not change their
characteristics regularly.
a. Trend surveys
b. Panel surveys
c. Cohort surveys
[TEST #3] SYNTHESIZING IDEAS AND DOCUMENTING SOURCES
DIRECTIONS: Read the selection by Mary Bucholtz on academic publishing. Do you find the ideas in the
article necessary for your academic advancement and the growth of knowledge in your field of study?
After reading the text, write a three-paragraph position essay on the article. Please remember to observe
formality, impersonality, structure, and hedging in your essays. Furthermore, your response should have the
following elements:
Use of either integral or non-integral citations of Bucholtzs article;
Three paragraphs (one for introduction, one for body, and one for conclusion);
Effective paraphrasing or summarizing of information in the article
An underlined thesis statement, and
An APA reference entry of Bucholtzs article at the end of your essay, using the sixth edition of
the APA documentation style.
CRITERIA:

Claim 5 points
Discussion 10 points
Coherence 5 points
Language use 5 points
TOTAL: 20 Points

Questions to consider as you write (Note: You do not answer these one by one!):
1. How important might be academic publishing for your department or college?
2. What might be the benefits of students publishing their own research in respected publications?
3. How do you think would beginning researchers like yourself improve your craft in writing?
Do not compete with others; instead, compete with thyself because it is only by conquering yourself that
you can truly say you have achieved success.
END OF EXAM! May you all be successful persons! =D