DMMMSU

Format and Style

in Writing
Capstone Project,
Thesis, and
Dissertation
 DMMMSU FORMAT AND STYLE GUIDE IN WRITING
CAPSTONE PROJECT,THESIS, AND DISSERTATION

RESEARCH FORMAT TECHNICAL WORKING GROUP

DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY

SOUTH/MID/NORTH LA UNION CAMPUS
LA UNION, PHILIPPINES

RESEARCH AND STATISTICS CENTER

Publication Unit

OCTOBER 2014
 Part 1

GENERAL FORMAT
 General Format and Style in Writing Research Report

1. The manuscript must be encoded in a short bond paper (8 ½ x 11)..

2. The margins are as follows:

a. Top : 1.3 inches

b. Bottom : 1 inch
c. Left : 1.5 inches
d. Right : 1 inch

Do not use any borderline on the margins.

3. Font style to be used is Times New Roman, font 12.

4. Generally, follow double spacing in encoding the manuscript.

5. Type one (1) space after comma/ semi-colon; two (2) spaces after period/colon.

6. Case Styles

a. THIS LINE IS WRITTEN IN UPPERCASE

b. this line is written in lower case
c. This Line is Written in Title Case, that is, the First Letters of Every Word is
Written in Uppercase Except for Function Words
(e.g. articles, prepositions)
d. This line is written as Sentence case, that is,only the first letter of the first
word capitalized with the exceptions of Proper Nouns.

7. Alignment

This is a flush left alignment

This is center alignment
This is a flush right alignment

The research manuscript is generally encoded in a “Justified” format

8. Chapter Number is written in Title Case, Hindu-Arabic numeral. Chapter Title is

written in UPPERCASE. Both are written in boldface and follow a center alignment.

9. All major parts of the research should appear as side headings (flush to the left
margin). Sub-parts are indented.

10. Indention

a. Set an automatic 0.5” TAB (1/2 inch) for regular paragraph indention
[0.5”] Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

b. Use parallel indention for Table Titles

Table 1. Xxxxxxxxxxx Xxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxxx

XxxxxxxxxxxxxxxX xxxxxxxxxxxx xx xxx Xxxxxxxxxxxxxxxxxxxxx
 c. Use hanging indention for References (Press CTRL T)
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
[0.5”] xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

d. Use set-off indention for long quotations (more than 40 words)

Set-off quotations shall not use quotation marks. The quoted item is
written single spaced. Set a 0.5 inch space-margin from the left margin.

[0.5”] Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxx:

Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
0.5”
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
5 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx (Author, year; p. 3)

11. There shall be no introductory statement per chapter. Each chapter starts
immediately with the first sub-part of the chapter.

12. Pagination
a. Automatically set the page numbers of the manuscript

b. Title and Start of Chapter: The page numbers in the title page and start of
every chapter are omitted/hidden (although the pagination is reflected in
the Table of Contents).

c. Preliminaries: Pagination in the Preliminary Sections appears at the

bottom of the page using the lower case Roman numeral (i, ii, iii, iv…).

d. Main Body: Pagination in the main body appears in the upper right hand
corner of the page using the Hindu-Arabic numeral 1, 2, 3…)

13. For multi-level headings, follow the presentation below:

First Level Heading (boldface, flushed to the left margin)

Second Level Heading (boldface, indented half inch (TAB 0.5”)

from the left margin)

Third Level Heading (Boldface, italicized, indented half inch (TAB 0.5”)
from left margin

14. Four single spaces separate the Chapter Title and the first entry heading

15. Four single spaces separate the major parts of a chapter (first level headings)

16. Double space separates minor-parts (second and third level headings).

17. For headings and titles (tables, figures, graphs) with two lines or more, proper
division of phrases must be observed. Avoid hanging adjectives and prepositions
 Wrong: Correlation Analysis Between the Profile of the
Public Safety Officers and the Officers’ Assessment on the
Quality of PPSC Education and Training

Correct:Correlation Analysis Between the Profile of the Public Safety Officers

and the Officers’ Assessment on the Quality of PPSC Training

Sample of Multilevel Heading and Typing Instruction

Chapter 1
(2 spaces)
INTRODUCTION

(4single spaces)
Situation Analysis

Start typing here for first level heading and continue typing through the right margin and
the text should automatically flow down in the set left margin using the “justified” format.

Double space separates the lines and paragraphs. Quadruple space separates the main
parts of the research.

(4single spaces)
Framework of the Study

Start typing here for first level heading and continue typing through the right margin and
the text should automatically flow down in the set left margin using the “justified” format.
Double space separates the sub-headings.

For sub-levels, the sub-headings must be separated as shown below. Double space
separates the sub-headings.

Theories and Disciplines Engendering the Genre Theory

Start typing here for second level heading and continue typing through the right margin
and the text should automatically flow down in the set left margin

English for Specific Purposes. For third level heading, start typing here immediately
after the period. Continue typing through the right margin and the text should automatically flow
down in the set left margin. .

(4single spaces)
Statement of the Problem
In-Text Citation Style(Source: APA Style from Purdue OWL Online Writing Lab, 2015)

All sources that are cited in the text must appear in the reference list at the end of the
paper. In-text citations must include the author and year of publication (e.g. Reyes, 2009).

As a general rule, use the past tense or present perfect tense when using signal
phrases to describe earlier research. For example:

Reyes (2009) found or Reyes (2009) has found...

In-text citation capitalization, quotes, and italics/underlining

• Always capitalize proper nouns, including author names and initials: D. Reyes.

• If you refer to the title of a source within your paper, capitalize all words that are four
letters long or greater within the title of a source: Sense and Sensibilities. Exceptions
apply to short words that are verbs, nouns, pronouns, adjectives, and adverbs: New York,
To Be or Not To Be.
(Note: in your References list, only the first word of a title will be capitalized: To be or not
to be.)

• When capitalizing titles, capitalize both words in a hyphenated compound word: Natural-
Born Cyborgs.

• Capitalize the first word after a dash or colon: "Defining Film Rhetoric: The Case of
Hitchcock's Vertigo."

• Italicize or underline the titles of longer works such as books, edited collections, movies,
television series, documentaries, or albums: The Closing of the American Mind; The
Wizard of Oz; Friends.

• Put quotation marks around the titles of shorter works such as journal articles, articles
from edited collections, television series episodes, and song titles: "Multimedia Narration:
Constructing Possible Worlds"; "The One Where Chandler Can't Cry."

Short quotations

When directly quoting from a work, include the author, year of publication, and the page
number for the reference (preceded by "p."). Introduce the quotation with a signal phrase that
includes the author's last name followed by the date of publication in parentheses.Use double
quotation marks (“ ”) when quoting texts verbatim. Use single quotation marks (‘ ‘) to highlight
words within a quoted statement.. To retain only the essential ideas in a long text, ellipsis(three
dots) can be used to cut very long statements. The end quotation mark follows comma, period or
other closing punctuation (text .,…”). The page number is located outside the quotation marks,
and enclosed in parentheses. No period follows the page number.

Anent to this, Donaldson (2010) said that there is a need to train learners how to
participate in the interpersonal mode of thinking and linguistic expression that are important
parts of cultural heritage. He said: “People who cannot handle this type of language are at a
‘gross disadvantage’ in every field of study…” (p.117)
 If the author is not named in a signal phrase, place the author's last name, the year of
publication, and the page number in parentheses after the quotation.

There is a need to train learners how to participate in the interpersonal mode of thinking
and linguistic expression that are important parts of cultural heritage. Accordingly, “people
who cannot handle this type of language are at a ‘gross disadvantage’ in every field of
study…” (Donaldson, 2010, p.117)

Long quotations

Place direct quotations that are 40 words, or longer, in a free-standing block of

typewritten lines. Start the quotation on a new line indented 1/2 inch from the left margin, i.e., in
the same place you would begin a new paragraph. Type the entire quotation on the new margin,
and indent the first line of any subsequent paragraph within the quotation 1/2 inch from the new
margin. Do not use quotation marks The parenthetical citation comes after the closing
punctuation mark.

Seminal to the discussion of genre theory is Swales’ (1990) conception that:

A genre comprises of communicative events, the members of which share some set of
communicative purposes. These purposes are recognized by the expert members of the
0.5” parent discourse community, and thereby constitute the rationale for the genre. This
5 rationale shapes the schematic structure of discourse and influences and constrains the
choice of content and style. (p.13)

Summary or paraphrase

When referring to an idea from another work, butNOT directly quoting the material, or
making reference to an entire book, article or other work, you only have to make reference to the
author and year of publicationand not the page number in your in-text reference. Quotation
marks are not needed for paraphrased, summarized ideas.

Source Citation

Primary Source Citation

Primary source citation includes the author and year

It is usually from these two processes that employers draw contents and
construct a distinct personality for each aspirant who will eventually be hired or
rejected (Popken, 2013).

Secondary Source Citation

If you use a source that was cited in another source, name the original source in
your signal phrase. List the secondary source in your reference list and include the
secondary source in the parentheses.The format is: (as cited in author, year). Take note
that only the secondary source is given the author-year citation.
 Responding to the changes in the world of employment, Kress (as cited
in Peel, Patterson, & Gerlach, 2000) has also listed 10-point career management
skills and effective learning skills which graduates need for the new careers of
the 21st century.

In most cases, many applicants fail to understand linguistic conventions

and even socio-cultural expectations embedded in the process and these letdowns
likely result in the failure to get a job (Drew & Gumperz as cited in Heritage,
2012).

Citing Author(s)

A Work by Two Authors:Name both authors in the signal phrase or in the parentheses
each time you cite the work. Use the word "and" between the authors' names within the text and
use the ampersand (&) in the parentheses.

Analogous to the argument raised by Ventola (1987)and Bhatia (1993), the

notion of subgenres is different in terms of their communicative purposes and the
different strategies writers use to accomplish these purposes (as cited in Berkenkotter
&Huckin, 1995).

A Work by Three to Five Authors: List all the authors in the signal phrase or in
parentheses the first time you cite the source.

(Kernis, Cornell, Sun, Berry, & Harlow, 1993)

In subsequent citations, only use the first author's last name followed by "et al." in the
signal phrase or in parentheses.

(Kernis et al., 1993)

In et al., et should not be followed by a period.

Six or More Authors: Use the first author's name followed by et al. in the signal phrase
or in parentheses.

Harris et al. (2001) argued...

(Harris et al., 2001)

Unknown Author: If the work does not have an author, cite the source by its title in the
signal phrase or use the first word or two in the parentheses. Titles of books and reports are
italicized or underlined; titles of articles, chapters, and web pages are in quotation marks.
A similar study was done of students learning to format research papers ("Using APA," 2001).

Note: In the rare case the "Anonymous" is used for the author, treat it as the author's
name (Anonymous, 2001). In the reference list, use the name Anonymous as the author.

Organization as an Author: If the author is an organization or a government agency,

mention the organization in the signal phrase or in the parenthetical citation the first time you cite
the source.
 According to the American Psychological Association (2000),...

If the organization has a well-known abbreviation, include the abbreviation in brackets the
first time the source is cited and then use only the abbreviation in later citations.

First citation: (Mothers Against Drunk Driving [MADD], 2000)

Second citation: (MADD, 2000)

Two or More Works in the Same Parentheses: For similar ideas from different authors,
citation of idea is preferred in order to avoid long individual citations discussing the same topic.

When your parenthetical citation includes two or more works, order them the same way
they appear in the reference list, separated by a semi-colon.

In other studies, too, status and power (i.e. TENOR), have been shown to disrupt
not only the generic structure, but also the normal state of balance or the symmetry in
communication, that is, the equal measure of turn-takings, exchanges, interruptions, and
the like. This is reflected in the choice of words and in politeness strategies adopted in
both spoken and written genres (Brown & Levinson, 1987; Fisher & Todd, 1987;
Levinson, 1987; Markova & Foppa, 1990; Upton & Connor, 2001).

Authors With the Same Last Name: To prevent confusion, use first initials with the last
names.
(E. Johnson, 2001; L. Johnson, 1998)

Two or More Works by the Same Author in the Same Year: If you have two sources
by the same author in the same year, use lower-case letters (a, b, c) with the year to order the
entries in the reference list. Use the lower-case letters with the year in the in-text citation.

Research by Berndt (1981a) illustrated that...

In case of the same author with an important idea cited in several publications, indicate
the year of publications arranged chronologically.

Theoretically, the Systemic-Functional conception of language (developed by

Halliday, 1975; 1978; 1994) espouses the role of language in the social construction of
life.

Introductions, Prefaces, Forewords, and Afterwords: When citing an Introduction,

Preface, Foreword, or Afterwords in-text, cite the appropriate author and year as usual.

(Funk & Kolln, 1992)

Personal Communication: For interviews, letters, e-mails, and other person-to-person

communication, cite the communicator's name, the fact that it was personal communication, and
the date of the communication. Do not include personal communication in the reference list.

(E. Robbins, personal communication, January 4, 2001).

A. P. Smith also claimed that many of her students had difficulties with APA
style (personal communication, November 3, 2002).
 Electronic Sources

If possible, cite an electronic document the same as any other document by using the
author-date style.

Kenneth (2000) explained...

Unknown Author and Unknown Date: If no author or date is given, use the title in your
signal phrase or the first word or two of the title in the parentheses and use the abbreviation "n.d."
(for "no date").

Another study of students and research decisions discovered that students

succeeded with tutoring ("Tutoring and APA," n.d.).

Sources Without Page Numbers

When an electronic source lacks page numbers, you should try to include information that
will help readers find the passage being cited. When an electronic document has numbered
paragraphs, use the abbreviation "para." followed by the paragraph number (Hall, 2001, para. 5).
If the paragraphs are not numbered and the document includes headings, provide the appropriate
heading and specify the paragraph under that heading. Note that in some electronic sources, like
Web pages, people can use the Find function in their browser to locate any passages you cite.

According to Smith (1997), ... (Mind over Matter section, para. 6).

Note: Never use the page numbers of Web pages you print out; different computers print
Web pages with different pagination.

Other Styles

1. Use the full word in the text and Latin abbreviations inside parentheses or tables.

The Systemic-Functional model posits that language is systemic, that is, it offers
systems of choices (e.g., the mood system, tense-aspect system) in language. These
are reflected through register (i.e., lexicogrammatical transitivity) and subsequently
gives rise to the generic text typology (Christie, 1999; Ventola, 1987).

2. Cross-referencing must be used to guide readers, especially whenthe table /

figure/chart does not appear on the same page

Table 1 (on page 27) is a summary of the different moves of application letters
as proposed by the abovementioned researchers.

3. For acronyms, state the full term during first mention of the word and parenthetical
explanation for the use of the abbreviation/acronym in subsequent mentioning of the
term
Initiated 30 years ago in applied linguistics by Robert Kaplan (n.d.),
Contrastive Rhetoric (henceforth referred as CR) is premised on the insight
that different cultures have different rhetorical tendencies.
4. Use transition markers for smoother flow of ideas and make a more cohesive
presentation of ideas

Meanwhile, researches on Languages for Specific Purposes have shown the

relevance of hedges in academic discourse in that they are used as a rhetorical device
communally accepted in the discipline in making knowledge claims. Hedges,
accordingly, fulfills a function in ascertaining scientific truth as both a product of a
social and an intellectual activity. For instance, Gosden (2010) reports that writers'
perception of uncertainty realized through modality markers constitutes 7.6 percent of
grammatical subjects in scientific research papers.

5. Use words for numbers 1-9. Use figures for 10 and above, except if it is the start of a
sentence. .

6. Use word “percent” in textual presentation and the figure ( % ) in parentheses and
tabular/graphical presentation

About 90 percent of the respondents belong to the low-income bracket while only
few respondents are in the high-income group (7%).

7. Observe parallel indentation for lists or bulleted presentation

Corollary to this, the following are some of the mapped taxonomy of hedges
listed by Salager-Meyer (1993):

1. Modal auxiliary verbs (the most straightforward and widely used

means of expressing modality in English academic writing), the most
tentative ones being: may, might, can, could, would, should:

2. Adjectival, adverbial and nominal modal phrases:

2.1. probability adjectives: e.g., possible, probable, un/likely
2.2. nouns: e.g., assumption, claim, possibility, estimate, suggestion
2.3. adverbs (which could be considered as non-verbal modals): e.g.,
perhaps, possibly, probably, practically, likely, presumably,
virtually.(p. 10)

8. Tenses, Voice, and Point of View

In general, foreground the research using the third person point of view.
(e.. "The results indicate ... "). Avoid using the “I”, "we”

Generally, observe the use of the following tenses/voices of the verb:

Introduction

Situation Analysis : present/past tense/present perfect

Framework of the Study: present/past tense/present perfect
Problem : past/present tense
Methodology : past tense

Discussion : present/past tensepresent/past tense/

active/passive voice

Table 2 presents the distribution of respondents…

The respondents rated the materials as highly acceptable based on… This
means that the materials can be used in the schools.

Most of the respondents at the time of the study are aged 35-40.

The data revealed that

This result suggests that…

It was found out that

Summary /Conclusions : past tense

Recommendation : simple present/future tense/modals

The developed materials may be offered to…

Teachers should be provided with

Further studies on… are encouraged

 Part 2

THE PRELIMINARY SECTION

 THE PRELIMINARY SECTION

The following compose the preliminary section of the manuscript:

1. COVER PAGE
2. TITLE PAGE
3. APPROVAL SHEET
4. ACKNOWLEDGMENTS
5. DEDICATION (optional)
6. TABLE OF CONTENTS
7. LIST OF TABLES
8. LIST OF FIGURES
9. LIST OF PLATES
10. ABSTRACT

NOTE: A formatted Preliminary Section template is available as soft copy.

The Cover Page and Title Page

The Cover and Title pages are written using Times New Roman, font size 12. The entries
are written single spaced and the parts are evenly spaced.

Title
1) The title must be written in upper case letters; boldface, follows an inverted
pyramid and a center alignment format, and shall not exceed three typewritten
(3) lines. However, the lines must follow proper division of phrases (i.e., no
instances of hanging prepositions or adjectives)

2) Scientific names are italicized and enclosed in parentheses.

Author(s)

1) Authorship may be by individual or group. For group study, there shall be a

maximum of five (5) researchers to compose a group.

2) For group research, the name of the lead researcher shall appear first, followed
by the names of the other members arranged in alphabetical order (based on
surname).

3) The names shall be written in upper case letters and follow center alignment

4) The order of presentation is: First Name, Middle Initial, Family Name

5) Group/Team research is not allowed in the graduate level

Name of the University, Campus, College, Address

All names referring to the institution are written in upper case letters, center
alignment
 Degree is written in upper case letters

Major/Specialization is written in Title Case

Date of Completion includes the month and year of the end of term (March 2013
or May 2013 or October 2013)

Spine
1) The entries in the spine include:

a. Author(s) - For group research: Lead Author, et al.

b. Title
c. Year

2) For long titles, a running/abridged title may be used.

3) If space is limited, scientific names may be deleted in the spine

DELA CRUZ, ANTIMICROBIAL PROPERTIES OF CHILE PEPPERS OCTOBER

JUAN G., et al. (Capsicum species) AND THEIR USES 2009
IN MAYAN MEDICINE

Color of Cover

Baccalaureate : Maroon
Master’s : Green
Doctorate : Black
PSYCHOLINGUISTIC EXTRACTS AND SOCIO-CULTURAL IMPRINTS
IN JOB APPLICATION DISCOURSES: A GENRE ANALYSIS
OF MOVES AND STRATEGIES

JUAN G. DELA CRUZ

DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY

SOUTH LA UNION CAMPUS
COLLEGE OF GRADUATE STUDIES
AGOO, LA UNION

MASTER OF ARTS IN LANGUAGE TEACHING

MARCH 2009
ANTIMICROBIAL PROPERTIES OF CHILE PEPPERS (Capsicum species)
AND THEIR USES IN MAYAN MEDICINE

JUAN G. DELA CRUZ

MARIA R. CAMACHO
DENNIS L. REYES
JOHN LLOYD U. ZAFRA

DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY

SOUTH LA UNION CAMPUS
COLLEGE OF AGRICULTURE
AGOO, LA UNION

BACHELOR OF SCIENCE IN AGRICULTURE

Major in Horticulture

OCTOBER 2009
The Approval Sheet and the OrEC/Thesis Committee

1) The Approval Sheet contains the title of the study, the researcher(s), the program
graduated, and the date of examination. The Oral Examination Committee (OrEC) or
Thesis Committee for the graduate and undergraduate levels is composed of the
following:

Doctoral Dissertation Master’s Thesis Undergrad Thesis

Two Core Professors One Core Professor Adviser
Two Major Professors Two Major Professors One Major Professor
One Cognate Professor One Cognate Professor One Statistician
One Expert Evaluator One Expert Evaluator One Reader/Critic

2) A faculty is allowed a maximum of ten (10) memberships in the OrEC/Thesis

Committee.

3) The reader/critic and the statistician in the undergraduate Thesis Committee form
part of the panel and may be a specialist in the area of study. At the graduate level,
the Reader/Critic/Editor and Statistician are not automatically assigned as members
of the panel.

4) For Undergraduate Thesis, the Chair is written first (flush left) followed by the adviser
parallel to the right. The other two members are presented in alphabetical order
following the left-to-right reading orientation.

5) For Dissertation, the Chair is written first (flush left) followed by the adviser parallel to
the right. Members are presented in alphabetical order following the left-to-right
reading orientation. The expert evaluator appears last in the listing.

6) For the Master’s Thesis, the Adviser is written first (flush left) followed by the
members presented in alphabetical order following the left-to-right reading
orientation. The Chair is presented last, set-off, and centered.

7) “Chair” shall be used to refer to the Chairperson of the Oral Examination Committee
(graduate level) / Thesis Committee (undergraduate level).

8) “Department Chair” shall be used to refer to the Program Chair or Chairperson of the
Program.

9) The signatories in the graduate school research manuscript include the Program
Coordinator, the Dean, and the Chancellor of the campus. In the undergraduate, only
the Program Chair and the Dean are the signatories. The date of signing the
manuscript is included.
 APPROVAL SHEET

This dissertation,Psycholinguistic Extracts and Socio-Cultural ImprintsIn Job

Application Discourses:A Genre Analysisof Moves and Strategies, prepared and

submitted by Juan G. Dela Cruz, in partial fulfillment of the requirements for the degree

Master of Arts in Language Teachingwas examined and passed on March 2009 by the

Oral Examination Committee (OREC) composed of:

ELIGIO B. SACAYANAN, Ed.D. EMMANUEL J. SONGCUAN, Ph. D.

Chair Adviser

EUFEMIA D. CALICA, Ph.D. FE MADRIAGA-TANGALIN, Ph.D.

Member Member

LORETO A. WAGUEY, Ph. D. MILAGROS M. BALDEMOR, Ph.D.

Member Expert Evaluator

Accepted and approved in partial fulfillment of the requirements for the degree,
Master of Arts in Language Teaching.

MANUEL T. LIBAO, Ed.D. EMMANUEL J. SONGCUAN, Ph. D.

Coordinator, PhD Programs Dean, College of Graduate Studies
______________________________ ________________________________
Date Signed Date Signed

INOCENCIO D. MANGAOANG, JR., Ph.D.

Chancellor
: __________________________
Date Signed
 APPROVAL SHEET

This thesis, Psycholinguistic Extracts and Socio-Cultural ImprintsIn Job

Application Discourses:A Genre Analysisof Moves and Strategies, prepared and

submitted by Juan G. Dela Cruz, in partial fulfillment of the requirements for the degree

Master of Arts in Language Teaching was examined and passed on March 2009 by the

Oral Examination Committee (OREC) composed of:

EMMANUEL J. SONGCUAN, Ph. D. LOURDES L. CADONGONAN, MA

Adviser Member

MELDA M. UYCHOCO, MA MILAGROS M. BALDEMOR, Ph.D

Member Expert Evaluator

ELIGIO B. SACAYANAN, Ed.D.

Chair

Accepted and approved in partial fulfillment of the requirements for the degree,
Master of Arts in Language Teaching.

REMEDIOS C. NEROZA, Ed.D. EMMANUEL J. SONGCUAN, Ph. D.

Coordinator, Master of Arts Programs Dean, College of Graduate Studies
______________________________ ________________________________
Date Signed Date Signed

INOCENCIO D. MANGAOANG, JR., Ph.D.

Chancellor
__________________________
Date Signed
 APPROVAL SHEET

This thesis, Antimicrobial Properties of Chile Peppers (Capsicum species) and

Their Uses in Mayan Medicine, prepared and submitted byJuan G. Dela Cruz, Maria

R. Camacho, Dennis L. Reyes, and John Lloyd U. Zafra, in partial fulfillment of the

requirements for the degree Bachelor of Science in Agriculture was examined and passed

on October 2009 by the Thesis Committee (OREC) composed of:

ELIGIO B. SACAYANAN, Ph.D. EMMANUEL J. SONGCUAN, Ph. D.

Chair Adviser

ELIZABETH I. OLARTE, Ph.D. FLORDILIZA B. DALUMAY, MS

Member Member

Accepted and approved in partial fulfillment of the requirements for the degree,

Bachelor of Science in Agriculture.

GAUDELIA A. VILLANUEVA, Ph.D.

Chairperson, Bachelor of Science in Agriculture
______________________________
Date Signed

MARINA A. SABADO, Ph.D.

Dean, College of Agriculture
__________________________
Date Signed
Acknowledgments

1) The acknowledgment section shall be presented in a formal language, narrative in

form, and using the third person point of view. There shall be no pictures or graphics
displayed on the page.

2) Initials of author(s) with no punctuation mark shall be placed at the end of the
section, flush to the right.

3) There shall be no limit as to the number of pages

4) Do not use boldface fonts in the body.

Dedication

1) This is an optional part of the preliminary

2) This must be brief, centered on one page, with no heading.

Table of Contents

Parts

There shall be five (5) main parts written in upper case:

a. PRELIMINARIES
b. CHAPTERS
c. LITERATURE CITED
d. APPENDICES
e. CURRICULUM VITAE

The Preliminaries

a. The word “Preliminaries” shall not be written explicitly on the page. The first
entry is TITLE PAGE.

b. The preliminaries shall be written in UPPER CASE, flush to the left margin.

c. The item “Table of Contents” shall not be included in the Table of Contents.

The Chapters

a. The word CHAPTER (in upper case) follows the preliminary entries

b. Chapter Titles are indented (0.5 TAB) and written in UPPER CASE

c. Items in every chapter are indented (twice 0.5 TAB) and written in Title Case .

d. Chapter Title shall be numbered using the Hindu-Arabic numeral.

Page Numbers

a. The word “Page” appears in the Table of Contents

b. Set the page numbers in the Table of Contents flush to the right margin.

c. Dots shall be used as leaders, with no space between dots (……….)

d. Pagination in the manuscript: The page numbers for the preliminary parts
shall use the lower case Roman Numeral (i, ii, iv, ix, etc.) appearing as
footnote, and following a center alignment. The page numbers for the main
parts and end matters shall be continuous, using the Hindu-Arabic numeral.
However, the pagination at the start of the each shall be hidden. (Tip:
superimposes the page number with a borderless blank box).

Secondary Contents

The List of Tables, List of Figures, and List of Plates shall only reflect those that
appear in the text.

Tables, Figures, Plates which are in support for basic/primary data in the text
shall be placed in the appendices

List of Tables

a. Only the tables that appear in the text shall be included in the list.

b. Numbering (in Hindu-Arabic form) of tables in the text shall be continuous.

c. Table title is written in Title Case.

List of Figures

a. Only the figures (graphs, charts, and other illustrative materials) that appear
in the text shall be included.

b. Numbering (in Hindu-Arabic form) of figures in the text shall be continuous.

c. Figure title is written in Title Case

List of Plates

a. Only the plates (pictures) that appear in the text shall be included.

b. Screen Prints shall be included in the List of Plates

c. Numbering (in Hindu-Arabic form) of plates in the text shall be continuous.

d. Plate title is written in Title Case

 ACKNOWLEDGMENTS

…no speaker is the first one who disturbs the eternal silence of the universe…

- Bakhtin

…and no book or research can ever be written without reference to those who keep
disturbing the universe; hence, this token of appreciation to the following people who
have inconveniently but inspiringly stirred the heart and mind of the researcher:

To his adviser, Dr. Emmanuel J. Songcuan,, for his scholarly guidance and
unbridled support to my ideas despite their rawness and naivety and for his constant
prodding during my moments of hibernation; and Dr. Menelea M. Chiu, for her critique
which polished the form and content of this research and for sparing much of her
valuable time in facilitating the completion of this paper;

To the different institutions and agencies who believed in the idea behind the
conduct of this study and who allowed the researcher access to their valuable documents
as well as provided the necessary assistance in expediting the collection of data;

To the Don Mariano Marcos Memorial State University-College of Graduate

Studies for nourishing the intellect of the researcher;

To his family, for the unwavering support, patience, and love especially during
those exhausting and fatigable times that this research was being conducted and written;

This research is ours.

JGDC
 To
you
who
love
to explore and discover,
this
manuscript
is
for
you.
 TABLE OF CONTENTS

Page

TITLE PAGE …………………………………………………………………….... i

APPROVAL SHEET …………………………………………………………….... ii

ACKNOWLEDGMENTS ………………………………………………………… iii

DEDICATION …………………………………………………………………...... iv

LIST OF TABLES ………………………………………………………………… viii

LIST OF FIGURES ……………………………………………………………...... ix

LIST OF PLATES ………………………………………………………………… x

ABSTRACT ……………………………………………………………………..... xi

CHAPTER

1 INTRODUCTION

Situation Analysis ………………………………………………............ 1

Framework of the Study ……………………………………………….. 7

Statement of the Problem ………………………………………………. 9

Definition of Terms ……………………………………………………. 10

2 METHODOLOGY

Research Design ………………………………………………….......... 11

Sources of Data …………………………………………………............ 11

Instrumentation and Data Collection …………………………............... 12

Analysis of Data ………………………………………………….......... 14

3 RESULTS AND DISCUSSION

Topic Heading of Problem 1……………………………………………. 16

Topic Heading of Problem 2……………………………………………. 25

Topic Heading of Problem 3…………………………………………… 80

Topic Heading of Problem 4…………………………………………… 90

Topic Heading of Problem 5…………………………………………… 125

4 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary ………………………………………………………….......... 155

Conclusions ………………………………………………………......... 160

Recommendations …………………………………………………........ 164

LITERATURE CITED……………………………………………………………. 212

APPENDICES

A Title of Appendix A……………………………………………... 222

B Title of Appendix B……………………………………………… 225

C Title of Appendix C……………………………………………… 228

D Title of Appendix D…………………………………………….. 229

E Title of Appendix E……………………………………………… 230

CURRICULUM VITAE…………………………………………………………… 235

 LIST OF TABLES

Table Page
No

1 Title of Table 1………………………………………………….......... 32

2 Title of Table 2………………………………………………........... 63

3 Title of Table 3………………………………………………............. 71

4 Title of Table 4………………………………………………............. 75

5 Title of Table 5………………………………………………............. 79

6 Title of Table 6………………………………………………............. 86

7 Title of Table 7………………………………………………............. 99

8 Title of Table 8………………………………………………............. 101

9 Title of Table 9………………………………………………............. 104

10 Title of Table 10………………………………………………........... 113

 LIST OF FIGURES

Figure Page
No

1 Theories and Disciplines Engendering the Genre Approach

to ESL Teaching 14

2 Conceptual Framework Showing the Psycholinguistic and 56

Socio-Cultural Factors that Shapethe Generic Construction
of Job Application Texts

3 Flowchart of Steps Followed in Data-Gathering 66

4 Proposed Paradigm on Genre Teaching in Language Pedagogy 211

 LIST OF PLATES

Plate Page
No

1 Title of Plate 1 14

2 Title of Plate 2 56

3 Title of Plate 3 66

4 Title of Plate 4 211

The Abstract

1) The Abstract is an abridged version (maximum of 150 words) of the most important
results of the study.

2) It is a one-page part of the preliminary which includes the following:

a. one sentence situation//background of the study

b. the objectives/problems of the study
c. the methodology and
d. the salient findings

3) Conclusions and recommendations shall not be included in the abstract.

4) The Abstract shall be presented as follows (note the parts in bold face):

NAME. (Year). Title. Degree (fully spelled out). School, College, Address.

5) The name of the Adviser shall be in bold Title Case.

6) The header Keywords (in italics) shall be placed below the abstract. The key words
immediately follow after the colon separator and listed in alphabetical order.

7) The maximum number of key words is five (5). Pair words/phrases are counted
individually

8) The body of the Abstract shall be in italics, single spaced.

 ABSTRACT

DELA CRUZ, JUAN G. (2009). Psycholinguistic Extracts and Socio-Cultural

Imprints in Job Application Discourses: A Genre Analysis of Moves and Strategies.
Master of Arts in Language Teaching. Don Mariano Marcos Memorial State University
South La Union Campus, College of Graduate Studies, Agoo, La Union.

Adviser: Songcuan, Emmanuel J., Ph. D.

Genres represent purposive ways of communicating in a culture. Genre studies

have paved the way for understanding discourses in academic, professional, and
institutional contexts.

This paper analyzed the psycholinguistic encoding and socio-cultural imprints in

the construction of an application letter and résumé to carry out the social activity of job
application in the Philippine setting. Qualitative and quantitative methods were
employed in the analysis of 100 job application documents and in coming out with a text-
linguistic mapping and syntactic categorizations of the genres. Employers’ group survey
and job interview extracts were used to cross-validate and provide vignettes on the
interpretations made.

A seven-part and five-move generic structure occurring in a flexible sequence

characterizes the job application letter and résumé, respectively, which are influenced
and constrained by the encoder’s psycholinguistic repertoire, professional background,
and socio-cultural milieu. A genre-based pedagogy is designed to sensitize Filipinos of
the existing genres in the workplace.

Keywords: application letter, discourse analysis, résumé

 Part 3

THE MAIN BODY OF THE RESEARCH

 Chapter 1

INTRODUCTION

Situation Analysis

The Situation Analysis presents the background of the problem. It is a discussion of the
what’s and why’s of the study – why the problem was selected and what are the situations under
which the problem exists. The analysis should highlight questions, issues, problems, and
disturbing observations as well as identify a gap in the field of knowledge which the research
intends to address.

Framework of the Study

The framework is a presentation of major theories and/or concepts from which the study
was derived and anchored. It is drawn from the review of literature and studies which shapes the
research problem.

The Framework of the Studypresents specific and well-defined constructs, assumptions,

expectations, and beliefs that support the study. It uses theories, abstract concepts, facts, laws,
variables, and their relations that explain and predict how an observed phenomenon exists and
operates. It should link the study to theories/concepts that are useful for interpreting, criticizing,
and unifying established scientific laws or facts that serve as guide in discovering new
generalizations. In the paper, be explicit as to whether the theory will be verified or developed

In writing this part, first enumerate the theories/concepts. Prefatory or preview statement
before detailed discussion prepares and guides readers of the long discussion that follows.
Preferably, present the theories in a diagram form showing their interrelationship and their
relation to the current study. The diagram serves as a “framework at a glance” which provides
the readers a bird’s eye view or general perspective of all the theories and concepts presented.
Presenting the theories in a diagram also shows your ability to isolate and analyze a multitude of
information, extracting only those which are relevant to your study. At the same time, your
discussion of the framework should show your ability to synthesize all these theories and
assemble them in a manner that will make your readers see clearly the foundation of your study.

The end part of the discussion of the Framework of the Study should lead to the
research paradigm (take note that this is not written as a heading). The discussion of
theories/concepts should naturally lead to the paradigm of the study. It is an offshoot of the
theoretical/conceptual framework discussed and must comprehensively show the interrelationship
of the variables under study and the direction of the research.

Statement of the Problem/Statement of Objectives

This part is composed of two (2) sections: the general problem/objective and the specific
problems/objectives.

The general problem is cascaded from the title and stated in declarative form.The specific
problem/objective section breaks down the general problem/objective into manageable units.
The specific problems are stated in interrogative form and concretize the construct stated
in the general problem.
 The specific problems must be arranged logically from the first step to the last step of the
research process to be undertaken. This is to say that when all the specific problems are
answered, the general problem will have been answered as well.

For Technical Research, the specific objectives are stated in declarative form (i.e., using
the to + verb form).

Definition of Terms

This section contains terms that are relevant in understanding the study. Definition may
be conceptual (i.e. taken from books, dictionary, etc) and presented verbatim if the term, as used
in the study, has the same definition as written in the cited source/s. However, when the term
has a peculiar use in the study or the term requires more specific definition, then an operational
definition (i.e., how a term is specifically used in the study) be used

The terms to be defined for this section must be extracted from the title, paradigm of the
study, and statement of problems. Technical terms appearing in other sections of the manuscript
are excluded from this section. They are best defined in the section where they appear.

For presentation, the terms defined in this section are indented, italicized, and listed in
alphabetical order. The term and the definition must be presented in sentence form, that is, no
period or hyphen should be used to separate them.

Example:

For a better understanding of this research report, the following terms are
operationally defined:

Job application discourses refer to the various kinds of communication, oral or

written, that initiate job applicants to the social function of doing application and hiring
of employees.

Moves are cognitive or social units of productions occurring in terms of typical

“phases” or “sections” and in sequence to arrive at general discourse structure (Cheong,
1998). They also refer to either obligatory or optional sequences and exchanges in the
application letters and résumés that comprise the genres’ overall “map” identified
through the use of a coding instrument patterned from Bhatia (1993), Upton & Connor
(2001) and Henry & Roseberry (2001).

Symbols and Notations

This section is optional for disciplines that are highly technical such as pure math/science
researches which use specialized symbols and notations.
The Review of Literature

The Review of Literature (ROL) used to be a separate chapter in the old format. In the
new DMMMSU format, the ROL is no longer part of the Capstone, Thesis or Dissertation. This
does not mean, however, that literature review is no longer needed in the manuscript.

In the DMMMSU format, the literature review must be seamlessly incorporated in the
Situation Analysis (for findings indicating problems that need to be addressed), Framework of the
Study (for researches/concepts that strengthen or falsify a theory), Methodology (for citations on
the use of research designs, instruments and statistical tools used) and in the Results and
Discussion section (pointing out similarities and differences of previous studies and the current
findings and citing theories that explain a particular finding especially the unexpected results).

Below shows the introductory parts of a technical and special science researches,
respectively:

TECHNICAL RESEARCH SOCIAL RESEARCH

• Situation Analysis (Side Heading) • Situation Analysis (Side Heading)

(Discussion on the what’s and why’s Discussion on the what’s and why’s of the
and significance/importance of the study.) study. Embedded in the discussion is the
significance/importance of the research that
justifies the study

• Framework of the Study

(with Paradigm)

Presentation of major theories/ concepts

from which the study is anchored

Introduce the theories/concepts in diagram

form showing their interrelationship and their
relation to the current study

The discussion of theories/concepts should

lead to the paradigm of the study which
must comprehensively explain the
relationship of the variables and the
direction of the study

• Statement of Objectives • Statement of the Problem

(Both general and specific shall be stated General/main problem shall be in
in declarative sentence) declarative form and the specific problems
shall be in interrogative form.
• Time and Place of the Study

• Definition of Terms (operational definition) • Definition of Terms (Operational definition)

• Symbols and Notations ( for pure math

research)
Note: The Review of Literature will no longer be a part of the Thesis or Dissertation. Literature shall be incorporated in the
Situation Analysis, Framework of the Study, Methodology, and in the Discussion of Results.
Chapter 2
 METHODOLOGY

The methodology part presents the tools and procedures in gathering the needed data to
answer the problems and to test the different hypotheses.

Research Design

This section specifies the general method and specific design used. The description of
the design must include an explanation of the selected design and a justification of its
appropriateness in relation to the objective/s of the research and data to be gathered.

Sources of Data

This section identifies the population of the study and samples where necessary. It
includes the sampling method/formula/data used, and justification for the choice of the sampling
method/formula.Description and profiling of respondents/subjects in terms of number and
demographic characteristics are presented in this section except when such is part of the
statement of the problem and thus needs to be presented in the Results and Discussion section.

Also included are the locale, and time of the study.

Materials and Procedures (for Technical Research)

This part is applicable for Technical Researches only. It lists down the materials with
corresponding units of measure and presented in the order of use in the conduct of the
experiment/study.

Instrumentation and Data Collection

The first section presents the instruments used (questionnaires, tests, interview schedule,
observation checklist, or mechanical gadgets, etc) and the parts. It details the processes
conducted in adoption, modification, or development of the instrument as well as the procedures
conducted to ensure the validity and reliability of the instrument. An explanation is necessary to
justify the choice of the data collection tool/s. As much as possible, the research should aim for
triangulation (use of several data-gathering tools) to strengthen the validity of results.

The second section presents the data to be gathered and detailed description of the
means of gathering the said data – techniques and procedures in data gathering as well as the
manipulations and controls made such as the assignment of subjects into control and
experimental groups.

Analysis of Data

This section specifies the statistical tool/s used in the treatment of the data gathered (e.g.
frequency count, percentage, mean, weighted mean, t-test, ANOVA, chi-square, Pearson r, etc).
 Also included are guides (range values and descriptors) for the categorization and
interpretation of data, including levels of significance/correlation needed in testing the hypothesis,
and software (with corresponding version) used. If unfamiliar statistical tests are used, the
formula is explained.

For grounded or qualitative researches, statistical tool/s and categorization of data are
deleted as parts.

Below is a summary of the parts of Chapter 2 for both Technical and Social Science
Researches:

TECHNICAL RESEARCH SOCIAL RESEARCH

• Research Design • Research Design

Specify general and specific design
• Materials and Procedures used and justification for the choice
in relation to the data to be gathered
This includes the sources of
data, the materials and instruments • Sources of Data (include scope and content)
used, and the procedures followed Identify population and sampling, sampling
procedures and data, and justification for the
• Data Gathered choice of sampling method

Locale and time coverage

• Data Analysis
• Instrumentation and Data Collection
Present the instruments to be used, the
parts, and the validation procedures
conducted

Show in diagram form the steps undertaken

in collecting the data and explained
afterwards

• Analysis of Data
Specify the statistical tool/s used to
gather specific data.

Create guides for the categorization

and interpretation of data, including
levels of significance/correlation and
softwares used

Note: In Case of Qualitative Research, Statistical

Tool and Categorization of Data are deleted as
parts
 Chapter 3

RESULTS AND DISCUSSION

This section involves presentation, analysis, and interpretation of data.

Data are broken down into component parts and presented in the proper order and
categories. It involves manipulating and summarizing, choosing from a wide array of raw data
those that are pertinent and relevant and reducing them to form that are intelligible and
interpretable so that the relationships between the research problem and their intended answers
can be studied. Research data that have been subjected to analysis can be presented as text or
using tables, graphs, and other pictorial forms.

Presented data must also be interpreted. This is done by making inferences relevant to
the research questions and from where generalizations are drawn. Key in interpretation is finding
meanings and drawing implications.

Interpretation is done while the results are being presented and analyzed, then drawing
relationships and linking to existing theories.

Topic Headings

The discussion of results shall be guided by the statement of problems or objectives.

The number of main topic headings should be parallel to the number of problems or objectives.

Presentation of Findings

Findings may be presented in textual, tabular, graphical/pictorial form or a combination of

these three depending on the appropriateness for such.

In answering every problem statement/objective of the study, the following parts and
guidelines should be observed:

a. Prefatory Information.

Make a one paragraph introduction of the problem.

b. Introduce table/figure/chart

Make a one-sentence introduction describing the content of the table/graph/plate

presented. .

c. Where possible, the table/figure/chart must be displayed within the same page after
the introduction. If it cannot be displayed in a single page due to its size, it can be
transferred to the immediate page following the presentation but a signal phrase must
be included referring to it (e.g. Table 5 on page 87…).

d. The table/figure/chart is followed with a textual discussion of the data presented in

the table/graph/plate. In case of the table/figure/chart/plate transferred to the
following page, the textual discussion should be advanced in the previous page to
avoid creating a white space/gap within a chapter).
e. In the discussion part, present only the critical data/results. Let the table speak for
itself. DO NOT STATE WHAT IS OBVIOUS IN THE TABLE. If data are numerous
and repetitive, reading becomes boring; hence, only highlights or important parts
of the data are textually presented.

f. In reading/explaining a table, observe the following:

i. Use a logical form of presentation

Present a general observation (e.g., the grand mean or average

mean followed by specific observations (weighted means by
cluster) or vice versa

ii. Extract the significant findings (e.g. top three and last three findings and
the average)

g. Descriptive equivalents/interpretation should be “seamlessly embedded” in the

discussion and not presented as it appears in the table.

Wrong: The table shows that Indicator 1 which states “The leader is
democratic….” has an average weighted mean of 4.50 which means “very much
evident ” as rated by the respondents.

Correct: The table shows that democratic process is very much evident
in the institution based on the computed average weighted mean of 4.50.

Correct: It can be glossed from the table that democratic processes are
observed in the institution and very much evident (AWM=4.50) in the
system as perceived by the three groups of respondents.

h. Textual presentation must be followed by interpretation, inference, or implication.

The following elements are expected in the discussion:

i. Statement of Results.

Explain why the results came out as such. If results are unexpected, be
able to provide an explanation.

In making interpretations, observe the following elements:

a. Condition contributing to the result

b. Cause that brings about the result
c. Effect or impact of the result
d. Suggestions related to the result

ii. Statement of Hypothesis* (when this is expressed in the Statement of the

Problem)

Take note that the findings and claim come after thestatement of
hypotheses.(and acceptance/rejection of such)

Wrong: However, when subjected to the t-test analysis, results revealed

no significant difference as indicated by the t-value of 1.093 which is
 lower than the tabulated t-value of 2.228 at 0.05 level of significance.
Therefore, the null hypothesis which states that there is no
significant difference between the perceptions of the expert
evaluators and the teacher-respondents as the extent of suitability of
the xxx is accepted.

Wrong: When subjected to t-test analysis, results revealed no

significant difference as indicated by the t-value of 1.093 which is lower
than the tabulated t-value of 2.228 at 0.05 level of significance.
Therefore, the null hypothesis which states that… is accepted.

Correct: When subjected to t-test analysis, the t-value of 1.093 is lower

than the tabulated t-value of 2.228 at 0.05 level of significance.
Therefore, the null hypothesis which states that… is accepted. This
result reveals that there is no significant difference between the …

iii. Compare results with previous findings/theories to make generalizations

iv. Draw conclusion/ make a claim
v. Explain the implication of the finding/conclusion to the field of study or to
concerned/affected groups.
vi. Include recommendations from other researches (as needed) as an
input/ basis for the current researcher in making a recommendation in
the succeeding chapter

Presentation of Table

a. Table numberingmust use continuous coding in Hindu-Arabic numeral (Table 1, 2, 3,

etc,). Alphanumeric or decimal coding is not allowed.
b. The table title must be written in Title Case flush to the left margin. In case of a two-liner
title, the first letter in the second line should be aligned to the first letter in the first line
(parallel indention).
c. Table title must not be written in boldface or italics.
d. Table header must not be written in boldface or italics.
e. The table shall be drawn from margin to margin.
f. Use a compound line (same thickness) for the top and bottom lines of the table (Top and
Bottom line weight is 1 ½ pt ; Inside line weight is 1 pt)
g. Use a single line to separate the grand mean
h. Use single space if there are more than 10 entries in the table.
i. Use double space if there are less than 10 entries in a table.
j. The MEAN shall be entered up to two decimal places only. Also, for uniformity of
presentation, use two decimal places (e.g. 9.50 not 9.5).
k. Properly align numerical values when presenting data (ones, tens, hundreds, etc.). Add
zero before the decimal point for value less than 1.
98.50
112.25
0.85
l. The font size may be reduced up to font size 10 (Times New Roman)
m. Single space separates the table title and table
n. Double space separates the table header and the first entry line
 o. Use the symbol M to refer to Mean and WM to refer to Weighted Mean
p. Use the symbol (%) in the table and when enclosed in parentheses; use the word
percent in the textual discussion part
q. As much as possible, tables/figures/plates shall not be placed (or sandwiched) between
paragraphs.
r. In case of long tables and there is a need to cut the table, the first part should always be
longer than the second part. For the second table, add Continuation of Table 10 as
header. Cut tables properly; data that go together must not be separated. Include header
in the second
s. If the remaining part of a cut table consists of 2-3 lines only, the font size may be reduced
(up to font 10) so that the table can be accommodated in just one page
t. Indicate in the legend the necessary interpretation of symbols used in the table. Include
also the whole range values, descriptive phrases, and acronyms used in categorizing and
interpretingdata. Font 10 shall be used for the Legend.
u. Use asterisk (*) to denote significant finding. No column should be used to indicate
acceptance/rejection of hypotheses and significance/insignificance of findings

Example

text text text text text text text text text text text text text text text text text text text text
(2 single spaces separate the text and table title)

Table 1. Title of Table is Written in Title Case and Not Printed in Boldface/Italics
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
(1 single space separates the table title and table)

Table Heading is not written in boldface; allow some breathing space inside the table

Top and Bottom Inside line weight

Line weight is is 1 pt
1.5 pts

Legend:
(2 single spaces separate the last line of the table and text)
text text text text text text text text text text text text text text text text text text text text
 Sample Table

Table 2. Performance of Public Safety Officers as Perceived by Elected Local Government Officials

I Region 1 Study Areas

T Lbrdr Dasol Laoag Emlio AWM DR
E Performance Indicators
M

1 Implementing the law and maintaining

peace and order 2.33 3.00 3.33 3.67 3.08 E

2 Enforcing traffic laws and managing traffic

flow 3.00 3.00 3.67 3.67 3.33 HE

3 Ensuring public safety and protecting life,

liberty, and property 2.33 3.00 4.00 3.00 3.08 E

4 Cooperating with the community in

detecting, preventing, and
suppressing/curbing crimes 2.67 3.00 3.00 3.67 3.08 E

5 Responding first and quickly in crime

scenes 2.67 3.00 3.67 3.33 3.17 E

Average Weighted Mean (AWM) 3.00 3.03 3.53 3.64 3.30 HE

Legend: 3.26 - 4.00 = Highly Effective (HE)

2.51 - 3.25 = Effective (E)
1.76 - 2.50 = Not so Effective (NE)
1.00 - 1.75 = Ineffective (IE)

Sample of a Cut Table

Table 4. Occurrence of Strategies Used in Move 8 of an Application Letter

(Promoting the Candidate)

Strategies in Move 8 %
(Promoting the Candidate) (N=100)

a. Listing of educational/professional qualification* 64

b. Listing relevant experiences, skills, and abilities and
how these were obtained* 57
c. Naming job/s held 30
d. Giving reasons for leaving the present job 1
e. Demonstrating confidence of the acquired knowledge/ skills/
experiences as matched to the position applied for 38
f. Stating special abilities, character, personality 27
g. .Citing the benefits to be gained by the applicant if hired 9
Continuation of Table 4

Strategies in Move 8 %
(Promoting the Candidate) (N=100)

9
h. Citing the benefits to be gained by the applicant if hired
i. Rationalizing the recognized lack in skill, 12
knowledge, experience, and other measures of competence 3
as required in the job
j. Begging for the job

NOTE: A 50% occurrence is used as criterion for determining the importance of a strategy in a move
* the highlighted entries are considered obligatory

Table 21. Correlation Analysis Between the Profile of the Public Safety Officers
and the Officers’ Assessment on the Quality of PPSC Education and Training

Profile Variables Basic Police Functions

Place of Assignment 0.01**
Age 0.11
Gender -0.10
Rank 0.04*
Years in Service 0.07
Educational Attainment -0.08
Trainings Attended -0.00

**significant at 0.01 ∞* significant at 0.05∞

Presentation of Figure

a. Figures shall be enclosed in a box, drawn from margin to margin.

b. Needed data, such as percentages/frequencies shall be evident.
c. Number and title shall be placed below the enclosed figure.
d. Figure numberingmust usecontinuous coding in Hindu-Arabic numeral.
e. The figure title must be written in Title Case, center alignment.
f. Figure title must not be written in boldface or italics.
g. Use the abbreviation for the figure label (e (e.g. Fig.5)

Fig.1. Title of the Figure Using Title Case(Not Printed in Boldface/Italics)

Presentation of Plate/Photograph

a. The size of the plate is preferably half page of the paper.

b. The plate shall be drawn from margin to margin.
c. Two (2) plates in one page may be allowed.
d. Number and title shall be placed below the enclosed plate.
e. Plate numberingmust usecontinuous coding in Hindu-Arabic numeral.
f. The plate title must be written in Title Case, center alignment.
g. Plate title must not bewritten in boldface or italics.

Plate 1. Title of the Plate Using Title Case(Not Printed in Boldface/Italics)

Presentation of Qualitative Data

a. For qualitative research, present data in any of the following forms:

i. Extracts (for documents, texts, transcripts, interviews, observations, case stories,

narratives, field notes, journals, logs, diaries, essays, articles, vignettes, thick
description of speech act, body movement, gestures, etc.)

ii. Excerpts(for literary selections of both prose and verse form)

iii. Plates (for photographs, drawings, paintings, maps, prints, printrscreens,

snaphots, etc.)

iv. Samples (audio-video recordings, artifacts, realias), and other ways to support a
claim or thesis.

b. Use continuous coding in Hindu-Arabic numeral (e.g. Extract 1, 2, 3… Plate 1, 2.

3…Sample 1. 2, 3…)

c. Present textual data in a free-standing block of typewritten lines as you would do a long
quotation

d. The heading must use second level font format.(boldface, indented half inch [TAB 0.5”]
from the left margin)
 Example:

. Some employers, as evidenced in some posted ads, even require applicants to indicate
the company’s pre-assigned code/s for the position applied. This is done for easier classification
and sorting of said documents, hence, its appearance in the letter as shown in the extract below:

Extract 1
This is in reference to your advertisement published in the Philippine Daily
Inquirer, March 7, 2004 issue, regarding your Agency’s requirement for the position
of CHIEF LABOR AND EMPLOYMENT OFFICER (Item No. ILSB-CLEO-1-
1998).
 Chapter 4

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

This part summarizes the entire study. It is composed of an introductory statement about
the general problem/objective of the study, the specific problems/objectives, and the methodology
employed - all written in paragraph form. This is immediately followed by the salient findings
(numbered list). Take note that the “findings of the study” is not a separate heading.

Numerical data are included in the “major” findings to be presented. However, no new
findings should be presented in this section that have-not been presented in Chapter 3. The
number of findings to be presented should be parallel to the number of specific
problems/objectives.

Conclusions

The Conclusion Section draws generalization for the population and circumstances for
which the evidences have been collected.

It is composed of an introductory statement followed by the conclusions in relation to the

findings re: the specific problems/objectives.

The number of conclusions is parallel to the number of specific findings based on the
specific problems/objectives. .These are presented in numbered list form. The conclusions t
should not repeat the same words/statement used in the findings section

No numerical/statistical presentations are made in this section.

Recommendations

This section offers recommendations based on what the results mean in terms of existing
knowledge, drawing implications for the field or academic discipline represented by the problem,
or the need for further research and policy formulation.

The Recommendation Section is composed of an introductory statement followed by the

recommendations in numbered list form corresponding to the conclusions presented. More
recommendations may be added where necessary and applicable.

The recommendations should be stated in realistic and practicable (doable) terms

identifying individuals or groups who shall carry out the action/s recommended.
 Part 4

THE END MATTERS

 APPENDICES

The Appendix Section immediately follows the Reference Section. It is introduced by a

cover page labeled APPENDICES (displayed in the center of the page, font 16).

The Appendices guarantee a check upon the validity and truthfulness of the research
evidences presented in the text and may include the following:

1. Materials, due to length or complex nature, that cannot be readily reproduced in the
text (maps, elaborate graphs, computer printouts)
2. Samples of instruments used
2. Illustrative materials such as scores in tests, computation sheets
3. Documents pertinent to the problem, nut otherwise not presentable in length in the
text like laws, decrees, supportive legal decisions
4. Operating instruments to support the action plan such as memorandum, program of
instruction, policy proposal, syllabus, etc.
5. Use uppercase for the label APPENDIX A and title case for the title (in single
space)
6. The alphabet should be used for coding; no use of alphanumeric or decimal coding
(A-Z; AA-ZZ)

The appendices must be exhibited in continuous sequence following the sequence

categories listed below:

TECHNICAL RESEARCH SOCIAL RESEARCH

A. Tables A. Communication
B. Figures B. Questionnaire/Instrument
C. Plates C. Tables
D. Others D. Figures
E. Plates
F. Others

Example:

APPENDIX B

Questionnaire for the Employers’ Group on the Perceived Importance

of the Moves and Strategies for Inclusion in Job Application Documents

QUESTIONNAIRE
 CURRICULUM VITAE

The Curriculum Vitae shall reflect a listing of the personal information, educational
background, expertise, trainings, and seminars attended by the researcher, and other pertinent
information.

It should follow a single space format for every item and double space format between
parts.
A passport size, colored picture with plain background shall be placed at the upper right
hand corner of the page. The researcher must wear blouse/collared shirt for the photograph.

In case of group research, each member of the group shall have a separate curriculum
vitae.

Contents: Name, Address, Date of Birth, Civil Status, Parents/Guardians/Spouse with Children,
School Attended, Trainings/Seminars, Designation, Positions held, Awards Received,
Eligibilities/Board Exams Passed, Consulting and Expert Services, Researches Conducted,
Publications, etc.