WHOLE BRAIN LEARNING SYSTEM

OUTCOME-BASED EDUCATION

GRADE
ENGLISH

3
LEARNING QUARTER

MODULE WEEKS 4

WBLS-OBE MELC-Aligned Self-Learning Module SHS English 12 III 1

 MODULE IN
INQUIRIES, INVESTIGATIONS, and
IMMERSION

QUARTER 3
WEEK 4

USING SOURCES ACCORDING TO

ETHICAL STANDARDS
Development Team
Writer: Jane Meryl B. Dalde Lenor M. Tunac
Editors: Vrenie Joy C. Pedro
Reviewer: Adelyn C. Domingo
Illustrator: Wynnelord Rainier E. Tibay
Layout Artist: Wynnelord Rainier E. Tibay
Management Team: Vilma D. Eda Arnel S. Bandiola
Lourdes B. Arucan Juanito V. Labao
Adelyn C. Domingo

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 What I Need to Know

After having a concrete understanding of the systematic ways of planning a

research topic, and well-guided crafting of SMART and purpose-driven research
problem, this section will broaden your background and knowledge about your initial
research topic and the concepts and issues around it.

As you learn more about it through reading various materials, you will discover
and be able to scholarly and ethically select, cite and synthesize related literature and
studies.

After completing the lessons and activities, you are expected to:

Most Essential Learning Competency

• Use sources according to ethical standards.

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 What I Know

Directions: Arrange the following letters in each item to form the correct word being
describe.

1. C I O N S E C S E S N – The materials that the review should have must be

sufficient enough, not too few and not too many, to provide the researcher and
the readers strong insight about the general and specific problems that the
research is trying to address or answer.

2. P O Y C T I R H G - it may pertain to the breach of contract between the authors

and the publishers about the coverage or scope of circulation and distribution
of the original work.

3. C Y E N C ER - The materials that should be included in the review should be

recent as much as possible. For general references, published materials 10
years ago are yet sound and valid.

4. Y O B I T E C J T I V - Since research is academic and scholarly, the materials

should be fair, objective and bias-free.

5. L E E R C E A N V - Before citing the material, it should bear essential

information to clarify and deepen the issues and concepts of the research being
conducted.

WBLS-OBE MELC-Aligned Self-Learning Module SHS English 12 III 4

 Lesson Selecting and Citing
Related Literature
1

What’s In

Before we jump into that point, let us do a simple recall of these important
concepts in writing a research.

Related Literature

A research should have a good review of existing knowledge that it will stand
on. A research topic is more likely to become “researchable” if it is a determined
research gap from the available literature and studies from various resources.

Literature in its conceptual definition refers to a collection of written work with a

heightened and artistic use of words may it be fiction or nonfiction. However, in its
operational definition in research, this terminology refers to published information in a
particular subject area which sometimes covers a certain period of time.

Related literature can come and be taken from the following types of resources
(Clemente, Julaton, & Orleans, 2016):

A. General references - books, monographs, conference manuals, research

articles, professional journals and similar documents

B. Primary sources - academic research and university research journals and

reputable organizations

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 C. Secondary sources - articles, analyses, essays, newspaper, single or
multiple authored textbooks

D. Tertiary resources - books based on secondary sources that interprets the

work of others.

One of the major tasks of a researcher, like you, is to review various references
to survey theories and concepts about your research interest. This will give you a
better perspective of your research topic and eventually identify the research gap.

It is sure that you are now ready to delve deeper in reviewing related literature
about your initial research topic! Maintain that level of enthusiasm and energy as we
get into the real thing!

At this point, as you work on searching for information that is related to your
research topic, you have to make considerations of some characteristics that make a
material worth taking and citing. Go ahead and read them.

Characteristics of Materials to be Cited

Having recalled the definition of literature, its purpose, and sources. It is important to
learn how to distinguish a good literature to be cited or included in the review. Calderon
and Gonzales (2014) identified the following characteristics of ideal materials to be
cited.

1. Recency. The materials that should be included in the review should be recent as
much as possible. For general references, published materials 10 years ago are yet
sound and valid. Meanwhile, primary, secondary and tertiary references within the last
five years are ideal. Archived materials may also be used as reference for theories
and concepts.

2. Objectivity. Since research is academic and scholarly, the materials should be fair,
objective and bias-free. It should not favor any extreme and obvious vested interest
aside from delivering facts, information, and findings.

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3. Relevance. The weight of relevance of the material to the current research
undertaking must be checked. Before citing it, it should bear essential information to
clarify and deepen the issues and concepts of the research being conducted.
Otherwise, the material should not be considered for the review.

4. Conciseness. The materials that the review should have must be sufficient enough,
not too few and not too many, to provide the researcher and the readers strong insight
about the general and specific problems that the research is trying to address or
answer.

The number of related literature that a review should have for a senior high school
research is only 4 to 6 local and international publications or materials. However, in
higher education, graduate and post-graduate level, the number of literature will range
from 15-50.

What’s New

To use the work of others ethically, you will need to avoid plagiarizing by understanding
how to quote, paraphrase, and cite the work of others.
I. Citing
A. Why cite?
1. To give credit to those whose work you have used (whether by direct quote or by
paraphrasing).

• Academic ethics require that writers be credited for their work and their
writing.
• If you intentionally or unintentionally use the work of another without giving
proper credit, you have plagiarized.

2. To provide evidence to support what you are saying.

• A good bibliography of high-quality material demonstrates that your project

is based on credible evidence.
• When well-integrated into your paper (or project), that evidence creates a
strong and convincing paper or project.

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 • If your work is based on poor evidence, the credibility of your project is
undermined.

3. To allow your readers to find and read your sources.

• Professionals often trace back to the original sources to expand their own
understanding and to use those sources in their own research.

B. Why a specific citation style?

1. Using a consistent style in a bibliography (or reference list) lets the reader know
where in the citation to expect to find a title, where to expect to find an author, etc --
without actually labeling the parts of the citation. It makes it easier for your readers to
understand your citations and find the sources you have cited.
2. Although a variety of citation styles exist, each academic discipline will usually use
a specific style. By using a single style such as APA or IEEE, a profession's readers
are familiar with the style and understand how to read and interpret it.
C. What do I need to know about citing sources?
1. When to cite.

• When using other people's words, put quotes around the words and
cite your source.
• When paraphrasing other people's words, cite that source.
• When you've borrowed an idea from someone else, cite them.

2. How to cite sources within the body of the paper and how to create a list of sources
cited in your paper -- the "bibliography" or list of "references."

Ethical Ways of Citing Literature

In writing the review of related literature, it is expected that a complete reference

should be present in the list of references or bibliography section of your research
paper.

Securing a scholarly reference list or bibliography takes away violations of the

ethical standards in writing. The following are only a few of the related legal charges
that may be called against unethical writing.

1. Plagiarism. Republic Act No. 8293 otherwise known as the Intellectual Property
Code of the Philippines “protects and secures the exclusive rights of scientists,
inventors, artists and other gifted citizens to their intellectual property and creations,
particularly when beneficial to the people.” In simple words, claiming and copying a

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portion of someone’s written work. This act is never tolerated even in schools and
universities and violators are subject to failure in the subject or the worse are expelled.

2. Copyright. This is also covered in Republic Act No. 8293 or the "Intellectual
Property Code of the Philippines." It differs from plagiarism as it may pertain to the
breach of contract between the authors and the publishers about the coverage or
scope of circulation and distribution of the original work.

These charges are serious, and it does not excuse anyone. In order to avoid
this untoward scenario, writers and researchers like you should observe ethical
standards through acknowledging the original authors of the work where the
concepts, ideas or information is taken.

Retrieved from: [Link]

What’s More

Directions: Exercise your mental muscles by choosing which of the described

materials can be included in a review. Copy the item/s below that merits to be included
and write a short justification of your answer.

1. A book published in 2015 that is being used by public and private schools.

2. An international journal produced in 2018 by unknown organization.

3. An annual report for 2016 issued by the Department of Education.

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 What I Have Learned

Key points

• An important aspect of information literacy is learning how to use

information ethically by citing sources and observing fair use.
• When you quote or paraphrase the idea of another person in your
research paper or speech, you must provide a proper citation for the
source in a bibliography or list of references to give credit to the author
or creator and enable a reader to locate the source you cited.
• Providing references for sources you used also lends credibility to your
work, especially if you use authoritative sources. Be sure to provide full
citations to all types of sources you use, including books, articles,
Internet sources, interviews, government documents, nonprint media
(videotapes, audiotapes, pictures and images) software.
• If you use ideas of others and do not give them credit by providing proper
references to their work, you are committing plagiarism. Plagiarism is
stealing someone else's ideas or words and presenting them as your
own.

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 What I Can Do

Claim-Evidence-Reasoning Structured Constructed Response Test

Directions: Read the given article. Then answer the following questions:

Review of Related Literature on Language and its Sustainability in the

Teaching and Learning Process (Excerpt)
Eugene Ray F. Santos, MAT

With the major premise to bring higher literacy among younger children,
learners are being taught using their mother-tongue in their primary education
alongside with “Tagalog” which is the most common variety of the national language
of the country. This is in consonance with the findings of various studies on
bilingualism. McCabe et al., (2013) found a reasonable basis from the growing
population of bilinguals in the world to affirm that learning using two languages does
not lead to confusion or difficulty in an academic environment.

The mentioned studies zoom in the starting phase of language development

wherein most factors that affect language learning are externally produced or the
physical language environment. It can be pointed out that the situation where a
learner is raised and the people who surround him have bearing in the failure or
success of language acquisition, training, and learning. Considering these factors
beyond the school, the actual teaching-learning environment, language teachers
indeed have a very serious job to work out.

It is undeniable that there is voluminous input available about language

teaching and learning. However, making language learning effective and efficient,
considering learners’ diversity, personality, behavior, intelligence and other equally
important factors still remains quite challenging for language professionals.

The study of Scott et al., (2010) through neuroscience points out that every
learner is a totally unique across contexts. In this light, it is affirmative that the
inability or failure of the teaching and learning process especially in language

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acquisition is definitely dependent on the delivery of information to a student’s
learning style.

Hakura et. al (2014) presents a six evidenced-based principles of language

development from a review of various papers which highlight the struggle in second
language learning. From those principles, it could be inferred that ‘matching’
teaching with learning styles is essential. Dedicating more time in providing the
motivation and skills necessary to attain learning objectives is also a priority
including strategies that appeal to each learning style (visual, auditory, and
kinesthetic) from a range of individualized and group tasks for language.

Meanwhile, from the investigation of Cabrera and Cotosi (2010) over the last
15 years, they noted that higher critical thinking starts with hands-on explorations
and the sense of touch. It is found out that touch contributes not only to the
understanding of abstract concepts but also to four critical thinking skills essential
to learning: making distinctions, recognizing relationships, organizing systems, and
taking multiple perspectives.

From an intelligent view, the reviewed papers offer non-conventional findings

and bases about language learning and the way how the various factors effect
change especially on how language can be best acquired and learned.

Question: How can you describe the (a) recency, (b) objectivity, (c) relevance
and (d) conciseness of the text?

YOUR CLAIM:

Cite from the article some evidence that support your claim:

EVIDENCE 1:

EVIDENCE 2:

EVIDENCE 3:

EVIDENCE 4:

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 Explain how your evidence support your claim.

REASONING:

2 1 0
COMPONENT ACCEPTABLE PARTIALLY NOT RATING
ACCEPTABLE ACCEPTABLE
CLAIM Gives a correct Gives a correct but Gives an incorrect
A statement that and complete incomplete answer answer or does not
answers the answer give any answer at
question or the all.
problem posed
EVIDENCE Provides Provides appropriate Does not provide
Text from article or appropriate and but insufficient text any text from article
problem cited to sufficient text from from article or or problem that
support the claim article or problem problem that supports the claim
that supports the supports the claim.
claim May also include
some inappropriate
evidence
REASONING Provides Provides partial or Does not provide
Explanation of how explanation that incomplete any explanation
or why the cited shows the explanation that about how or why
texts support the connection or shows the evidence are
claim relationship of connection or related to the claim.
evidence to the relationship of Or provides
claim. evidence to the explanation not
claim. related to the claim
or evidence.

Assessment

Directions: Choose the letter or the correct answer.

a. recency c. relevance e. copyright
b. conciseness d. objectivity

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1. Before citing the material, it should bear essential information to clarify and
deepen the issues and concepts of the research being conducted.
2. The materials that the review should have must be sufficient enough, not too
few and not too many, to provide the researcher and the readers strong insight
about the general and specific problems that the research is trying to address
or answer.
3. The materials that should be included in the review should be recent as much
as possible. For general references, published materials 10 years ago are yet
sound and valid.

4. It may pertain to the breach of contract between the authors and the publishers
about the coverage or scope of circulation and distribution of the original work.

5. Since research is academic and scholarly, the materials should be fair,

objective and bias-free.

Answer Key

5. e
4. d
3. a
2. b
1. c

What I Have Learned

5. Relevance
4. Objectivity
3. Recency
2. Copyright
1. Conciseness

What I Know

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 References

Cabrera, D., & Cotosi, L. (2010, September/October). “The World at our Fingertips.” Scientific
American Mind, 21(4), 49-55.

Hakura, et. al, (2014) Six Principles of Lanaguage Development: Implications for Second
Language Learners, Developmental Neuropsychology. Taylor & Francis Group, LLC.

McCabe, A. et al., (2013) Multilingual Children: Beyond Myths and Towards Best Practices.
Social Policy Report, Society for Research in Child Development.

Scott, L. O., Lynn, S. J., Ruscio, J., & Beyerstein, B. L. (2010). 50 Great myths of popular
psychology: Shattering widespread misconceptions about human behavior. Hoboken,
NJ: Wiley-Blackwell.

Calderon, J. F. & E.C. Gonzales. (2014). Methods of Research and Thesis Writing. National
Bookstore. Mandaluyong City.

Clemente, RF., A.B.E. Julaton., & A.V. Orleans. (2016). Science in Today’s World Research
in Daily Life 1. Sibs Publishing House, Inc. Quezon City.

[Link]

[Link]
literacy-tutorial/information-ethics-citing-sources-and-fair-use/

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 For inquiries or feedback, please write or call:

Department of Education-Schools Division of Laoag City

Curriculum Implementation Division (CID)

Brgy. 23 San Matias, Laoag City 2900

Contact Number: (077)771-3678

Email Address: laoagcity@[Link]