INTRODUCTION:

The digital society in which we all live has drastically altered reality across
industries. It’s changed the way we live (okay, Google!), the way we work (hello
telecommuting!) and, most importantly, the way we communicate.
Nowadays, there are many advanced and diverse mediums that individuals use
to create some form of communication with his/her friends, family members or
significant others. People are using images, graphics, audio, and video to share
information they would have otherwise shared with ink and paper only a few decades
ago.
MULTIMODAL TEXTS
This include picture books, text books, graphic novels, comics, and posters, where 
meaning is conveyed to the reader through varying combinations of visual (still image)
written language, and spatial modes.
Digital multimodal texts
This includes film, animation, slide shows, e-posters, digital stories, and
web pages, convey meaning through combinations of written and spoken
language, visual (still and moving image), audio, gestural and spatial
modes.
Live multimodal texts
Example of this are dance, performance, and oral storytelling, convey
meaning through combinations of modes such as gestural, spatial, spoken
language, and audio.
Each mode uses unique semiotic resources to create meaning (Kress, 2010). In a visual
text, for example, representation of people, objects, and places can be conveyed using
choices of visual semiotic resources such as line, shape, size, line and symbols, while
written language would convey this meaning through sentences using noun groups and
adjectives (Callow, 2013) which are written or typed on paper or a screen.
INFOGRAPHICS
What is infographics?
By definition, an infographic is a visual representation of any kind of information or data.
Whether it’s a study on market trends or a step-by-step guide on how to do your
laundry, an infographic can help you present that information in the form of an attractive
visual graphic.
                                                                    
(Notice how the use of bright colors, illustrated characters and bold text instantly grabs
your attention and gives you an overview of the topic as you skim through.)
Keep in mind that the goal of an infographic is not only to inform, but also to make the
viewing experience fun and engaging for your audience. It all comes down to how you
combine different graphic elements—like colors, icons, images, illustrations and fonts—
to explain a topic in a compelling and easy-to-understand way.
The infographic above also showcases the statistics and percentages in a visual form
using radials and a donut chart. So even if you don’t read the text above, you’ll still get
the picture.
REMEMBER:  In infographics, especially those that include lots of data, ALWAYS
include citations. 
Why should you use Infographics?
There’s a reason why infographics are so popular—they’re fun, engaging and super
easy to share. Plus, they have tons of benefits for all kinds of content creators, including
businesses, educators and nonprofits.
 Marketers can use infographics to drive more website traffic, increase visibility and
brand awareness, and boost engagement.
 Educators and trainers can use infographics to explain difficult concepts or break down
complex information to make it easier to understand.
 Nonprofits can use infographics to spread awareness about a cause or social issue.
Generally, infographics are used for one or more of the following reasons:
/ Illustrating data: Present statistics, facts and figures visually using charts, graphs and other
graphic tools.
/ Simplifying a complex subject:Explain difficult concepts with the help of illustrations and
visual cues.
/ Drawing a comparison: Visually compare two or more products, services, features, brands or
concepts.
/ Creating awareness: Spread word about an important cause or create brand awareness and
visibility.
/ Summarizing longer content: Repurpose long videos, blog posts and reports into bite-sized
infographics.
 
TYPES OF INFOGRAPHICS
  Statistical Infographics

- Statistical infographics make use of typography, charts and graphs to present research, facts
and figures in a visual way. This helps make data look more interesting and easier to digest
than a bunch of plain numbers or tables.
 
 
 
 
 
 
 
 Informational
Infographics 
 -
Informational Infographics use a mix of text and visual elements to explain or simplify a
topic, or guide readers through a series of steps. The example explains the tips to keep
one’s chin up with the help of a colorful informational infographic that’s easy to follow
and fun to read.
(https://venngage.com/blog/9-types-of-infographic-template/)

 
 
 
 
 
 
 
 
 
 
 
 Process Infographics
- Process infographics usually make use of flowcharts, diagrams and even timelines to
guide readers through a series of steps or to help simplify the decision-making process. Here’s
an example of a process infographic template:
(https://www.easel.ly/blog/selecting-best-template-business-infographic/process-infographic-example/)

 
 
 
 
 
 
 Timeline Infographics

- Timeline infographics are useful for presenting information in a chronological order. Whether
you’re visually showcasing your brand history or showing how something has evolved over time,
a timeline infographic can help you out.
 
 (https://www.easel.ly/blog/timeline-infographic-templates/)

 
 
 
 
 Anatomical Infographics

- Looking to break down and explain the different parts of something? An anatomical infographic
can help you do just that. This type of infographic has a labelled diagram format, which can help
you highlight and explain ingredients, product parts, characteristics, personality traits and more.
 
(https://www.vectorstock.com/royalty-free-vector/human-body-anatomy-infographic-flat-design-on-blue-vector-5196838)
PROPAGANDA TECHNIQUES
Propaganda refers to a type of message aimed at influencing opinions and/or the
behavior of people. Propaganda may provide only partial information or be deliberately
misleading. Propaganda techniques are often found on television and radio, as well as
magazines and newspapers.
 BANDWAGON
As human beings, we have this innate desire to fit in. And that’s exactly the kind
of follow-the-herd mentality this technique follow.
Bandwagon propaganda is all about persuading the target audience to take action. It’s
about creating an urge amongst people to become a part of the “in crowd”.
 
                                                        

(https://www.richbeganyphoto.com/tearsheets/maybelline-favorite-mascara/)

To enforce such a feeling, advertisers typically use phrases like, “join the crowd” or
“trending now” for their products and services.
Notice how Maybelline uses the phrase “America’s Favorite”?
That’s a way of persuading people to use the product because it is loved by all of
America.
 FLAG-WAVING
Flag waving is an attempt to justify an action on the grounds that doing so will make one more
patriotic, or in some way benefit a group, country or idea.
 PLAIN FOLKS
Have you ever noticed how some brands use ordinary folks to promote their products and
services as opposed to celebrities? The ultimate goal here is to demonstrate how the product is
meant for everybody and will provide value to everyone.
Today, buyers are on the lookout for REAL experiences instead of the glossy images portrayed
on television.
                                                                        
                                                                                 (https://advergizefiles-bragboxx.netdna-ssl.com/wp-
content/uploads/English-mayo-plain-folks-ad-786x1024.jpg)

Take a look at this advertisement right here. It uses a sweet-looking girl to appeal to the
audience. The main purpose of the ad is to promote healthy and simple living.
 OVERSIMPLIFICATION
Favourable generalities are used to provide simple answers to complex social, political,
economic, or military problems. An example of this is the use of the word
“worklessness”  instead of unemployment.
 TESTIMONIAL
Testimonial propaganda is popular advertising technique that uses renowned or
celebrity figures to endorse products and services. Now in this case, when a famous
person vouches for something, viewers are likely to take account of the credibility and
popularity of that person.
This establishes trust and boosts the credibility of that particular brand. Consequently,
some brands may also use figures like doctors and engineers (basically experts) to
promote their products and services.
                                                                        

 
                                                                                             
(https://humanaw52019.home.blog/2019/06/05/bandwagon-and-testimonial-propaganda-techniques/)

 GLITTERING GENERALITIES
Glittering generalities is a propaganda technique where propagandists use emotional
appeal or/and vague statements to influence the audience. Advertising agencies thus
use of phrases like as “inspiring you from within” or “to kick-start your day” to create
positive anecdotes. This makes the product look more appealing, resulting in better
sales.
For better effect, brands may use hyperboles, metaphors or lyrical phrases to attract
more attention.
                                                                 

                                                                                               (https://advergizefiles-bragboxx.netdna-
ssl.com/wp-content/uploads/3974976_orig-1024x498.jpg)

 AD NAUSEAM/REPETITION
This approach uses tireless repetition of an idea. An idea, especially a simple slogan, that is
repeated enough times, may begin to be taken as the truth. 
 EXPERIMENTAL
This technique pertains to the comparison of the prime brand to the rival item.
                                                                           

   (https://shopee.ph/Joy-Lemon-Concentrate-Dishwashing-Liquid-Bottle-(250mL)-
i.98477970.6106831776)https://shopee.ph/Joy-Lemon-Concentrate-Dishwashing-Liquid-Bottle-(250mL)-
i.98477970.6106831776)

 JINGLE
This technique pertains to the use of musical accompaniment to promote a certain
brand or advocacy.
 
 STORYLINE
This technique relates a story in-line with the product or program to appeal to the
emotions of the viewers.
EDITORIAL CARTOONING
EDITORIAL
It’s a drawing that expresses a certain message or viewpoint—an essay or a cartoon—
that seeks to persuade and reflects the point of view of the author, the media
organization’s editors, or its publishers.
NEWS REPORT
A text that informs readers about current events by using facts and interviews.
 
                                            

 (https://sites.google.com/site/tadeditorialcartoons/what-makes-a-good-editorial-cartoon)

 
Editorial cartoon uses pictures and text to make a statement. Editorial cartoons express
opinions about a wide range of topics in the news, such as politics or culture.
Cartoonists often use images of well-known people, places and things to send a
message. Editorial cartoons can be challenging because you often need background
knowledge to understand them.
 
STEPS TO FOLLOW WHEN CREATING AN EDITORIAL CARTOON:
1.  Brainstorm ideas for your cartoon; you have to understand the topic you choose.
       - Think of possible ideas in your head that you could create, and do not neglect
ideas if they seem silly at first.
2.   Roughly draw a sketch of the idea that you like the most.
      -  Do a rough drawing/sketch on what you think is the best that you thought of.
3.  Make sure your idea shows symbolism, irony, exaggeration, sarcasm, and/or multiple
meanings of words.
       - If you make your cartoon on just two people talking and use none of the above
techniques, that is not a political cartoon.
4.  Do not make the political cartoon too easy to analyze.
          - Make the cartoon understandable, but yet hard enough to make the reader
think about the topic and get their mind working.
5.  When you are finished, look at it and see if it makes you think to understand it
         - Look at it when you’re done and see if it makes sense and yet still challenging
to analyze.
6.  If needed, create a title.
       - Make sure it is creative and/or necessary
 

Tips in Editorial Cartooning

 Give most importance in originality and clarity of your Cartoon's ideas and artistry
 Select update/current interesting news and draw a caricature of the personalities
involved.
 Study professionally drawn editorial cartoons. STUDY THEM- DON'T COPY
 Don't include so many ideas on your cartoon, decide on a single point
 Use black ink- draw in bold lines and keep lettering large and legible
 Draw in horizontal
 Don't do SLOGAN- limit the use of words and labels
 Turn complex ideas into simple and understandable but thought provoking
 Go for emotion- aim to trigger emotional response from the readers
 Target local news
 Be careful in placing labels-change parts that can be libelous
 
Why do artists create editorial cartoons?
Artists create editorial cartoons to express their opinions about events in the news.
How can an editorial cartoon be evaluated?
 A good editorial cartoon combines a clear drawing and good writing.
 A good editorial cartoon expresses a recognizable point-of-view or opinion.
 In the best instances, the cartoon cannot be read or understood by only looking at the
words or only looking at the picture. Both the words and the pictures must be read
together in order to understand the cartoonist’s message.
 Not all editorial cartoons are meant to be funny. Some of the most effective editorial
cartoons are not humorous at all. Humor is only one tool available to editorial
cartoonists.
Editorial cartoons provide a window into history by showing us what people were
thinking and talking about at a given time and place. Today’s editorial cartoons will
provide the same record of our own time.
 
END of LESSON 5 and 6

LEARNING CONTENT
Introduction:

With the unexpected events that is happening now in the world which abruptly
disturbed the semester last school year, our university is all prepared for a school year
unlike any other- and teachers, students, and parents will have to adjust to the
necessary help needed so education can be delivered to all. This lesson will enhance
your skills in the use of different tools of technology while learning different strategies of
communication.
While it is true that face to face learning is still prohibited, communication’s scope
is not only limited through this kind of learning. With the continuous development in
technology, people can now communicate through the use of different online platforms
that help them relay the message they wanted to pass. Lessons can now be accessed
through these platform thus, making learning more accessible.
Whatever platform you may have opted to use to continue learning, I am sure
you have heard and experience yourself the reality that our world has changed, A lot!
How seminars are now called webinars, how we use LMS as a support learning
platform before now becomes our main platform, and how people now use social media
for business purposes. All of these is communicating by applying different aids and
strategies using tools of technology.

Lesson Proper:
 You learned from the previous lessons that different tools can be used to
communicate certain messages. Aside from written texts, communication tools include
audio-visual aids that may be developed through digital means. You may have done
these presentations effectively because you knew your purpose, audience, and context.
 

In the academic context, one way you have learned to communicate is by writing
effective compositions. Aside from sharing your ideas in the written mode, some of your
tasks in school can also be shared through multimedia presentations.
 ‘A multimedia presentation refers to the integration of animation, audio, graphics, text,
and full-motion video through computer hardware and software for education,
entertainment or training” http://www.businessdictionary.com). Bear in mind that you are
not expected to incorporate all of these elements; however, you need to integrate at
least three of them in one presentation. Similar to the process of writing a paper, making
a multimedia oral presentation involves three stages: 1) planning the presentation; 2)
delivering the presentation; and 3) evaluating the presentation. Although this process is
similar in most oral presentations, the contexts that require you to present may vary.
 

Types of Presentations
a) Individual Presentation
            This involves one person who shares relevant information about one’s research
or work. This type of presentation              culminates in an open forum that allows the
audience to ask the presenter certain relevant questions.

 b) Group Presentation
            This involves at least three members who take turns in sharing relevant
information on a single topic that forms                  the group research. This also leads to
an open forum or a Q & A with the audience.

c) Panel Presentation
            This involves around three to six members with a moderator, the members
called panelists, present different                      topics that are based on a similar theme.
Panelists do not necessarily belong to the same research team. At the                 end of
the presentation, the moderator facilitates the discussion between the panelists and the
audience.
d) Workshop Presentation
            This involves one or two members who act as facilitators to give participants a
chance to experience how a                        specific skill, technique or concept can be
employed; this is usually done with a small group.
e) Poster Presentation
            This manner of presentation employs the use of a poster in showing one’s work.
The audience views the posters               on display while the presenter stands next to it
to respond to questions or comments from the viewers.
f).Individual / Group Demonstration
            This involves one or more members who demonstrate how something is done or
how something is used in a specific context.
 
Preparing Audio-Visual Presentation
 
Planning a Presentation
    Knowing Your Purpose:
            What is the objective of the presentation? Why is it relevant? What will your
audience gain by watching the presentation?
 Analyzing Your Audience:
            Who is your target audience? What are their age range? Are they also students
like you? Are they professionals in the field of your study? What are their interests? How
is your                        presentation relevant to them?
 Making Sense of Your Context:
What is the venue of your presentation? What is the occasion? Is it a formal
event? What guidelines have been given, if any? What considerations and
adjustments should you make about the materials, design, content and delivery
of the presentation?
 Constructing Your Presentation slides
The use of slides is crucial in delivering an effective presentation. You can create
slides with the help of software like PowerPoint, Keynote or Prezi. In “How 10
Give an Academic Talk, v5.1,” Paul N. Edwards suggests the following:
 
 
 About Presentation Software
            Make slide extremely concise and visually uncluttered. Slides
should be seen as maps not as territories. They are tracking devices that let both you
and your audience follow the flow of the talk. Therefore, hey must not be overfilled. Six
lines of text per slide are plenty. Nine lines is a lot.  Twelve lines are pretty much
unreadable.  Bullet points should be no more than two to six words – and they should
NOT be complete sentence.
            If you need more text, use more slides.  One of the beauties of software is
that you can make as many slides as you want. I’ve seen extremely effective
presentations with only one word on most slides, only one image on many others.  Why
cram one slide full of text when you can make two or three uncluttered slides instead.
Use images. People are visual creatures, and the old adage that a picture is
worth a thousand words is especially apropos in presentations. Pictures, graphs, charts,
and other image can be extremely helpful. As with text, keep them simplified and
uncluttered. Also, avoid dark images that won’t show up well on a screen.
            Always choose white or light-colored slide backgrounds. Why? To see
light text on dark slides. You’ll have to turn down the lights, or even turn them off. This
makes it hard to see your notes, the podium, etc. Worse, it will tend to put your
audience to sleep. Really. By contrast, dark text on light –colored slides can usually be
read with lights on and shades open. Don’t let your host or anyone else, manage the
lighting for you- tell them you prefer to leave the lights on. If you can see it, your
audience can probably see it too. If in doubt, work to the back of the room and check.
            Keep the glitz factor low. Fades, transitions, backgrounds, sound effects and
so on can be a real pitfall. Glitzing up your presentations can turn into a serious time
sink, detracting from the far more important time you spend on content. Also, they can
give your audience the impression that you care more about surface than substance.
Finally, they can cause breakdowns during the presentations if they work as you expect them to-
whirl are often. Nothing irritates an audience more than watching somebody fiddle
frantically with a computer in the middle of a talk. So keep everything basic, at least until
you’ve completely mastered the software. Always practice the final version.
            Talk to the audience, not the screen. Everyone else is staring at the screen,
so you may find yourself drawn to stare at it too. If you do this, the audience will be
looking at your back and they won’t be able to hear you. Instead, have your laptop, or a
paper version of your notes in front of you. Speak from that, rather from the slides on
the screen. This takes practice and more practice.
 
Delivering the presentation
            Depending on the type of presentation you will make, you need to know and
understand your role as a speaker. Are you going to be the only speaker who will
present everything and address your audience ‘s queries after? Are you one of several
speakers in a team? If so, are you the man speaker? Are you going to start or end the
presentation? Whatever your role is; you need to remember that you have to own the
stage once you are up there. Here are some tips from Paul N. Edwards (2013)

Some Rule of Thumb

Usually Better Usually Worse

Talk Read

Stand Sit

Move Stand still

Vary the pitch of your voice Speak in a monotone

 Speak loudly, facing the audience Mumble, facing downward

make eye contact Stare at your laptop

Focus on main points Get lost in details

Use outlines, images and charts Have no visual aids

Finish within your time limit Run overtime

Summarize your main points at the beginning and end Start without an overview. Trail off withou

Notice your audience and respond to its needs ignore audience behavior

Emulate excellent speakers Emulate your advisor, even if he/she give

 
In making effective presentations, Baker (2011) suggests that you take the control of the
material, the audience, and yourself. First, make sure you have sufficient knowledge on
your topic. How well do you know your subject matter? Can you present without reading
your notes? Do you have credible and reliable information from purposeful research? 
Remember that you must demonstrate credibility as a presenter. Aside from knowing
and understanding your topic, you also need to know who your target audience is.
Learn as much as you can about them.  Are they older, younger, or the same age as
you? Are they experts in the field? How can your presentation capture and sustain their
levels of interest and attention?  Lastly you need to take control of yourself. Remember
that although you will use multimedia elements, you are your best visual aid. So you
need to prepare emotionally, psychologically and intellectually for the presentation. To
be an effective communicator, use your voice, eyes and body effectively. Be mindful of
the time allotted for your presentation and stick to it. Avoid doing anything that feels
unnatural to you. Feel comfortable on stage and in front of the audience.  Establish and
maintain eye contact. Make sure you practice as it will go a long way.
 
Evaluating and Reflecting on the Presentation
             Being an effective communicator does not happen overnight. Like any
successful individual, one goes through a process that involves looking back in order to
learn from experience prepare for the next similar task. In the context of oral
presentations, here are some questions to help you evaluate and reflect on your
experience:
  How did | perform as a speaker? Did I fulfill the role effectively?
           How did I communicate my message to my audience? Did my presentation
make any visible impact on them?
           What should I continue to do effectively?
           What should I improve on for next time?

WEEK 7-8- EXPRESSING OPINION AND TAKING A

STAND ON AN ISSUE
Critical Thinking and Fallacies
LEARNING CONTENT
Introduction:

Expressing Opinion and Taking a Stand on an Issue:

Critical Thinking, and Fallacies
Let’s start this chapter by looking into this mystery case.
Three friends went out to the forest. They found a dead body under a tree and called
the police. Two detectives arrived soon. They figured out that the man died a month
ago. Detective 1 said, “There was a major hurricane about a month ago. Perhaps, he
was one of its victims.” Detective 2 on the other hand said, “I don’t think so. It was a
murder!” Who do you think is right?

What is your opinion about the mystery case above? Is it really an accident or a murder?

Source: https://www.youtube.com/watch?v=bboDwVP9cDs&t=46s
 
Actually, all of us can have our own opinion depending on how we perceive the case.
However, voicing out different opinions can lead to heated arguments. This usually
happens especially when we fail to understand the point of view of the other party.
Expressing opinions and making a stand is not bad. We just need to listen, respect, and
accept other people’s views.
 

Source: https://ifunny.co/picture/this-is-a-partial-this-is-a-partial-but-correct-AgL5qB6w7
Engaging in a healthy discussion and exchange of views could actually help explore the
different angles of an issue. This will lead us to formulate or come up with a wise
decision or conclusion. For example, you and your friend might take different stance on
the mystery case given. You might argue that detective 1 is right while your friend might
also assert that detective 2 is right and not detective 1. When the two of you will listen to
each other’s side, both of you will understand where each of you is coming from. With
that, you can come up with a final conclusion after assessing both of your views.
So who do you think is right? Is it detective 1 or detective 2? The answer is detective 2.
It is a murder case. Figure it out yourself why is it a murder case (Study the picture).
 
Lesson Proper:
     When you make a stand and exchange views with other people, you are actually
engaging yourself to argumentation. There are many ways in engaging into an
argumentation such as debate (more systematic or structured way). One can also use
argumentation in the editorial section of a newspaper, in an argumentative essay, and
position papers.
     Argumentation as a way of expressing one’s view entails responsibilities. In
expressing our views, we must not fabricate information, promote discrimination and
hatred, and violate one’s right to privacy, as cited by Suarez (2018), (Burton, 1999).
     Now, how do we assert our argument? We assert our argument by formulating our
thesis statement. Thesis statement, as defined by Excelsior Online Writing Lab (2020),
is a one-to-two sentence statement that presents the main idea and makes an assertion
about your issue. Remember that your thesis statement is very important in making your
assertion. It identifies and organizes the content and the direction of your key ideas. It
also indicates your stand and the reason that supports it. It has two parts: the general
subject (what you are talking about) and the specific focus (what you want to say about
it.) For example, you may claim that studying abroad is more difficult (general subject)
because it entails adjusting to a new culture and educational system (specific focus,
controlling idea) (Suarez, 2018 ).
     How do you argue with other people? Do you argue like those two people in the picture
below?

Source: https://thewordplayer.wordpress.com/2014/09/17/
Take note that arguing does not necessarily mean quarrelling and yelling with the other
party. We can have a peaceful and logical way of arguing by following the steps
provided below.
HOW TO ARGUE LOGICALLY
(Suarez, 2018)

1.        Examine an issue by doing relevant research on its different

dimensions.
2.        Choose the side you would like to support.
3.        Formulate your argumentative thesis by identifying the general
subject and the specific focus or controlling idea.
4.        Present your arguments and their corresponding evidence.
5.       Listen to your opponents arguments and weigh their evidence.
Acknowledge their valid points and point out the weaknesses in
weaknesses in their claims. Rebuild your arguments based on the
counter-claims.
6.       Make a summary of the key arguments. Conclude with a call to action.
      Doing a research about your topic or issue will help a lot in establishing your stance;
by researching you can gather evidences that will help you prove your point. Remember
that asserting your point/ claim without evidence is useless. It is like erecting a building
without a solid foundation.
     Now let’s go back to the mystery case given in the introduction part of this module.
How will you prove that detective 2 is right - that indeed it was a murder? Of course as
discussed above, you have to gather evidences. In short, you have to investigate. You
have to look into clues and evidences that will prove your point that detective 2 is
indeed right. You have to build a solid foundation that could back up your claim or
argument. You cannot just claim that detective 2 is right just because you feel that he is
right. Thus, a sound argument is evidenced-based and factual.
     Solving the mystery case is like combining the missing pieces of a picture. Now,
what does it take for a detective to analyse a scenario and solve a crime? What do you
usually use in analysing?

 Source: http://www.clipartpanda.com/clipart_images/human-outline-clipart-best-65940744

If your answer is critical thinking, then you are correct!

CRITICAL THINKING
(Suarez, 2018)
 
        The foundation of argumentation is critical thinking. As cited in the Critical Thinking
Community (2015), Francis Bacon avowed in 1605 that “Critical thinking is a desire to
seek, patience to doubt, fondness to meditate, slowness to assert, readiness to
consider, carefulness to dispose and set in order; and hatred for every kind of
imposture” (Suarez, 2018).  It simply means that critical thinking involves being
discerning, skeptical and meticulous.
How do you know that you are thinking critically? You are a critical thinker if you:
      Question ideas first before you accept them.
      See beyond the information that is given to you.
       Open your mind to different possibilities.
      Listen to what the others have to say.
      Examine and re-examine an issue’s various dimensions before making
conclusions.
      Substantiate your conclusions with valid and reliable proofs.
When you think critically, you use your higher order thinking skills. You usually
use the questions “How? Why? How come?” You ask for validations, either on other
people’s claims or your own claim.
Now, in the process of critical thinking, a significant thing that one must use in
order to arrive with a sensible and sound argument is logic. Logic must come together
with rhetoric in argumentation. What does it mean?
LOGIC AND RHETORIC
(Suarez, 2018).
 

        Logic refers to the science of thinking methodically while rhetoricrefers to the art

of communicating persuasively. Both are important in arguing a point effectively. For
example, a speaker or writer may sound convincing with his use of catchy statements
and moving narratives, but his argument may not be valid or relevant (involves rhetoric
only). On the other hand, another speaker or writer may offer sound claims, but he lacks
the skill to establish rapport with his audience, his arguments fall flat (involves use of
logic only). What does this imply? It means that we need both logic and rhetoric to make
a sound argument that is effective to convince our audience and prove our point.  
 

DEDUCTIVE AND INDUCTIVE REASONING

(Suarez, 2018)
 
      Aside from logic and rhetoric, another significant process in critical thinking and
argumentation is the skill of reasoning. Reasoning, according to Cavander and Kanahe
(2010), is the essential ingredient in problem solving. When you reason, you present a
particular argument which has two parts: the conclusion that reflects the main idea, the
claim, thesis, or the proposed idea (Rudinow and Barry, 2008), and the premise that
indicates the basis of the conclusion and shows the reason behind it and/or the
evidence to prove it (Cavender and Kanahe, 2010).
 
Look at the examples below:
Sample A
Premises:
Air pollution is a big problem that should be reduced in Tuguegarao City.
Smoking cigarettes is a major cause of air pollution.
Conclusion/ Thesis/ Claims:
Therefore, smoking should be banned in Tuguegarao City.
 
Sample B
Premises:
Leading companies across the globe hire many USL graduates.
Established higher education institutions accept many USL graduates.
Conclusion:
Therefore, USL produces top quality graduates.
 
As mentioned above critical thinking also involves skills in reasoning. Under this,
we have the deductive and inductive reasoning. Now, look again at the given examples
above and study them closely. So what do you think is the difference between Sample
A and Sample B? Which argument is under deductive? And which argument is under
inductive? If your answer is, sample A is under deductive reasoning and sample B is
under inductive reasoning, then you are right! Let’s differentiate then deductive from
inductive reasoning.
Deductive reasoningis when you arrive at a conclusion based on a general idea
that leads to a more specific idea. For example in Sample A, the main idea implied in
the premises is that,  there is a need to reduce air pollution ( general idea) and it leads
to the specific idea that to reduce pollution, smoking must be banned in University A. On
the other hand, inductive reasoning is when you look at specific details and use them
as bases of your conclusion. For instance in sample B, the specific details given are:
leading companies hire many University A students, and established higher education
accept them. These two specific details will lead you to the general conclusion (idea)
that University A produces top quality graduates.
 
In short, deductive reasoning is from general to specific while inductive
reasoning is from specific to general. Take note, you have to be very keen in identifying
whether an argument is presented through deductive reasoning or inductive reasoning.
You have to evaluate well the given premises and conclusion.
 
Moving on, you can use the three types of rhetorical appeals or Aristotle’s modes
of proof (Weida and Stolley 2013; McCormack, 2014) in expressing and defending your
arguments:
      Logos(logical appeal) – uses deductive and/or inductive thinking in presenting
your view, makes use of examples, consequences, and comparisons and
contrasts, and uses academic or formal language
     Ethos(ethical appeal) – finds strength in the authority and credibility of the
sources of information, requires to present different sides of the argument and
declare personal interest in the issue,uses language that is suitable for a
particular audience
      Pathos(emotional appeal) – involve audience by sharing specific narratives
that can move them, use of rhetorical questions and figurative language to catch
attention and provoke insight about an issue, use language that evokes strong
feelings
We can use the combination of logos, ethos, and pathos in developing arguments.
Oftentimes, we confidently think that our arguments are strong enough to prove our
point. However, we sometimes overlook the simple things that make our arguments
faulty or erroneous. We call those faulty arguments or statements fallacies. Suarez
(2018) defined fallaciesas the statements that reflect flaws and inconsistencies in your
reasoning. In short, it involves weak reasoning in raising arguments. Here are the
different types of fallacies you might commit unknowingly:
 

FALLACIES
Sources:https://writingcenter.unc.edu/tips-and-tools/fallacies/    https://academicguide
s.waldenu.edu/writingcenter/writingprocess/logicalfallacies
https://www.mesacc.edu/~paoih30491/ArgumentsFallaciesQ.html
 

     1. Hasty generalization

    Making assumptions about a whole group or range of cases based on a sample that
is inadequate (usually because it is atypical or too small).
     For example: "My roommate said her philosophy class was hard, and the one
I'm in is hard, too. All philosophy classes must be hard!"
      Example 2:Two out of three patients who were given green tea before
bedtime reported sleeping more soundly. Therefore, green tea may be used to
treat insomnia.  
    Two people's experiences are, in this case, not enough on which to base a
conclusion. 

      2. Missing the point

    The premises of an argument do support a particular conclusion—but not the
conclusion that the arguer actually draws.
       For example: "The seriousness of a punishment should match the
seriousness of the crime. Right now, the punishment for drunk driving may simply
be a fine. But drunk driving is a very serious crime that can kill innocent people.
So the death penalty should be the punishment for drunk driving."
    The argument actually supports several conclusions."The punishment for drunk
driving should be very serious," in particular--but it doesn't support the claim that the
death penalty, specifically, is warranted.

      3.
Post Hoc, ergo propter hoc(after this, therefore
because of this)
    Also called false cause
    Assuming that because B comes after A, A caused B.
      For example: "President Duterte raised taxes, and then the rate of violent
crime went up. Duterte is responsible for the rise in   crime.
     The increase in taxes might or might not be one factor in the rising crime rates, but
the argument hasn't shown us that one caused the other.
     Example 2:Drop-out rates increased the year after NCLB was passed.
Therefore, NCLB is causing kids to drop out.

      4. Non- Sequitur (it does not follow)

    This fallacy is revealed when you jump to conclusions.
     For example: Just because an anti-dengue campaign worked in one region, it
does not mean it will work for all regions.
       Remember that one incident may not necessarily lead to another.
 Example 2: Professor Berger has published numerous articles in immunology.
Therefore, she is an expert in complementary medicine.

      5. Slippery slope

     The arguer claims that a sort of chain reaction, usually ending in some dire
consequence, will take place, but there’s really not enough evidence for that
assumption. The arguer asserts that if we take even one step onto the “slippery slope,”
we will end up sliding all the way to the bottom; he or she assumes we can’t stop
partway down the hill.
      For example: "Animal experimentation reduces our respect for life. If we
don't respect life, we are likely to be more and more tolerant of violent acts like
war and murder. Soon our society will become a battlefield in which everyone
constantly fears for their lives. It will be the end of civilization. To prevent this
terrible consequence, we should make animal experimentation illegal right now."
    Since animal experimentation has been legal for some time and civilization has not
yet ended, it seems particularly clear that this chain of events won't necessarily take
place.
     Example 2:If you continue to watch professional wrestling, your grades will
drop, you will become violent, and eventually you will end up in jail. 

     6.  Weak analogy

   Many arguments rely on an analogy between two or more objects, ideas, or situations.
If the two things that are being compared aren’t really alike in the relevant respects, the
analogy is a weak one, and the argument that relies on it commits the fallacy of weak
analogy.
     For example: "Guns are like hammers--they're both tools with metal parts that
could be used to kill someone. And yet it would be ridiculous to restrict the
purchase of hammers--so restrictions on purchasing guns are equally ridiculous."
  - While guns and hammers do share certain features, these features (having metal
parts, being tools, and being potentially useful for violence) are not the ones at stake in
deciding whether to restrict guns. Rather, we restrict guns because they can easily be
used to kill large numbers of people at a distance. This is a feature hammers do not
share--it'd be hard to kill a crowd with a hammer. Thus, the analogy is weak, and so is
the argument based on it.

    7.  Appeal to authority

    Often we add strength to our arguments by referring to respected sources or
authorities and explaining their positions on the issues we’re discussing. If, however, we
try to get readers to agree with us simply by impressing them with a famous name or by
appealing to a supposed authority who really isn’t much of an expert, we commit the
fallacy of appeal to authority.
     For example: "We should abolish the death penalty. Many respected people,
such as actor Guy Handsome, have publicly stated their opposition to it." - While
Guy Handsome may be an authority on matters having to do with acting, there's
no particular reason why anyone should be moved by his political opinions--he is
probably no more of an authority on the death penalty than the person writing the
paper.
     Example 2:“Bruce Willis supports Save the Whales International, so it must
be a good cause.”

     8.  Ad populum

    The Latin name of this fallacy means “to the people.” There are several versions of
the ad populum fallacy, but in all of them, the arguer takes advantage of the desire most
people have to be liked and to fit in with others and uses that desire to try to get the
audience to accept his or her argument. One of the most common versions is the
bandwagon fallacy, in which the arguer tries to convince the audience to do or believe
something because everyone else (supposedly) does.
     For example: “Gay marriages are just immoral. 70% of Americans think so!”
    While the opinion of most Americans might be relevant in determining what laws we
should have, it certainly doesn’t determine what is moral or immoral: there was a time
where a substantial number of Americans were in favor of segregation, but their opinion
was not evidence that segregation was moral. The arguer is trying to get us to agree
with the conclusion by appealing to our desire to fit in with other Americans.
     Example 2:"The majority of Americans think we should have military
operations in Afghanistan, therefore it’s the right thing to do." 

    9.   Ad hominem and tu quoque

     Like the appeal to authority and ad populum fallacies, the ad hominem (“against the
person”) and tu quoque (“you, too!”) fallacies focus our attention on people rather than
on arguments or evidence. In both of these arguments, the conclusion is usually “You
shouldn’t believe So-and-So’s argument.” The reason for not believing So-and-So is
that So-and-So is either a bad person (ad hominem) or a hypocrite (tu quoque). In an ad
hominem argument, the arguer attacks his or her opponent instead of the opponent’s
argument.
     For Example(Ad hominem): “Andrea Dworkin has written several books
arguing that pornography harms women. But Dworkin is just ugly and bitter, so
why should we listen to her?”
   Dworkin’s appearance and character, which the arguer has characterized so
ungenerously, have nothing to do with the strength of her argument, so using them as
evidence is fallacious.  
     For Example(Tu Quoque): Imagine that your parents have explained to you
why you shouldn’t smoke, and they’ve given a lot of good reasons—the damage
to your health, the cost, and so forth. You reply, “I won’t accept your argument,
because you used to smoke when you were my age. You did it, too!”
    The fact that your parents have done the thing they are condemning has no bearing
on the premises they put forward in their argument (smoking harms your health and is
very expensive), so your response is fallacious.

      10. Ad Misericordiam(Appeal to pity)

    The appeal to pity takes place when an arguer tries to get people to accept a
conclusion by making them feel sorry for someone.
     For example: “I know the exam is graded based on performance, but you
should give me an A. My cat has been sick, my car broke down, and I’ve had a
cold, so it was really hard for me to study!”
      Example 2: A woman applies to college. When the Admissions Director asks
about her grades, test scores, and extracurricular activities, she states that she
didn’t have much time to study because her mother has been sick for several
years and she has had to work through almost all of high school.
    The arguers simply express their misery and uses emotion to convince people to
accept their stance.

     11.  Appeal to ignorance

    The arguer basically says, “Look, there’s no conclusive evidence on the issue at
hand. Therefore, you should accept my conclusion on    this issue.”
      For example:

1.      “People have been trying for centuries to prove that God exists. But no one
has yet been able to prove it. Therefore, God does not exist.”
2.       Taking vitamin X is good for you since nobody taking it has become sick.
      Not proven, therefore false.

     12.  Straw man

    It occurs when someone takes another person’s point or argument, distorts it or
exaggerates it in some kind of extreme way, and then attacks the extreme distortion, as
if this is really the claim the person is making.
       For example:
                     Person 1: I think pollution from humans contributes to
climate change.
                     Person 2: So, you think humans are directly responsible for
extreme weather, like   
                                      hurricanes, and have caused the droughts in the
southwestern U.S.? If
                                      that’s the case, maybe we just need to go to the
southwest and perform a  
                                      “rain dance.”
    Notice that the second person’s argument overstated the argument of the first
person, and began attacking it using his overstatement.

   13.    Red herring

    Partway through an argument, the arguer goes off on a tangent, raising a side issue
that distracts the audience from what’s really at stake. Often, the arguer never returns to
the original issue.
      For example: “Grading this exam on a curve would be the most fair thing to
do. After all, classes go more smoothly when the students and the professor are
getting along well.”
    When we lay it out this way, it’s pretty obvious that the arguer went off on a tangent
—the fact that something helps people get along doesn’t necessarily make it more fair;
fairness and justice sometimes require us to do things that cause conflict. But the
audience may feel like the issue of teachers and students agreeing is important and be
distracted from the fact that the arguer has not given any evidence as to why a curve
would be fair.
     Example 2:"Air bags in cars do not really increase safety, and, besides, most
cars with air bags are Japanese imports. We all know that foreigners cannot be
trusted."

  18.     False dichotomy

    The arguer sets up the situation so it looks like there are only two choices. The
arguer then eliminates one of the choices, so it seems that we are left with only one
option: the one the arguer wanted us to pick in the first place. But often there are really
many different options, not just two—and if we thought about them all, we might not be
so quick to pick the one the arguer recommends.
     For example: "Caldwell Hall is in bad shape. Either we tear it down and put
up a new building, or we continue to risk students' safety. Obviously we shouldn't
risk anyone's safety, so we must tear the building down." - The argument
neglects to mention the possibility that we might repair the building or find some
way to protect students from the risks in question--for example, if only a few
rooms are in bad shape, perhaps we shouldn't hold classes in those rooms.
    Example 2: “To stop the spread of AIDS we must either quarantine all infected
people or ban same sex marriage. Since the first option is clearly impossible, we
should make same sex marriage illegal.” 

   18.    Begging the question (Circular Argument/

Circular reasoning)
    It occurs when an argument’s premises assume the truth of the conclusion, instead of
supporting it.
    It is also called arguing in circle.
     For example: “Active euthanasia is morally acceptable. It is a decent, ethical
thing to help another human being escape suffering through death.”
   If we “translate” the premise, we’ll see that the arguer has really just said the same
thing twice: “decent, ethical” means pretty much the same thing as “morally
acceptable,” and “help another human being escape suffering through death” means
something pretty similar to “active euthanasia.” So the premise basically says, “active
euthanasia is morally acceptable,” just like the conclusion does. The arguer hasn’t yet
given us any real reasons why euthanasia is acceptable; instead, she has left us asking
“well, really, why do you think active euthanasia is acceptable?” Her argument “begs”
(that is, evades) the real question.
     Example 2:Special education students should not be required to take
standardized tests because such tests are meant for non-special education
students.

  19.    Equivocation
    Equivocation is sliding between two or more different meanings of a single word or
phrase that is important to the argument.
     For example: “Giving money to charity is the right thing to do. So charities
have a right to our money.”
   The equivocation here is on the word “right”: “right” can mean both something that is
correct or good (as in “I got the right answers on the test”) and something to which
someone has a claim (as in “everyone has a right to life”). Sometimes an arguer will
deliberately, sneakily equivocate, often on words like “freedom,” “justice,” “rights,” and
so forth; other times, the equivocation is a mistake or misunderstanding. Either way, it’s
important that you use the main terms of your argument consistently.
   So how do I find fallacies in my own writing?
 

Here are some general tips for finding fallacies in your

own arguments:
(The Writing Center • University of North Carolina at Chapel Hill, 2020)
     Pretend you disagree with the conclusion you’re defending. What parts of the
argument would now seem fishy to you? What parts would seem easiest to
attack? Give special attention to strengthening those parts.
     List your main points; under each one, list the evidence you have for it. Seeing
your claims and evidence laid out this way may make you realize that you have
no good evidence for a particular claim, or it may help you look more critically at
the evidence you’re using.
     Learn which types of fallacies you’re especially prone to, and be careful to
check for them in your work. Some writers make lots of appeals to authority;
others are more likely to rely on weak analogies or set up straw men. Read over
some of your old papers to see if there’s a particular kind of fallacy you need to
watch out for.
     Be aware that broad claims need more proof than narrow ones. Claims that
use sweeping words like “all,” “no,” “none,” “every,” “always,” “never,” “no one,”
and “everyone” are sometimes appropriate—but they require a lot more proof
than less-sweeping claims that use words like “some,” “many,” “few,”
“sometimes,” “usually,” and so forth.
      Double check your characterizations of others, especially your opponents; to
be sure they are accurate and fair.
 
Key Take-Aways:
     Argumentation involves critical thinking and evidences to prove your point.
     Critical thinkinguses higher order thinking skills.
     Deductive reasoningis from general to specific while inductive reasoning is
from specific to general.
     Fallacies are common errors in reasoning that will undermine the logic of your
argument (The Writing Lab & The OWL at Purdue  and Purdue University, 2020).
 
*** END of LESSON 8***

Weeks 9-10. SELLING IDEAS AND CONVINCING

AUDIENCE
The Art of Selling your Ideas and Convincing your Audience
LEARNING CONTENT
Introduction:
            Last week’s lesson familiarized you with the different principles, techniques, and
strategies of persuasion and handling objections. We now live in a world where
communication has seemingly become complicated amidst the advent of technology
with which human communication is somewhat at stake.  Everyone experiences
speaking before an audience; and speaking to a target audience has its primary goal of
convincing the crowd. Speaking may be easy; but convincing may spell out the
difference. Not all speakers and authors may have a successful engagement with the
target audience. Many believe that effective speaking is a talent as many others, too,
believe it to be a skill. Hence, there is a need to acquire and master the art of selling
ideas and convincing audience. BE PATIENT that you may learn the art and skills of
selling ideas and convincing audience through this module; and who knows you will
become one of the great speakers and authors of the time!
              When we speak of the art of selling ideas and convincing audience, it is not just
closing contracts and pushing products; but there is something we mass-market more
than anything else --- the ideas. While intangible ideas are “sold” with nearly every
interaction we have, we persuade people of the merits of our opinions in conversation.
By catering the conversation to your audience, you establish a stronger bond between
what you are selling and what they need. Everyone wants to know what is in it for them
and how your idea is going to deliver value.   
              Stay Connected and Enjoy learning amidst this pandemic!
 
Lesson Proper:

People communicate for a number of

reasons – to teach/educate, to entertain, to inform, to express feelings or emotions, to
elicit reactions from another person, and ultimately to convince/persuade the target
audience.
 You learned from the previous lessons the different means/instruments that are
used to communicate ideas through oral and written discourses. You may have been
very successful and effective with these communication tasks primarily because you
knew well your purpose, target audience, and context.
          Communicating with people or target audience does not end up with just
expressing and sharing your ideas and opinions with them; but how would you sell your
ideas as well as how would your audience buy your ideas may form the greater part of
communication task. Hence, the lesson-discussion on “The art of selling ideas and
convincing audience”.  
 
Lesson 9-10: The Art of Selling Your Ideas and Convincing Your
Audience
        It is crucial to master the art of selling your ideas and convincing your audience.
Hence, your ultimate goal when you communicate with people verbally and non-verbally
as an author or a speaker is to persuade/convince them. But how would you be able to
know if you were able to convince your readers/audience?  
       Your audience must have been convinced when they consider, support, promote,
use, and apply the ideas you are sharing or the products you are selling.
 
 
 
In selling your ideas, remember the following:
1. Know what you are talking about.
Always remember this: “You CANNOT GIVE what you DO NOT HAVE as you
CANNOT BE AN AUTHORITY on a SUBJECT/ISSUE that you DO NOT KNOW.”
2. Prepare
Study all features of your product, proposal, or presentation.
           If you are well prepared, you gain more confidence and it is easier for your
audience to believe you.
3. Anticipate the needs, questions, concerns and expectations of your
audience.
You are well-prepared with the topic you are sharing because you have explored
it; thus, you are ready with solutions and answers to questions/concerns/doubts
of your audience – that you have already prepared for answers and solutions that
you believe will satisfy your audience.
 

       Sincerity and Honesty: these are two important points in

selling an idea.
 
When selling an idea: 
 
 1. Acknowledge the drawbacks to avoid people feel that they are cheated and
shortchanged.
           2. Make them aware of the constraints… As this may have an impact on
your trustworthiness and credibility.
                      
When selling product:

Emphasize the benefits of the product.

            (or what it can do)
Identify the limitations of the product.
            (or what it cannot do)
Apply the principle of integrity
(how credible you are as a promoter of an idea or a product)
 
TAKE NOTE always of this:
“Communication is vital to outstanding service…
And in order to communicate,
you’ll first have to win TRUST.”
 Isadore Sharp, Founder of Four Seasons Hotel chain

Be sensitive to Verbal and Non-verbal cues

Examples:
1. Clients giving short, noncommittal responses like “I’ll see” = this means that clients
feel disinterested in what you are talking about.
2. Clients suppressing yawns frequently = it may mean you are boring them with your
speech.
3. Clients asking for more questions regarding the idea = it implies that they may
be engaged in what you are talking about.
 
Maintain respect at all times; hence, when you sell or share your
ideas/thoughts about a topic or an issue, please do take note of the
following:
1. you are not there to argue with your audience but to sell your ideas to them.
2. listen first to their views - see it from their perspective.
3. acknowledge their valid points as they, themselves, have good ideas to share.
4. express empathy with them (audience).
 
         THEN after having listened to your audience, it’s your turn to explain your
side and as you do this, you have to be guided by the following:
 
1. Show your audience your perspective about the issue;
2. explain further your stand/side/point of view about the topic;
3. And encourage audience to see/consider your ideas/opinions  from your
point of view.
 
   IN THAT WAY,
1. You are able to negotiate ideas with your audience;
2. Expand your view about the topic to make your audience get satisfied with your claim;
3. And with such, you would convince your audience in the end.
Know and use the language they are most comfortable with. 

1. take into account the culture of the audience.

2. know and understand who you are talking to and establish rapport with them.
3. find a common ground that will help you create ties with them.
 4. Present your ideas persuasively, acknowledge their limitations, give your
audience to weigh the pros and cons and allow them to draw conclusions for
themselves.
 After presenting your ideas, observe the following rules/standards:

1. let your audience breath and think about it.

2. give them time to let the ideas sink in.
3. simply let them know that you are right there if they need further information or
guidance on the matter.
In the previous lessons, you learned about the many ways or means of
presenting/disseminating ideas which include multimedia, power-point, overhead
projector presentation, graphics, etc. Another means of presenting/disseminating
information or ideas is through launching a campaign.
 

Lesson 10: LAUNCHING A CAMPAIGN

What is campaign?
 
            Campaign is an organized effort which seeks to influence the decision making
progress within a specific group or audience and which may further make the audience
accept your claims/views. It is also with this means where you have the ability to relate
to others in a way that it creates a level of trust and understanding; thus, making the
audience feel comfortable and relaxed… then eventually making the audience
persuaded/convinced of your claim/views.
 
When you launch a campaign, do get focused with the following
elements:
1.Theme or topic – this serves as the basis for developing campaign materials and for
choosing campaign endorsers.
           Example: “Unity in Diversity”
 2.Materials – these are the instruments/media through which the
campaign/presentation of a particular issue, topic, product is
communicated or disseminated.
           Examples: posters, videos, radio broadcast, TV, multimodal materials, etc.
3.Campaign Endorsers – these could be technology or famous persons that have
strong appeal to attract/convince the audience so as to “BUY” the
idea/product you are selling.
           Example: Icons and celebrities who can best represent the campaign
4.Campaign duration – this refers to how long should the campaign be undertaken.
Campaign duration depends on the length of the project and other factors; e.g. is
budget.
            Selling ideas and convincing audience may either be a talent or a skill; though, it
could be both

How to Make a Campaign Poster

1. Launch Canva
Open the Canva app or launch a new web page. If you’re new to Canva, sign up
using your Google or Facebook account. Otherwise, just log in. After that, type
“campaign poster” using the search tool to start designing.
2. Choose a template
Don’t want to start from scratch? No problem. You can browse hundreds of
campaign poster templates for any theme that fit what you’re looking for. Use
the search tool to filter by color scheme, layout, or style.
3. Experiment with features
Access professionally designed stock photos, illustrations, images and other
graphics. Use the drag-and-drop tool to move design elements and layouts and
transform your election, awareness, or environment campaigns.
4. Customize your design
Personalizing your campaign poster design is easy. Upload your photos, branding
elements, charts, and other graphics to fill out your design. Don’t forget to stick
to your campaign goal or mission!
5. Share or print
Once your campaign posters are finished, it’s time to share them with the world.
You can post them online directly through social media, share them via email or
make high-quality prints with Canva Print.

Example of Poster Campaign

 
Planning a Successful Promotional Campaign
By Laura Lake/ Updated October 28, 2019
A promotional plan is a valuable marketing tool when it comes to launching a new
service or product or expanding your market reach into new verticals or demographics.
When planning a promotional campaign, keep in mind that a successful campaign
achieves all of the following desired outcomes and goals:
 Your promotional message reaches your intended and targeted audience.
 Your audience understands your message.
 Your message stimulates the recipients, and they take action.
The question is how you achieve these outcomes with your campaign. The process is
natural, but it takes "planning" time. Here are seven steps that will get your campaign off
to the right start.
Assess Marketing Communication Opportunities
It's essential to examine and understand the needs of your target market. Who is your
message going out to? Current users, influencers among individuals, decision-makers,
groups, or the general public?
What Communication Channels Will You Use?
In the first step of planning, you should have defined the markets, products, and
environments. This information will assist you in deciding which communication
channels will be most beneficial. Will you use personal communication channels such
as face to face meeting, telephone contact, or perhaps a personal sales presentation?
Or will the nonpersonal communication such as newspapers, magazines, or direct mail
work better?
Determine Your Objectives
Keep in mind that your objectives in a promotional campaign are slightly different from
your marketing campaign. Promotional objectives should be stated regarding long or
short-term behaviors by people who have been exposed to your promotional
communication. These objectives must be stated, measurable, and appropriate to the
phase of market development.
Determine Your Promotion Mix
This is where you will need to allocate resources to sales promotion, advertising,
publicity, and, of course, personal selling. Don't withhold on either of these areas. You
must create awareness among your buyers for your promotional campaign to succeed.
A well-rounded promotion will use all these methods in some capacity.
Develop Your Promotional Message
You will need to sit down with your team and focus on the content, appeal, structure,
format, and source of the message. Keep in mind that appeal and execution always
work together in promotional campaigns.
Develop the Promotion Budget
You must now determine the total promotion budget. This involves determining cost
breakdowns per territory and promotional mix elements. Take some time to break down
allocations and determine the affordability, percent of sales, and competitive parity. By
breaking down these costs, you will get a better idea of gauging the success potential of
your campaign.
Determine Campaign Effectiveness
After marketing communications are assigned, the promotional plan must be formally
defined in a written document. In this document, you should include situation analysis,
copy platform, timetables for effective integration of promotional elements with elements
in your marketing mix. You will also need to determine how you will measure the
effectiveness once it is implemented. How did the actual performance measure up to
planned objectives? You'll need to gather this information by asking your target market
whether they recognized or recall specific advertising messages, what they remember
about the message, how they felt about the message, and if their attitudes toward the
company were affected by the message.
 

END of LESSON

EXPRESSING AN OPINION AND TAKING A STAND ON AN ISSUE

OBJECTIVES

✗ Explain the importance of expressing one’s opinion;

✗ Describe the process on how to argue logically;

✗ Define critical thinking, logic, and rhetoric; and

✗ Determine sample logical fallacies

1. ARGUMENTATION
- the process of forming reasons, justifying beliefs, and drawing conclusions with the aim
of influencing others.

HOW TO ARGUE LOGICALLY

1. Examine an issue by doing relevant research on its different dimensions.

2. Choose the side you would like to support.
3. Formulate your argumentative thesis by identifying the general subject and the
specific focus or controlling idea.
4. Present your arguments and their corresponding evidence.
5. Listen to your opponents arguments and weigh their evidence. Acknowledge
their valid points and point out the weaknesses in their claims. Rebuild your
arguments based on the counter-claims.
6. Make a summary of the key arguments. Conclude with a call to action.
2. CRITICAL THINKING

✗ Question ideas first before you accept them.

✗ See beyond the information that is given to you.
✗ Open your mind to different possibilities.
✗ Listen to what the others have to say.
✗ Examine and re-examine an issue’s various dimensions before making
conclusions.
✗ Substantiate your conclusions with valid and reliable proofs.

LOGIC AND RHETORIC (ART OF COMMUNICATING)

- Logic refers to the science of thinking methodically

- Rhetoric refers to the art of communicating persuasively.

3. FALLACIES

 Hasty generalization- Making assumptions about a whole group or range of

cases based on a sample that is inadequate
 Ex. Two out of three patients who were given green tea before bedtime
reported sleeping more soundly. Therefore, green tea may be used to treat
insomnia.
 MISSING THE POINT - The premises of an argument do support a particular
conclusion—but not the conclusion that the arguer actually draws.
Ex. Crimes of theft and robbery are increasing at an alarming rate lately. The
conclusion is obvious: we must reinstate the death penalty immediately.
 Post Hoc, ergo propter hoc - Assuming that an event must have been the cause
of a later event because it happened earlier.
- False cause
Ex. The rooster crows always before the sun
rises, therefore causes the sun to rise
 Non- Sequitur (it does not follow) - A conclusion or reply that doesn’t follow
logically from the previous statement
Ex. Professor Berger has published numerous articles in immunology. Therefore,
she is an expert in complementary medicine.
 SLIPPERY SLOPE - Occurs when someone argues, without providing adequate
evidences, that a certain action will lead to an undesirable outcome via a series
of events
Ex. If we legalize marijuana now, next they will legalize all the other drugs, and
then crime will explode.
 WEAK ANALOGY - Making inferences based on an analogy that is too different
from the argument
Ex. Life is like a box of chocolate – you never know what you’re going to get.
 APPEAL TO AUTHORITY - When an arguer tries to get people to agree with
him/her by appealing to a supposed authority who isn’t much of an expert
Ex. Gun laws should be extremely strict and it should be incredibly difficult to
acquire a gun. Many respected people, such as actor Brad Pit, have expressed
their support on this movement.
 AD POPULUM - Occurs when one assumes that something must be true or good
based on the fact that it is popular
Ex. The majority of people like The Lego Movie so it must be quality film.
 AD HOMINEM - Used to make remarks against your opponent in a personal
capacity rather than to make an attack against his or her argument
Ex. Andrea Dworkin has written several books arguing that pornography harms
women. But Dworkin is just ugly and bitter, so why should we listen to her?
 AD MISERICORDIAM - Using emotional appeal to convince that the conclusion of
an argument is true, instead of using relevant facts and logic
Ex. If I don’t get at least B in this course my GPA will drop below 2.0. If that
happens I’ll lose my scholarship and have to quit school, so I ought to get a B in
this course.
 APPEAL TO IGNORANCE - Occurs when someone claims that a conclusion must
be true if it hasn’t been proven false, or false if it hasn’t been proven true
 Ex. Scientist have not found any evidence of Bigfoot. Therefore, anyone who
claims to have seen Big Foot must be hallucinating.
 STRAWMAN - Ignores a person’s actual position and substitutes a distorted,
exaggerated or misinterpreted version of that position
Ex. Distorting the #blacklivesmatter movement by saying that its supporters
hate all white people.
 RED HERRING FALLACY - Presenting an argument unrelated to your subject in
order to distract the viewer
Ex. In order to really look at the problem of global warming, we must first
consider how the homeless suffer when it is cold.
 FALSE DICHOTOMY - Occurs when a limited number of choices, outcomes or
views are presented as the only options when, in fact, more options exist
Ex. The sign says, “Fine for parking here,” so since it was fine, I parked here.
 BEGGING THE QUESTION - Used as a way to create a argument in which the
conclusion is assumed true through the premise of the claim
Ex. : Clean up this mess!
: But why?
: Because it needs to be cleaned.
 EQUIVOCATION - A word or an expression with multiple meanings is used in a
dissimilar ways in an argument, and those differences are ignored when a
reaching a conclusion