Notes (Week 1- Week 4)

Saturday, 5 September 2020 1:52 pm

LEARNING PACKET 1
Communication
- The act or process of using words, sounds, signs, or behavior to express or exchange information or to express your ideas, thoughts,
feelings, etc., to someone else
- Communis
→ A noun
→ Common, communiality or sharing
- Communicare
→ A verb
→ Make something common

- Means of sending or receiving information, such as telephone lines or computers

* a two-way process of exchanging ideas between the sender and the receiver

a) Natural and inescapable fact of life

b) Innate within us
c) A way to be more closely integrated with and to the society
d) Used to express thoughts and ideas

Types of Communication
• Verbal- exchange of information by words (about language, both spoken and written)
> oral, written
• Non-Verbal- exchange of information by WORDLESS cues
> facial expressions, body language, hand signals

Models of Communication
1) Transmission Model
➢ Seen as the sending of information between the sender and receiver for the goal of dissemination of knowledge over space.
a) Lasswell's Model
b) Shannon- Weaver's Model
□ Noise - anything that interferes with communication
 Physical
 Physiological
 Psychological
 Semantic
2) Ritual/ Expressive Model
➢ Communication happens due to the need to share understanding and emotions
➢ Described as a representation of shared beliefs and draws people together in fellowship

3) Publicity Model
➢ " mass media as being catching and holding attention"
➢ "does not seek audience feedback or conduct audience analysis research"

4) Reception Model
➢ Focuses on the idea that the message one intends to communicate is dependent on the individual perception of the recipient
• Usually happens on debate
a) Schramm's Model- the message depends on how each person encodes/ decodes it
b) Berlo's Model

Media and Information: The Means and Ends in Communication

• Media
➢ Plural of Medium
➢ Refers to the communication channels through which we disseminate news, music, movies, education, promotional messages and
other data
➢ Includes physical and online platforms

Media as a tool (plurality)

Media as an institution (plurality)

• Information- Broad term that can cover data, knowledge derived from study, experience, or instruction, signal or symbols (UNESCO)

Models
➢ Media serves as a source and a channel for relaying information
➢ Information is the content that you share during communication

Categories of Media
Category Examples
Modality Text, audio, video, graphics, animation
Format Digital or Analog(signals)
Way of transmitting Electromagnetic or radio waves, light waves
Mass media form TV, radio, print, internet, telephone, or mobile

→ Media Modality- nature of message

→ Media Format- the way the data is arranged

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→ Media Format- the way the data is arranged
→ Way of transmitting- radio waves (for audio) and light waves for other modalities
→ Mass media- refers to the particular media technology to which the message is transmitted

Media, Information, and Technology Literacy: Laying Groundwork

• Media Literacy
→ the ability to read, analyze, evaluate and produce communication in a variety of media forms
▪ Being media literate also means that you are able to know which platform or tool to use in sharing specific information

• Information Literacy
→ The ability to recognize(define) when information is needed and to locate(access), evaluate, effectively use(organize) and
communicate(demonstrate) information in its various formats
▪ An information literate individual can evaluate information and its sources critically

• Technology Literacy
→ The ability to use digital technology, communication tools or networks to locate, evaluate, use and create information
▪ Technology or digital literacy talks about an individual's practical skills in using technology or digital tools

What does it take to be Media and Information Literate?

Factors that can influence to be a Media and Information Literate
1) Clarifying your goals and motivations for seeking information
→ The greater your need, the more effort you exert to become selective of the information at your disposal

2) Acquiring more skills in discerning, appreciating, and filtering information

→ This involves being more media savvy and better acquainted with information sources

Typology of Media Literacy (Potter, 2011)

Stage Characteristics
Acquiring • Awareness of being a human; knowing the functions of different things
Fundamentals • Meaning of facial expressions and natural sounds
• Recognize shapes, form, size, color, movement, and spatial relations
• Recognizing rudimentary concept of time-regular patterns
Language Acquisition • Recognizing speech sounds and attach meaning to them
• Reproduce speech sounds
• Orienting to visual and audio media
• Emotional and behavior responses to music and sounds
• Certain characters in visual media and follow their movement
Narrative Acquisition • Developing understanding of differences between:
 Fiction vs. Nonfiction
 Ads vs. Entertainment
 Real vs. Make-believe

• Understanding how to connect plot elements

 By time sequencing
 By motive-action- sequences
Developing Skepticism • Discounting claims made in ads
• Sharpening differences between likes and dislikes for shows, characters, and
actions
• Making fun of certain characters
Intensive Development • Strongly motivated to seek out information on certain topics
• Dev eloping a detailed set of information on particular topics (sports, politics,
etc.)
• Aware of utility of information and quick facility in processing information
judged to be useful
Experiential Exploring • Seeking out different forms of content and narratives
• Focusing on searching for surprises and new emotional, moral ,and aesthetic
reactions
Critical Appreciation • Accepting messages on their own terms, then evaluating the, within that
sphere
• Developing very broad and detailed understanding of the historical, economic,
political , and artistic contexts of the message system
• Ability to construct a summary judgment about the overall strengths and
weaknesses of a message
• Ability to make subtle comparisons and contrasts among many different
message elements simultaneously
Social Responsibility • Taking a moral stand on the society's issues
• Recognizing that one's own individual decisions affect society no matter how
minutely
• Recognizing that some actions an individual can take to make a constructive
impact on society

Critical Thinking: An important Component of Media, Information Literacy

➢ Eight Fundament Elements of Media Literacy ( by Art Silverblatt, Media Scholar)
1) A critical thinking skill enabling audience members to develop independent judgments about media content
2) An understanding of the process of mass communication

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 2) An understanding of the process of mass communication
3) An awareness of the impact of media on the individual and society
4) Strategies for analyzing and discussing media messages
5) An understanding of media content as a text that provides insight into our culture and our lives
6) The ability to enjoy, understand, and appreciate media content
7) Development of effective and responsible production skills
8) An understanding of the ethical and moral obligations of media practitioners

○ Critical Thinking
→ The ability to evaluate the kind of information you access and share
□ Being critical means being capable of judging the merit of something based on certain standards or parameters

A media literate person…

→ Is in control of his/her media experiences (remember to observe proper netiquette)
→ Understands the impact of music and special effects

LEARNING PACKET 2
Evolution of Media: From Traditional to New

The McLuhan Mantra

• Marshall McLuhan
→ Famous for the phrase "the medium is the message"
→ Proponent of the media theory on Technology Determinism
→ Believed that society is driven by changes in media and communication technology
→ Explained that society adapts to advances in technology, thus, changing cultural, political, and even historical aspects of
society
Hot Media
→ Refer to forms requiring little involvement from the audience.
→ They are hot because, metaphorically speaking, they cannot be "touched" and thus, the experience is relatively passive and
static
→ Perfect details

Cold Media
→ Those with high-level user interactivity, where the experience is more dynamic and the audience is more involved
→ Little details for the viewers to interact

Milestones in Media Evolution

McLuhan(1962)- Three most significant inventions in communication:
▪ Phonetic Alphabet
▪ Printing Press
▪ Telegraph

Four Main Periods in history of communication:

1) Tribal Age
→ Where hearing was the predominant and most valuable sense of reception
2) Literacy Age
→ Where the sense of sight was dominant
→ This is because of the invention of the alphabet, allowing humans to learn to read
→ The first age to use writing as a medium
3) Print Age
→ The printing press was invented, which meant mass-producing written texts
4) Electronic Age
→ A community where everyone in the world is interconnected through media
→ In this period, the telegraph was invented which paved the way to the invention of more recent technologies such as the
telephone, mobile phone, and the Internet
Additional Periods (Not covered in McLuhan's periodization):
5) Information Age
→ Known as the digital or new media age, this is a time in human history where everything relied heavily in the use of computers
to run major industries
6) Infrastructure Age
→ Internet are all examples of infrastructures in this age
→ There is more involvement in the cyberspace

Culture Shapes Technology

• Brian Norman Watson (1986)
→ Society is still in control of technology and the innovations over time do not dictate how it must adapt and function in relation
to these technologies

Traditional Vs. New Media

➢ Traditional Media
→ One-directional
→ The media experience is limited and the sense receptors used are very specific

➢ Four Main Categories of New Media According to McQuail:

1) Interpersonal Communication Media
→ The content is private and perishable and the relationship established and reinforced may be more important than the
information conveyed

2) Interactive Play Media

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 2) Interactive Play Media
→ Video and computer-based games, plus virtual reality devices compose this category

3) Information Search Media

→ The Internet and the World Wide Web become repositories or sources of a vast collection of information that can be
accessed real-time despite the geographical location
4) Collective Participatory Media
→ This refers to the use of the Internet for "sharing and exchanging information, ideas, and experiences and developing active
(computer- mediated) personal relationships
► Key Characteristics of New Media (McQuail)
a) Interactivity
b) Social Presence (or Sociability)
c) Media Richness
d) Autonomy
e) Playfulness
f) Privacy
g) Personalization

BIG IDEA #1
 Media help in the communication process
 Through media, we are able to 'defy' time and space people become interconnected with one another no matter when and where
they are

Functions of Communication and Media

 Media, whether traditional or new, has a role to play in the proper functioning of a democratic society such as the Philippines
 In order for a democratic society to function in an ideal way, media and communication must fulfill its mandate

Communication and Media Function (McNair):

1) Inform citizens of what is happening around them (also called the monitoring function)
2) Educate the audience as to the meaning and significance of the "facts"
3) Provide a platform for public political discourse, facilitating the formation of "public opinion" and feeding that opinion back to the
public from where it came. [including] the provision of space for the expression of dissent
4) Give publicity to governmental and political institutions (known as the "watchdog" role of journalism
5) Serve as a channel for the advocacy of political viewpoints

BIG IDEA #2
 To entertain is also a media function
Make sure to balance entertainment with doing productive activities through media

Media and Government: A Love-Hate Relationship

 The relationship of media and government is oftentimes adversarial
 This is normal and healthy because media, being a "watchdog, " keeps everything at bay

Normative Theories of the Press(theories based on the norms/standards of the society):

1) Authoritarian
→ All forms of communications are under the control of the governing elite, authorities, or influential bureaucrats
2) Soviet Media
→ The government undertakes or controls the total media and communication to serve [and educate] working classes and their
interests
3) Libertarian
→ Liberalism means information is knowledge and knowledge is power
→ Liberalism is free from any authority or any control or censorship and is an idea of individualism and limited government whi ch is
not harmful to another
4) Social Responsibility
→ Should be reached by self-control, not government intervention

BIG IDEA #3
 Do not be intimidated by theories
> Theories help you understand how the world works by explaining processes in the general sense
> You can then apply these general principles to specific situations

LEARNING PACKET 3
INFORMATION LITERACY

What determines your need for information?

○ Information seeking is relatively synonymous to idea of research
○ Your information needs to rely on what questions or problems you want to solve
○ Identify how much information you need

What is an Effective and Efficient Information Seeker?

○ Judge what information is relevant that limits possible overload
○ Understanding of information

Aside from being information literate, you are also expected to display information literacy which refers t o “the ability to analyze
information needs and to move confidently among media, Information, and computer literacy skills, resulting in the effective
application of a strategy/ies that will best meet those needs.”

Typology of Information
Factual Vs. Analytical
Factual Information

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 Factual Information
→ based on evidences and findings provided by reliable sources that include academic texts
(Books, Encyclopedias, Periodicals, and Technical reports)
Analytical Information
→ is an analysis or interpretation of facts ( Feature articles, Reviews and Commentaries)

Subjective Vs. Objective

Subjective
→ based on the opinion of the person (Editorial section of newspaper)
Objective
→ unbiased and does not lead you to judge the information( Newspapers and Scientific Paper)

Current Vs. Historical

Current
→ refers to how up-to-date or how recent the information is
Historical
→ means old information

Scholarly Vs. Popular

Scholarly
→ comes from academic sources.
Popular
→ usually found in general circulation materials (magazines, and online feature articles, and coffee table books)
Primary
→ original, first-hand information (Diary, Speech, Letter, interview and etc.)

Secondary
→ interpret or analyze a primary source (Textbooks, Encyclopedias, Research papers)

Tertiary
→ Topic reviews and usually include bibliographies

Stable Vs. Unstable

Stable
→ if it’s updated, been around for a long time, site associated with reputable institutions and if print versions are available online
Unstable
→ If it's outdated, not from credible authors

BIG IDEA #4
 Accessing information online and then presenting it to others as your own do not show responsible handling of information

LEARNING PACKET 4
TYPES OF MEDIA (Different forms of Media)
Tracing the history of media and communication technology, you will observe that the usual observable sequence of the main me dia
forms or types would be:
1) Press
2) Cinema
3) Radio
4) Television
5) Video Games
6) Internet
Sequencing

Print Media
Origin of printing press
→ Known as the PRESS
→ Refers to materials that are written and are physically distributed
→ Perhaps the most significant event in the history of printing is the invention of the printing press by Johannes Gutenberg in 1440
> Can either be in the form of a book, a newspaper, or a magazine

The Gutenberg Printing Press (search bible)

→ This eventually led to the mass production of books, which gave people an access to knowledge that they never dreamt of durin g
those times

❖ Books are the very first Media in human history

→ Baran(2010) consider books as very personal because they contain records of past experiences and human knowledge that are
passed on to later generations
❖ Books are very specialized in that they offer more ideas about a topic, unlike other mass media forms which are beholden to
advertising rules
❖ Books are movers and shakers of cultures
→ Proof: Books in physical form are being stored digitally as e-books

 In contrast to books, newspapers and magazines are advertising-based

→ A larger bulk of earnings of magazine and newspaper publishers come from advertising products

▪ Magazines
→ Typically contain features or human interests articles
▪ Newspapers
→ Have stories and occasionally have other types of articles

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 → Have stories and occasionally have other types of articles
Film/Cinema
→ Considered impressionable and has a cathartic(filter emotions) effect to its audience
With moving/motion pictures, the film is able to enhance the media experience of its consumer because of the audio -video
component which heightens both the sense of hearing and sense of sight
→ Very important cultural artifacts because, like books, they reflect desires, ideologies ,and sensibilities of the culture to which they
originate from

Broadcast Media
→ Considered "household" media because they can be found in practically any comer of a home
→ Come in two forms:
a) Radio
 The first electronic mass medium and the precursor(before) of television
 The "Young People's Media" (evident in format radio)
• Format Radio
→ Proliferation of FM radio stations catering to the musical taste of younger generations

Meaning of FM and AM
In the Philippines, you customarily expect FM programming to be format radio, whereas AM programming is dominated by a news
format
→ The landscape is slowly changing as news format has already gone into frequency modulation
→ The AM radio still remains the same but more specialized radio broadcasts have emerged catering to particular niches such
as community radio
b) Television
 The second most important innovation (next to the printing press)
 Others think that television has significantly dumb-down its content to adhere to what they call the “least common
denominator” which means that television programs avoid burdening the audience of complex and complicated messages.

Baran(2010) on Television:
→ Television has changed the nature, operation, and relationship to their audiences of books, magazines, movies, and radio
Video Games
→ Continue to grow popular to both young and old because of their increased interactivity and interconnectivity
Why did it came first ?
Internet
→ A development in media technology that is at the heart of all the convergence that you see occurring in traditional media
→ The Internet made it easier to address a wider audience in all corners of the world
→ Ideas reach other people in a shorter span of time
→ Societies are more connected than ever
→ Access to content whenever and wherever is almost possible

Points of Intersection among Media Forms

Synergy and convergence are what describes the media of today

Synergy
→ An interaction of two or more agents of forces so that their combined effect is greater than the sum of their individual eff ect
→ The rationale behind the concentration of media in one company or organization
→ The driving force for mergers and acquisitions in the media and Telecommunications industries

Convergence
→ The combination of various elements to create a new whole
→ A trend that cannot be done away with because the audiences are getting more fragmented
→ Media organizations would like to reach as many as they can by diversifying the delivery of their message
→ Audiences are no longer biased over one form of media to access content

Convergence among Different Types of Media

Memorize
Books
a) E-Books
b) Printed on Demand (POD)
 a printing technology and business process in which book copies are not printed until the company receives an order,
allowing prints of single or small quantities
Newspaper
a) Online Version
b) Mobile App Version

Magazines
a) Online Publishing
b) Advertorial
 an advertisement in the form of editorial content
 The term "advertorial" is a blend of the words "advertisement" and "editorial"
c) Custom Publishing
d) Move from Print to TV (OR Vice-Versa)

Film
a) Concept Movie
b) Sequels, Remakes, and Franchise
c) TV, Comic Book, and Video Game Remakes

Radio
a) Radio on Television (Vice Versa)

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a) Radio on Television (Vice Versa)
b) Internet-Based and Podcasting
c) Digital Radio

Television
a) Video Cassette Recorders (VCR)
b) Digital Video Recorder (DVR)
c) Digital Video Disc (DVD)
d) Digital TV or High-Definition TV
e) Internet-Based Television
f) Video on the Internet
g) Interactive Television
h) Phone-over- Cable
i) Mobile Video
j) Television Recording

Video Games
a) Online Interactive Gaming
b) Internet-Capable Handheld Devices
c) Advergaming
 a downloadable or Internet-based video game that advertises a brand-name product by featuring it as part of the game
d) Advocacy Gaming

Internet and the World Wide Web

a) Functionalities of the traditional media moving to the Web Platform.
b) Internet technology incorporated to mobile technology (Smart Phones and Tablets)
c) Internet connected, Wi-Fi-capable television monitor (Smart TVs)

Potter(2011) considered Cross Media Convergence:

→ a way of breaking down barriers that separate each traditional media
→ An illustration that you probably can relate well with would be memes and videos over the internet that people customize so t hey
are able to produce their own version

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Notes(Week 1-3)
Thursday, 3 September 2020 12:02 pm

Physics 1 Page 8
Notes(Week 1-4)
Thursday, 3 September 2020 12:03 pm

MODULE 1
Literature
→ defined as “a body of literary productions, either oral, written, or visual, containing imaginative language that realistically portrays thought, emotions,
and experiences of the human condition”

→ may not be limited only to ‘w ritten’ w orks as ‘oral’ forms such as chants, riddles, myths, and urban legends may also be classified as literature

→ uses ‘imaginativ e’ or creative language that separates it from other w orks such as news reports or journal articles that utilize direct language (language
that is dev oid of literary techniques or devices)

→ represents a language or a people: culture and tradition

○ more important than just a historical or cultural artifact

→ introduces us to new w orlds of experience

→ is important to us because it speaks to us, it is univ ersal, and it affects us.

○ Ev en when it is ugly, literature is beautiful

→ a reflection of the society

○ A writer appeals to our feelings, emotions through various elements of literature, such as plot, character, theme, etc.

→ refers to w ritten creative work

○ particularly those which have a high and enduring value

○ known for its form in which the message is presented or communicated and its content

Types of Literature (Prose Vs. Poetry)

These tw o are tw o common forms of literature

• Prose

→ w ritten work

→ contains sentences and paragraphs

→ does not hav e any metrical structure

□ Literary Genres

 Nov el

 Short Story

 Plays

 Legends

 Fables

 Anecdotes

 Essay

 Biography

 New s

 Oration

• Poetry

→ a genre in literature w hich is based on a particular form, that creates a rhyme

□ Literary Genres

 Epic

 Metrical Tale

 Ballads

 Folksongs( Aw iting Bayan)

 Sonnets

 Elegy

 Ode

 Psalms(Dalit)

 Aw it(Song)

 Corridos(Kuridos)

Module 2

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Literature Matters

Literature is one w ay for us to hear the v oices of the past and w ork with the present

I t is a way for the present to connect to the possible future

Story telling is one w ay for humans to reach out to other humans

I t is therapy, confession, entertainment, and know ledge all in one

We learn about history w e didn't experience, customs w e are not familiar w ith or that lead to w hat w e do and perform now

Hear v oices of men, w omen, children, dragons, elves, slaves, aliens, and other characters in order to spark imagination

We learn to think outside the literal box by reading

I t forces your mind to picture places and experiences and activates our gestalt thinking, which is crucial next to just sizzl ing back information

1) Timeless

➢ Epic of Galgamesh, considered as the first epic in the history of poetry

○ he meant that ev en the long yields of literature man can alw ays get access of the w orks even from the old times

2) Univ ersal

➢ I t was emphasized in the article that literature can be in general

○ not only limited to one group of people and belief

○ one form of literature can be appreciated by millions of people regardless of their race, culture and tradition

3) Transcendent
➢ The reason behind this matter is v ery heart-warming
○ I magining a single form of literature from a particular country can transcend its purpose and cross-over people without any intention

4) Teaches and Entertains

➢ Literature has a dual function: to instruct and to delight
○ Next to food, shelter, and sex, these are the tw o activities all men w ant to do — to know and to entertain or be entertained

5) A Friend to Man
➢ Through man’s w ork and lov e for literature, it can create deep friendship across the reason of writing

MODULE 3
Literary Lens
→ A way to analyze a literary piece
1) Form
Prose and poetry are the two common forms of literature
□ Prose is written work, which contains sentences and paragraphs (does not have any metrical structure)
□ Poetry is a genre of literature which is based on a particular form, that creates a rhyme
2) Theme
➢ the central, underlying, and controlling idea or insight of a work of literature
➢ the idea the writer wishes to convey about the subject
 the writer’s view of the world or a revelation about human nature
THEME IS NOT:
 expressed in a single word
 the purpose of a work
 the moral
 the conflict

Identifying the Theme (5 Steps)

1. Summarize the plot by writing a one-sentence description
 exposition
 conflict
 rising action
 climax
 falling action
 Resolution
2. Identify the subject of the work
3. Identify the insight or truth that was learned about the subject
i. How did the protagonist change?
ii. What lesson did the protagonist learn from the resolution of the conflict?
4. State how the plot presents the primary insight or truth about the subject
5. Write one or more generalized, declarative sentences that state what was learned and how it was learned
Theme Litmus Test
➢ Is the theme supported by evidence from the work itself?
➢ Are all the author’s choices of plot, character, conflict, and tone controlled by this theme?
3) Repetition
Types:
• Repetition of Words
• Repetition of Sentences or Phrases
4) Devices
➢ Flashback
 the writer’s use of interruption of the chronological sequence of a story to go back to related incidents which occurred prior to the beginning of the story
➢ Foreshadowing
 the writer’s use of hints or clues to indicate events that will occur later in the story
 The use of this technique both creates suspense and prepares the reader for what is to come
➢ Juxtaposition

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 ➢ Juxtaposition
 the placement of two or more things side by side, often in order to bring out their differences
➢ Symbol
 an image that becomes so suggestive that it takes on much more meaning than its descriptive value
 urges the reader to look beyond the literal significance of the poem’s statement of action
□ the connotations of the words
□ repetition
□ placement
□ other indications of emphasis
□ considered as the richest and at the same time the most difficult of all the poetical figures
➢ Imagery
 the use of sensory details or descriptions that appeal tone
 more of the five senses:
□ Senses of the mind
□ Sight
□ Hearing
□ Touch
□ Taste
□ Smell
Visual Imagery
→ This the most frequent type of imagery used to recreate a certain image
Auditory Imagery
→ This is the mental representation of any sound and it is vital in imagining and feeling a situation
Kinesthetic Imagery
→ It is a broader term used to describe the sense of movement or tension
Olfactory Imagery
→ It is related to smell and this imagery helps summon and deliver the smells to the reader
Tactile imagery
→ It appeals to the sense of touch by presenting attributes like hardness, softness or hot and cold sensations
Gustatory imagery
→ It illustrates and recreates the tastes of food or many other things
Annotating Poetry
When studying poetry, you need to be able to analyze it
→ The best way to do this is by reading it several times and by annotating it
The most effective way to annotate a poem is by writing all over the poem - the old-fashioned way with a pen!
Questions you should be able to answer after annotating a poem:
1. What is the theme of the poem?
2. What kind of strategies does the author use to point out the theme?
3. What is the mood/tone of the poem?
4. What kind of strategies does the author use to make the mood clear?
5. How does the figurative language affect the poem as a whole?
6. How does the punctuation/ rhyming scheme affect the poem as a whole?

LEARNING PACKET 4
Figure/s of Speech
→ a phrase or word having different meanings than its literal meanings
→ conveys meaning by identifying or comparing one thing to another
 which has connotation or meaning familiar to the audience
→ helpful in creating vivid rhetorical effect

Types of Figures of Speech

a) Allusion (A-liyu-sion)
 a figure of speech that makes a reference to or a representation of
→ People
→ Places
→ Events
→ Literary works
→ Myths
→ Work of art
(Example: Don’t act like a Romeo in front of her.
 Romeo = (in a Shakespearean work, is known for being a diehard lover)
 Uses a reference that is well-known in that field as a representation
 Reference = Absolute example (When you think of that thing, that representation comes in your mind first)

b) Anaphora
 a rhetorical device that consists o
→ repeating a sequence of words at the beginning of neighboring clauses, thereby lending them emphasis
 sets the tone of the rhetorical piece
(Example: She looked to the left, she looked to the right, she looked straight ahead)

c) Antithesis (An-ty-thi-sis)
 a rhetorical term for the juxtaposition (Antithesis = Juxtaposition) of contrasting ideas in balanced phrases or clauses
For literary pieces, it is a juxtaposition
For rhetoric pieces, it is an antithesis
 used when the writer employs two sentences of contrasting meanings in close proximity to one another
 aims to create a balance between opposite qualities and lend a greater insight into the subject
(Example) All the joy the world contains has come through wishing happiness for others.
All the misery the world contains has come through wanting pleasure for oneself

d) Apostrophe
 a figure of speech in which some absent or non-existent person or thing is addressed as if present and capable of understanding or replying
 you talk to a thing/ something that doesn't talk (non-existent)
(Example: Hello darkness, my old friend)

e) Hyperbole
 involves an exaggeration of ideas for the sake of emphasis
 overreacted reaction

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  overreacted reaction
(Example: I am dying of shame)
f) Irony
 refers to how a person, situation, statement, or circumstance is not as it would actually seem
 projects a sarcastic tone
Forms:
i. Situational Irony
 where a situation features a discrepancy between what is expected and what is actualized
ii. Dramatic Irony
 where a character is unaware of pivotal information already revealed to the audience
(the discrepancy here lies in the two levels of awareness between the character and the audience)
iii. Verbal Irony
 where one states one thing while meaning another
 the difference between verbal irony and sarcasm is exquisitely subtle and often contested
◊ Verbal irony is often sarcastic
(Example: I enjoyed the movie as much as getting a root canal)
g) Litotes (Lie-toe-tis)
 a figure of speech consisting of an ironical understatement
 expressed by the negation of the opposite
 double-negative to get a positive one
(Example: Not too bad)
h) Metaphor
 Comparing two subjects without using "as", "like", "than"
 Comparison between two unlike things that actually have something important in common
(Example: The world’s a stage)
i) Metonymy
 a figure of speech in which one word or phrase is substituted for another with which it is CLOSELY ASSOCIATED
 the substitute is of another form of that person, thing, animal and the like.
(Example:
“The pen is mightier than the sword”
(Pen stands for thought and reason, while the sword represents physical warfare) )
j) Oxymoron
 a figure of speech in which two opposite ideas are joined to create an effect
(Example: Awfully pretty)
k) Paradox
 from the Greek word “paradoxon”
□ that means contrary to expectations, existing belief or perceived opinion
 A phrase or statement that seems to be impossible or contradictory but is nevertheless true, literally or figuratively
(Example: War is peace
Freedom is slavery
Ignorance is strength )
l) Personification
 a figure of speech in which an inanimate object, an animal or idea is endowed with human qualities or abilities
 gives an object, human traits
(Example: The fire swallowed the entire forest)
m) Simile
 Comparing two subjects by using "as", "like", "than"
(Example: He is as cunning as a fox)

n) Synecdoche (Si-nek-doe-ki)
 a figure of speech in which a part is used for the whole, the whole for a part
 the specific for the general, the general for the specific, or the material for the thing made from it
 the substitute is ALREADY PART OF THE SUBJECT
(Example: Twenty sails came to the harbor
(sails refer to the ships, naming the part to mean the whole) )

21st Century Page 12

 Notes (Week 1-4)
Thursday, 3 September 2020 12:03 pm

Modyul 1- Kahulugan at Kalikasan ng Akademikong Pagsulat

Pagsulat
• Masistemang paggamit ng mga grapikong marka
• Permanente o malapermanenteng pananda na kumakatawan sa mga pahayag
• Kodipikasyon ng kaalaman, malaki ang gampanin nito sa mas madaling pagsasalin ng kaalaman mula sa isang henerasyon tungo sa kasunod
• Simbolong kumakatawan sa kultura ng tao
• Pagrerekord at pagprepreserba ng wika
Akademikong Pagsulat
Akademikong Pagsulat o Intelektuwal na Pagsulat - Sa isang globalisadong mundo, nakaaangat ang mga indibidwal na may kasanayan sa akademikong
pagsulat o intelektuwal na pagsulat. Isa itong uri ng pagsulat na kailangan ang mataas na antas ng pag-iisip. Ang mahusay na manunulat ng akademikong
teksto ay may mapanuring pag-iisip. May kakayahan siyang mangalap ng impormasyon o datos, mag-organisa ng mga idea, mag-isip nang lohiko o
makatwiran, magpahalaga sa orihinalidad at inobasyon, at magsuri at gumawa ng sintesis (buod).
Halimbawa ng Akademikong Pagsulat
• Abstak
• Bionote
• Panukalang proyekto
• Talumpati
• Sintesis
• Replektibong sanaysay
• Photo essay
• Lakbay-sanaysay o travel vlog

Mga Propesyonal na Pagsulat

• Katitikan ng Pulong (minutes of the meeting)
• Posisyong papel
• Agenda
Katangian ng Akademikong Pagsulat
Personal na Pagsulat - Malaki ang kaibahan ng akademikong pagsulat at personal na pagsulat dahil itong huli ay maaaring gumamit ng wika na impormal,
magaan ang tono, at kumbersasyonal. Madalas ding maligoy ang paglalahad ng personal na pagsulat na karaniwang nangangailangan ng hindi literal na
pagbasa.
Akademikong Pagsulat
• Pormal ang tono
• Karaniwang sumusunod sa tradisyonal na kumbensiyon sa pagbabantas, grammar at baybay
• Organisado at lohikal ang pagkakasunod-sunod ng mga ideya
• Hindi maligoy ang paksa
• Pinahahalagahan ang kawastuhan ng impormasyon
• Karaniwang gumagamit ng mga simpleng salita upang maunawaan ng mambabasa
• Hitik sa impormasyon
• Bunga ng masinop na pananaliksik

Mga Pamantayan ng Akademikong Pagsulat

Walang isang paraan sa pagsusulat ng mahusay na akademikong teksto. Nagbabago ang mga pamantayan sa pagiging mahusay na estilo o nilalaman
depende sa sitwasyon o kahingian.

Modyul 2- Pagkilala sa Iba’t Ibang Akademikong Sulatin

Mga Layunin sa Akademikong Pagsulat
• Magpabatid
• Mang-aliw
• Manghikayat
Mga huwaran sa akademikong Pagsulat
Depinisyon – pagbibigay ng katuturan sa konsepto o termino. Halimbawa, ang pormal na depinisyon ng “kalayaan”, mga salitang kasingkahulugan nito, at
etimolohiya o pinanggalingan ng salitang ito.
Enumerasyon – pag-uuri o pagpapangkat ng anuman na nabibilang sa isang uri o klasipikong. Halimbawa, pag-iisa-isa ng mga uri ng turista at paglalarawan
sa bawat isa.
Pagsusunod-sunod- kronolohiya ng mga pangyayari o proseso. Halimbawa, proseso sa pagluluto ng adobo.
Pagtatambis ng paghahambig at pag-iiba – pagtatanghal ng pagkakatulad o pagkakaiba ng mga tao (Benigno Aquino III at Gloria Macapagal-Arroyo),
lugar (Coron at El Nido), pangyayari (EDSA I, EDSA II, at EDSA III), konsepto (katarungan at hustisya), at iba pa.
Sanhi at bunga – paglalahad ng mga dahilan ng pangyayari o bagay at ang kaugnayna epekto nito. Halimbawa, pagsusuri sa sanhi at bunga ng lumalaking
populasyon sa bansa.
Problema at solusyon – paglalahad ng mg suliranin at pagbibigay ng mga posibleng lunas sa mga ito. Halimbawa, ang suliranin ng bansa sa polusyon sa mga
anyong-tubig nito at ang mga kongkretong lunas dito.

Filipino Page 13
 anyong-tubig nito at ang mga kongkretong lunas dito.
Kalakasan at kahinaan - paglalahad ng positibo at negatibong katangian ng isa o higit pang bagay, sitwasyon, o pangyayari. Halimbawa, mga kalakasan at
kahinaan ng programang K to 12 sa Sistema ng edukasyon sa Pilipinas
Mga katangian ng akademikong sulatin
• Pormal na tono
• Karaniwang sumusunod sa kumbensiyon sa pagbabantas, gramatika, at baybay
• Organisado at lohikal ang pagkakasunod-sunod ng mga ideya
• Hindi maligoy ang paksa
• Pinapahahalagahan ang kawastuhan ng mga impormasyon
• Karaniwang gumagamit ng mga simpleng salita upang maunawaan ng mambabasa
• Hitik sa impormasyon
• Bunga ng masinop na pananaliksik

Modyul 3- Pagsulat ng Abstrak

Ang abstrak, mula sa Latin na abstracum, ay isang buod ng artikulo o ulat na inilalagay bago ang introduksiyon.

Dalawang uri ng abstrak

• deskriptibo

• impormatibo

Deskriptibong abstrak
• Inilalarawan nito sa mga mambabasa ang mga pangunahing idea ng papel.
• Nakapaloob dito ang kaligiran,layunin, at tuon ng papel o artikulo.
• Kung ito ay papel-pananaliksik, hindi na isinasama ang pamamaraang ginamit,kinalabasan ng pag-aaral , at kongklusyon.
• Mas karaniwan itong ginagamit sa mga papel sa huminadades at agham panlipunan, at sa mga sanaysay sa sikolohiya.
Impormatibong abstrak
• Ipinahahayag nito sa mga mambabasa ang mahahalagang idea ng papel.
• Binubuod dito ang kaligiran,layunin,tuon, metodolohiya,resulta, at kongklusyon ng papel.
• Maikli ito, karaniwang 10% ng haba ng buong papel, at isang talata lamang.
• Mas karaniwan itong ginagamit sa larangan ng agham at inhenyeriya o sa ulat ng mga pag-aaral sa sikolohiya.
Mga hakbang sa pagsulat ng abstrak
1. Basahing muli ang buong papel. Habang nagbabasa,isaalang-alang ang gagawing abstrak.
2. Isulat ang unang borador o draft ng papel.
3. Rebisahin ang unang borador upang maiwasto ang anumang kahinaan sa organisasyon at ugnayan ng mga salita o pangungusap.
4. Basahing muli ang nabuong papel upang matiyak na masinsin ang pagkakasulat nito.
5. I-proofread ang pinal na kopya.
Mga katangian ng mahusay na abstrak
1. Nagbabanggit ng pinakamahahalagang impormasyon ng saliksik
2. Gumagamit ng mga simpleng pangungusap na nakatatayo sa sarili nito bilang isang yunit ng impormasyon.
3. Kompleto ang mga bahagi.
4. Malay sa bilang ng salitang gamit.
5. Nauunawaan ng pangkalahatan at ng target na mambabasa.

Modyul 4- Pagsulat ng Bionote

Ang bionote ay impormatibong talata tungkol sa isang indibidwal. Sa pamamagitan nito, naipapakilala ng isang indibidwal ang kaniyang sarili sa mambabasa
at naipababatid din ang kaniyang mga nakamit bilang propesyonal.
 Mahalagang Idea
Itinataguyod ng bionote ang kredibilidad at integridad ng isang propesyonal. Higit na makatutulong kung akademiko o propesyonal na kalipikasyon ang
ilalagay rito sa halip na mga personal sa impormasyon.
Kahalagahan ng Pagsusulat ng Bionote
 Nagsusulat tayo ng bionote upang ipaalam sa iba ang ilang personal na impormasyon kundi maging ang kredibilidad sa larangang kinabibilangan.
 Ito ang paraan upang ipakilala ang sarili sa mga mambabasa.
 Mahalagang Idea
Ang isang mahusay na bionote ay maikli ngunit taglay ang lahat ng esensiyal na kalipikasyon ng may-akda.
Mga Katangian ng Mahusay na Bionote
 Maikli ang nilalaman
 Kinikilala ang mambabasa
 Gumamit ng baligtad na tatsulok
 Nakatuon lamang sa mga angkop na kasanayan o katangian
 Binabanggit ang digri kung kailangan

Filipino Page 14
 Binabanggit ang digri kung kailangan
 Maging matapat sa pagbabahagi ng impormasyon
 Mahalagang Idea
Higit na epektibo ang isang bionote kung binibigyang-diin nito ang isang kalipikasyong may kinalaman sa isinusulat na akda o dinadaluhang pagtitipon.
Hindi nakapag-aambag sa pagtataguyod ng kredibilidad at integridad ang pagbanggit ng mga kalipikasyong walang kinalaman o hindi gaanong
kaugnay sa paksa.

Filipino Page 15
Week 1-4 Notes
Thursday, 3 September 2020 12:03 pm

LEARNI NG PACKET 1

Vocabulary
→ refers to the collection of words that a person know s and uses
Vocabulary Development
→ the process of acquiring new w ords

The size of a child’s v ocabulary between preschool and first grade is often a strong indicator of their reading comprehension in later
grades
That’s why it’s so important to focus on building v ocabulary skills throughout reading instruction
There are different strategies that w e can use in enhancing reading skills

I mportance of Vocabulary
Stev en Stahl (2005):
→ Vocabulary knowledge is knowledge
➢ the know ledge of a w ord not only implies a definition, but also implies how that w ord fits into the w orld
→ We continue to dev elop v ocabulary throughout our lives
➢ Words are pow erful
➢ Words open up possibilities, and of course, that’s what we want for all of our students

Context Clues
→ hints that the author giv es to help define a difficult or unusual word
→ The clue may appear w ithin the same sentence as the word to which it refers, or it may follow in a preceding sentence

Kinds of Context Clues:

1) Synonym
→ Repeat Clues
→ Definition Clues
→ An author w ill use more than one w ord that means the same thing
□ there may be a complex w ord followed by a restatement using a simpler word in the same or following sentence
→ I n definition clues, the meaning of an unfamiliar w ord is giv en in the sentence if a similar w ord is also used to make the me aning
clearer
Signal Words:
a) "are or"
b) "in other w ords"
c) "that is"
d) "by this w e mean"
e) "that is to say"
f) "also know n as"

The most basic, and perhaps helpful, type of context clues

2) Antonym
→ Contrast Context Clues
→ The text may include a w ord or w ords that hav e the opposite meaning, which can reveal the meaning of an unknown term
→ the meaning of an unfamiliar w ord is giv en in the sentence if an opposite word is used to suggest the meaning
Signal Words:
a) "but"
b) "how ever"
c) "on the other hand"
d) "nev ertheless"
e) "yet"
f) "in contrast"

I f you point out the differences, you can come to understand each component better
Sometimes, the best w ay to understand something is to understand w hat not to do or w hat something isn't
3) General Clues
→ Making sense of a w ord’s meaning by largely depending on your common sense requires you to use knowledge and experience
→ These types of context clues are a little more subtle
→ They usually require readers to look beyond the sentence they’re reading for understanding, sometimes ev en at the entire pass age,
the topic of the piece or the illustrations
→ I f other, more specific context clues are missing, looking for inference clues is your child’s best bet

Word Structure
→ A w ord in the English language may hav e three parts: the prefix, the root w ord, and the suffix
You should be able to analyze w ord structure so that you will understand many English words

1) Prefixes
→ a letter or a group of letters attached to the beginning of a w ord (or root w ord) that partly indicates its meaning

Prefix Meaning Examples

a-, an- w ithout, lack of, not amoral, acellular, abyss, achromatic, anhydrous
ante- before, earlier, in front of antecedent, antedate, antemeridian, anterior
anti- against, opposite of anticlimax. antiaircraft, antiseptic, antibody
auto- self, same autopilot, autobiography, automobile, autofocus
circum- around, about circumv ent, circumnavigate, circumscribe
co- w ith, together co-pilot, co-worker, co-exist, co-author
com-, con- together, w ith companion, commingle, contact, concentrate
contra-, contro- against, opposite contradict, contrast, contrary, controversy

EAPP Page 16
contra-, contro- against, opposite contradict, contrast, contrary, controversy
de- dow n, off, aw ay from dev alue, deactivate, debug, degrade, deduce
dis- not, apart, aw ay disappear, disagreeable, disbar, dissect
en- put into, cov er with enclose, entangle, enslave, encase
ex- out of, from, former extract, exhale, excav ate, ex-president
extra- beyond, outside, more than extracurricular, extramarital, extravagant
hetero- different, other heterosexual, heterodox, heterogeneous
homo-, homeo- same, alike homonym, homophone, homeostasis, homosexual
hyper- ov er, more, beyond hyperactive, hypersensitive, hypercritical
il-, im-, in-, ir- not, w ithout illegal, immoral, inconsiderate, irresponsible
in- in, into insert, inspection, infiltrate
inter- betw een, among intersect, interstellar, intervene, interpenetrate
intra-, intro- w ithin, inside intrav enous, intragalactic, introvert
macro- large, prominent macroeconomics, macrostructure, macrocosm
micro- v ery small microscope, microcosm, microbe
mono- one, single, alone monocle, monologue, monogamy, monotony
non- not, w ithout nonentity, nonaggressive, nonessential, nonfiction
omni- all, ev ery omniscient, omniv orous, omniscient, omnidirectional
post- after, behind postmortem, posterior, postscript, postoperative
pre-, pro- before, forward precede, predict, project, prologue
sub- under, low er submarine, subsidiary, substandard
sym-, syn- same time, together symmetry, symposium, synchronize, synapse
tele- from or ov er a distance telecommunications, telemedicine, television, telephone
trans- across, beyond, through transmit, transaction, translation, transfer
tri- three, ev ery third tricycle, trimester, triangle, triathlon
un- not, lacking, opposite of unfinished, unskilled, ungraceful, unfriendly
uni- one, single unicorn, unicellular, unicycle, unilateral
up- to the top or north, higher/better upbeat, updo, upgrade, upload, uphill, upstage, upscale, up-tempo

2) Suffixes
→ a letter or group of letters added to the ending of w ords to change their meaning or function
→ I t usually change a w ord from one form or part of speech to another form

Suffix Meanings Sample Words and Definitions

-able able to be excitable, portable, preventable
-ac pertaining to cardiac, hemophiliac, maniac
-acity (-ocity) quality of perspicacity, sagacity, velocity
-ade act, action or process, product blockade, cav alcade, promenade,
-age action or process passage, pilgrimage, v oyage
-aholic (-oholic) one w ith an obsession for workaholic, shopaholic, alcoholic
-al relating to bacterial, theatrical, natural
-algia pain neuralgia, nostalgia,
-an (-ian) relating to, belonging to I talian, urban, African
-ance state or quality of brilliance, defiance, annoyance
-ant a person w ho applicant, immigrant, serv ant
inclined to, tending to brilliant, defiant, v igilant
-ar of or relating to, being lunar, molecular, solar
a person w ho beggar, burglar, liar
-ard a person w ho does an action cow ard, sluggard, wizard
-arian a person w ho disciplinarian, v egetarian, librarian
-arium (orium) a place for terrarium, aquarium, solarium
-ary of or relating to literary, military, budgetary
-ate state or quality of (adj.) affectionate, desolate, obstinate
makes the w ord a v erb (different pronunciation) activ ate, evaporate, medicate
-ation action or process creation, narration, emancipation
-ativ e tending to (adj.) creative, preservative, talkative
-cide act of killing homicide, suicide, genocide
-cracy rule, gov ernment, power bureaucracy, aristocracy, theocracy
-crat someone w ho has pow er aristocrat, bureaucrat, technocrat
-cule diminutiv e (making something small) molecule, ridicule,
-cy state, condition or quality efficiency, privacy, belligerency
-cycle circle, w heel bicycle, recycle, tricycle
-dom condition of, state, realm boredom, freedom, w isdom

EAPP Page 17
-dox belief, praise orthodox, paradox
-ectomy surgical remov al of appendectomy, hysterectomy
-ed past tense called, hammered, laughed
-ee receiver, performer nominee, employee, dev otee
-eer associated w ith/engaged in engineer, v olunteer
-emia blood condition anemia, hypoglycemia, leukemia
-en makes the w ord a v erb aw aken, fasten, strengthen
-ence state or condition, action absence, dependence, negligence
-ency condition or quality clemency, dependency, efficiency
-ent inclined to performing/causing, or one who performs/causes competent, correspondent, absorbent
-er more bigger, faster, happier
action or process flutter, ponder, stutter
a person w ho does an action announcer, barber, teacher
-ern state or quality of eastern, northern, western
-escence state or process adolescence, convalescence
-ese relating to a place Chinese, Congolese, Vietnamese
-esque in the style of Kafkaesque, grotesque, burlesque
-ess female actress, heiress, lioness
-est most funniest, hottest, silliest
-etic relating to (makes the w ord an adj.) athletic, energetic, poetic
-ette diminutiv e (makes something smaller) cigarette, diskette, kitchenette
-ful full of helpful, thankful, cheerful
-fy make, cause (makes the w ord a v erb) amplify, falsify, terrify
-gam/gamy marriage, union monogamy, polygamy
-gon/gonic angle hexagon, polygonic, pentagon
-hood state, condition, or quality childhood, neighborhood, motherhood
-ial relating to celestial, editorial, martial
-ian relating to Martian, utopian, pediatrician
-iasis diseased condition elephantiasis, psoriasis
-iatric healing practice pediatric, psychiatric,
-ible able to be audible, plausible, legible
-ic/ical relating to, characterized by analytic/al, comic/al, organic
-ile relating to, capable of agile, docile, v olatile
-ily in w hat manner sloppily, steadily, zanily
-ine relating to canine, feminine, masculine
-ing materials bedding, frosting, roofing
action or process dancing, seeing, w riting
-ion action or process celebration, completion, navigation
-ious hav ing the qualities of, full of ambitious, cautious, gracious
-ish relating to, characteristic apish, brutish, childish
-ism state or quality altruism, despotism, heroism
-ist a person, one w ho does an action artist, linguist, pianist
-ite resident of, follower, product of suburbanite, luddite, dynamite
-itis inflammation, preoccupation appendicitis, tonsillitis
-ity state, condition, or quality abnormality, civ ility, necessity
-iv e inclined to; quality of; that w hich attractiv e, expensive, repulsive
-ization act or process of making colonization, fertilization, modernization
-ize cause, treat, become antagonize, authorize, popularize
-less w ithout fearless, helpless, homeless
-let v ersion of booklet, droplet, inlet
-like resembling, characteristic childlike, homelike, lifelike
-ling younger or inferior duckling, underling
-loger/logist one w ho does astrologer, cardiologist
-log speech dialog, monolog,
-ly in w hat manner badly, courageously, happily
-ment action, result mov ement, placement, shipment
-ness state or quality (makes a noun) kindness, shyness, weakness
-oid resembling humanoid, tabloid, hemorrhoid
-ology study of, science of anthropology, archaeology, biology
-oma tumor, sw elling carcinoma, osteoma, hematoma
-onym name, w ord synonym, antonym, homonym
-opia eye defect myopia, nyctalopia, hyperopia
-opsy examination biopsy, autopsy, necropsy

EAPP Page 18
 -opsy examination biopsy, autopsy, necropsy
-or a person w ho inv entor, legislator, translator
-ory relating to armory, dormitory, laboratory
-osis process, diseased condition diagnosis, prognosis, neurosis, psychosis
-ostomy/otomy surgical colostomy, lobotomy, craniotomy
-ous full of hazardous, humorous, wondrous
-path one w ho engages in homeopath, naturopath, psychopath
-pathy feeling, diseased sympathy, apathy, neuropathy
-phile one w ho lov es bibliophile, audiophile, pyrophile
-phobia abnormal fear of acrophobia, claustrophobia, xenophobia
-phone sound homophone, telephone, microphone
-phyte plant, to grow zoophyte, cryptophyte, epiphyte
-plegia paralysis paraplegia, quadriplegia, hemiplegia
-plegic one w ho is paralyzed paraplegic, technoplegic, quadriplegic
-pnea air, spirit apnea, hyperpnea, orthopnea
-scopy/scope v isual exam arthroscopy, gastroscopy, microscope
-scribe/script to w rite transcript, describe, manuscript
-sect to cut dissect, insect, bisect
-ship state or condition of, skill of authorship, citizenship, friendship
-sion state or quality confusion, depression, tension
-some characterized by, group of cumbersome, quarrelsome, foursome
-sophy/sophic w isdom, knowledge philosophy, theosophy, anthroposophic
-th state or quality depth, length, strength
-tion state or quality attention, caution, fascination
-tome/tomy to cut hysterectomy, epitome, tonsillotome
-trophy nourishment, grow th atrophy, hypertrophy, dystrophy
-tude state, condition or quality fortitude, gratitude, magnitude
-ty state, condition or quality ability, honesty, loyalty
-ular relating to or resembling cellular, circular, muscular
-uous state or quality of arduous, tumultuous, v irtuous
-ure action, condition closure, erasure, failure
-w ard specifies direction backw ard, eastward, homew ard
-ware things of the same type or material hardware, software, kitchenware
-w ise in w hat manner or direction clockwise, lengthwise, otherwise
-y made up of, characterized brainy, fruity, gooey

Root Word
→ a word or w ord part that can form the basis of new words through the addition of prefixes and suffixes
→ Understanding the meanings of common roots can help you work out the meanings of new words as you encounter them

LEARNING PACKET 2
Author's Purpose
When w e talk of the author’s purpose, w e are referring to the reason behind their writing

□ What motiv ated the author to produce their w ork?

□ What is their intent and w hat do they hope to achiev e?

Three General Types of Purposes (PIE)

1) Persuade
→ The author's goal here is to conv ince the reader to agree with the author
→ This might mean the author w ants the reader to think or ev en act in a specific w ay
→ Examples:
□ Speeches
□ Adv ertisements
□ Commercials
□ New spaper editorials
□ Any forms of propaganda

To Persuade
□ The term “persuasive” is an adjectiv e derived from v erb “persuade,” which means “to convince somebody”
□ An author may use a lot of factual information as tools to persuade the reader
 BUT the main goal is to really persuade and not just to inform the reader
Main Goals (in conv incing a person)
a) To make you change your mind on something; or
b) To make you do a certain action

With this type of w riting the author w ill attempt to persuade the reader to agree with this point of v iew and/or subsequently take
a particular course of action

2) I nform
→ The author's goal here is to enlighten the reader about real-world topics and provide facts on those topics
→ Examples:

EAPP Page 19
 → Examples:
□ Textbooks
□ Cookbooks
□ New spapers
□ Encyclopedias

To I nform
□ I nformative texts aim to giv e information only (unlike persuasive texts)
 BUT not necessarily to convince the reader to believe or to do something
□ Writing requires a lot of research
□ The author must check if the sources of the information are v alid and reliable
□ The author must also cite sources properly to avoid plagiarism and conflict w ith other authors or sources
□ After gathering the data for w riting informative texts, the author must present the information in a fresh, organized, and
interesting w ay

3) Express
→ The author’s goal here is to engage the reader’s emotions such as joy, anger, and frustrations
→ Examples:
□ Diaries or journals
□ Personal commentaries
□ Personal essays
□ Blogs
□ Satire

To Express
□ Used to communicate, or express, the personal feelings or thoughts of the author
□ This kind of w riting is concerned primarily with the author as an indiv idual
□ The w riter may include personal opinions, personal values, or autobiographical episodes
□ . I t may hav e more opinion than facts
□ One less-known form of an expressive text is satire
 I t is a form of w riting that uses humor to scorn and/or expose follies of a person, an organization, or politics in a gov ernment
□ May be found in literary pieces such as poems and stories
□ College subjects on literature may require you to read sev eral expressive texts
□ I n real life, expressive texts can be found in the feature articles of magazines and newspapers

Author's Intended Audience

→ Each literary piece or w ork is intended to a specific group of audiences
Audience
→ the person for w hom an author w rites
→ refers to the intended readers of a w riting

An author uses a particular style of language, tone, and content according to what he knows about his audience
A reader can tell to w hom the text is written based on different factors such as;
 Vocabulary w ords used,
 The length of the sentences,
 The nature of the topic
 The w ay the topic is presented
Factors to Consider (Assessing the Intended Audiences)
1) Gender
□ The author’s main goal is to reach a specific gender (e.g., females, males, and homosexuals)
2) Age lev el
□ Some texts are w ritten for young children, some for teenagers, and some for adults. I n the academe, textbooks are classified
according to grade lev el
3) Social position or status
□ Some texts are w ritten for people in a particular social position or status
4) Specific professions
□ Some published materials also cater to those practicing specific professions
□ They cater to a specific group of people

Author's Tone and Point of View

→ The tone is the author’s attitude tow ard the topic or issue
→ The reader can tell w hether the author has a positiv e, negative, or neutral point of v iew at a certain thing or issue based o n the tone of the
author’s choice of w ords
→ When an author takes side in an issue, the author is said to be biased

Tw o (2) factors that may affect an author’s point of v iew:

1) Personal Experiences
□ an author’s personal experiences and attitudes toward those experiences affect his or her point of v iews
2) Cultural Exposures
□ an author’s perspective is based on the lens he or she is originally wearing
 plus all the other colored lenses that he or she acquired ov er the course of his or her cultural exposures and personal
experiences

BI G I DEA
An author may hav e one or a combination of any of these purposes: to persuade, to inform, or to express

LEARNING PACKET 3
FACT VS. OPINION
1) Fact
→ is objective
→ not influenced by personal feelings and judgment
→ generally refers to something that is true and can be v erified as such
→ something that can be prov en to be true (with concrete evidence)
→ does not change
❖ Signal Words:

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 ❖ Signal Words:
a) Numbers
b) Names
c) Places
d) Ev idence
e) Dates

2) Opinion
→ is subjective (personal)
→ based on or influenced by personal beliefs or feelings
→ may agree or disagree with an opinion, but they cannot prov e or disprove it
→ a v iew or judgment about something
→ may differ according to different people
❖ Signal Words:
a) Think
b) Point of View
c) Feel
d) Believe
e) Good
f) Bad
g) Wonderful
h) Terrible
i) The best
j) The w orst
k) Probably

NOTE:
➢ An opinion is not the opposite of a fact
→ The opposite of fact is incorrect information
➢ A factual statement is objectiv e. I t is not influenced by personal feelings or judgment
➢ On the other hand, a statement w ith opinion is subjectiv e
→ I t is based on or influenced by personal beliefs or feelings

MISINFORMATION and DISINFORMATION

3) Misinformation
→ is false information that is spread, regardless of intent to mislead
□ simply a term for any kind of w rong or false information
4) Disinformation
→ know ingly spreading misinformation about a country’s military strength or plans
□ disseminated by a gov ernment or intelligence agency in a hostile act of tactical political subv ersion

IMPORTANCE OF FACT AND OPINION

 The ability to distinguish betw een fact and opinion helps students dev elop their critical and analytical skills in both their reading and their
listening
 Fact and opinion are often w oven together in texts and speeches
 I t is therefore imperative that students are able to unrav el the threads of what is true from what is mere belief if they are to successfully
nav igate deluge of media they w ill encounter in their lifetimes
 Whether on the new s, in adv ertising, or a history book, distinguishing between w hat is fact and w hat is opinion is crucial to becoming an
autonomous person w ith the critical abilities necessary to av oid being manipulated easily

Sound Reasoning
 requires an explanation or rationale
→ w e can say w e are choosing an alternative because it inv olves less risk and is better for people w e care about than the other alternatives
av ailable-poor reasoning leads to poor decisions
 We make decisions and judgments based on sound reasoning, ev en in the most insignificant thing we do for the day
Types:
a) Deductiv e Reasoning
→ it is from a general statement to a specific one
b) I nductive Reasoning
→ it is from a specific statement to general one
Fallacies in Reasoning
Fallacy
→ the use of inv alid or otherwise faulty reasoning
→ "wrong moves" in the construction of an argument
→ makes an argument false or unreliable

Fallacious Argument
→ may be misleading by appearing to be better than it really is

Types of Fallacy
1) Hasty Generalization
→ Making assumptions about a w hole group or range of cases based on a sample that is inadequate (usually because it is atypical or too
small)
→ Stereotypes about people (“librarians are shy and smart,” “wealthy people are snobs,” etc.)
2) Red Herring
→ Partw ay through an argument, the arguer goes off on a tangent, raising a side issue that distracts the audience from w hat’s really at stake
→ Often, the arguer nev er returns to the original issue
3) Bandwagon
→ Appeal to common belief
→ Appeal to masses
→ I t's all about getting people to do or think something because “ev eryone else is doing it” or “ ev erything else thinks this"
4) Ad hominem (Attack on a Person)
→ Like the appeal to authority and ad populum fallacies, the ad hominem (“against the person”)
→ tu quoque (“you, too!”) fallacies focus our attention on people rather than on arguments or ev idence
• I n both of these arguments, the conclusion is usually “You shouldn’t believ e So -and-So’s argument”
• The reason for not believing So-and-So is that Soand-So is either a bad person (ad hominem) or a hypocrite (tu quoque)

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 • The reason for not believing So-and-So is that Soand-So is either a bad person (ad hominem) or a hypocrite (tu quoque)
• I n an ad hominem argument, the arguer attacks his or her opponent instead of the opponent’s argument
5) Either/or Reasoning (False Dilemma)
→ I t presents a choice between two mutually exclusive options, implying that there are no other options
→ One option is clearly w orse than the other, making the choice seem obv ious
→ Also know n as the either/or fallacy, false dilemmas are a type of informal logical fallacy in w hich a faulty argument is used to persuade an
audience to agree
→ Are ev erywhere
→ They can be deliberate or accidental, but their goal is to make their argument conv incing

6) 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 w e are left w ith only one option: the one the arguer w anted 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

7) Missing the point

→ The premises of an argument do support a particular conclusion—but not the conclusion that the arguer actually draws
8) Post hoc (False Cause)
→ This fallacy gets its name from the Latin phrase “post hoc, ergo propter hoc,” which translates as “after this, therefore because of this”
→ Assuming that because B comes after A, A caused B
• Of course, sometimes one ev ent really does cause another one that comes later —for example, if I register for a class, and my name
later appears on the roll, it’s true that the first ev ent caused the one that came later
• But sometimes tw o events that seem related in time aren’t really related as cause and ev ent
• That is, correlation isn’t the same thing as causation

LEARNING PACKET 4
Sources of Data or Information
When reading of searching for information, always remember to inv estigate the source
There are three main things that you should keep in mind when inv estigating sources of information
a) The author
b) The pieces of ev idence to the claims of the author
c) the publisher or sponsor(s)

• Who is the author of that source of information?

→ Check the Background of the author
• I s the author an expert on that subject matter? w hat is the purpose of the author?
→ Sometimes, a persuasive text is suspicious if, at the end of the article, the author w ill persuade you to the importance of calcium intake
persuades you in the end to buy the milk product being endorsed
→ You should also recognize the fallibility ev en of experts
→ Neither a graduate degree nor an affiliation w ith a credible organization or university is an assurance that the author is not capable of
making mistakes
• What pieces of ev idence does the author present for his or her claims?
→ The supporting pieces of evidence the author presents should be of high quality information
○ Factual
○ Reliable
○ Updated
○ Unbiased
○ Comprehensive
Ev idence should not be based on anecdotes, testimonials, and personal opinions alone
Do not believ e one source of information only Look for other sources and compare w hat each has to say
Find out the publisher and/ or sponsor of a particular claim
○ Do not be misled by impressiv e names of organizations or adv ocacy campaigns

Ev aluate the source when reading information

○ inv estigate the author’s background
○ examine the ev idence
○ check the background of the publisher or sponsor

Internet Sources
The internet is a massiv e and comprehensive source of information. In fact, you can also dow nload e-books and e-journals from different
online sources
These electronic reading materials make the generation of today feel less inclined to buy hard copies of books and/or journals/
When looking at internet sources, the first thing to look at is the domain name
The domain name can giv e you a clue regarding the site’s motiv ation and objectives

Domain Names
( .com)
→ the domain name is owned by a company
→ most common of all
→ keep in mind that there is a business aspect to the website
(.edu)
→ should be more reliable because it means that the website is under an educational institution
→ However, this may not always be the case
□ Some research studies published on educational websites can also be funded by outside sponsors that have vested interest
(.gov)
→ Government-owned websites
(.net)
→ owned by a network
(.org)
→ those under organizations

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EAPP Page 23
Module 1-4
Thursday, 3 September 2020 12:03 pm

Module 1

HUMAN VARIATION
Nationality and Ethnicity
Nationality (General)
→ the identity that is tied to being part of a nation or country
 a “group of people who share the same history, traditions, and language”
 inhabits a particular territory delineated by a political border and administered by a government
→ can be acquired by being born in a country or through legal processes such as naturalization on citizenship
→ the status of belonging to a particular nation

Ethnicity (Specific)
→ the fact or state of belonging to a social group that has a common national or cultural tradition
→ ethnic groups
 subgroups of a nation
→ There are about 180 indigenous ethnic groups in the Philippines
 more than 100 tribal groups who are mostly inhabiting legally awarded ancestral domains

The concepts of nationality and ethnicity are not interchangeable

Both are capable of informing an individual’s behavior and habits due to a set of cultural norms that each category provides
Nationality can be acquired by being born in a country or through legal processes such as naturalization on citizenship

Article 4 - Philippine Citizenship

Section 1. The following are citizens of the Philippines:
[1] Those who are citizens of the Philippines at the time of the adoption of this Constitution;
[2] Those whose fathers or mothers are citizens of the Philippines;
[3] Those born before January 17, 1973, of Filipino mothers, who elect Philippine citizenship upon reaching the age of majority; and
[4] Those who are naturalized in accordance with law.

Section 2. Natural-born citizens are those who are citizens of the Philippines from birth without having to perform any act to acquire or perfec t their Philippine citizenship.
Those who elect Philippine citizenship in accordance with paragraph (3), Section 1 hereof shall be deemed natural -born citizens.

Section 3. Philippine citizenship may be lost or reacquired in the manner provided by law.

Section 4. Citizens of the Philippines who marry aliens shall retain their citizenship, unless by their act or omission, they are deemed , under the law, to have renounced it.

Section 5. Dual allegiance of citizens is inimical to the national interest and shall be dealt with by law

Ethnic Groups
 Within a nation are smaller cultural groups that share specific social environments, traditions, and histories that may not b e necessarily subscribed to by main
stream society

Gender
World Health Organization(2013- on Gender):
 gender “refers to the socially constructed roles, behaviors, activities, and attributes that a given society considers approp riate for men and women"
 an individual's expression about his/ herself towards the society

Gender Vs. Sex

Gender
 considered with reference to social and cultural differences rather than biological ones
 categories are more varied, accommodating identities such as lesbian, gay, bisexual, transgender, queer, and intersex
Sex
 refers to the biological characteristic of humans such as male or female

LGBTQI
○ A community that expresses themselves as either;
 Lesbian
 Gay
 Bisexual
 Transgender
 Queer
 Intersex
In some societies, gender becomes a basis of one’s identity, as social norms allow for their acceptance or neglect by the maj ority of the population
 In cases of neglect, individuals who subscribe to alternative genders create groups and communities where they can articulate their thoughts and aspirations more
openly
⚫ LGBTQI Community
⚫ SOGIE BILL

SOCIOECONOMIC CLASS
→ social standing or class of an individual or group
→ often measured as a combination of education, income and occupation
The concept of socioeconomic class varies between societies as the ideas associated with being poor or rich differ based on t he collective experiences of
individuals

➢ Global South
 Developing Countries
➢ Global North
 developed countries or industrialized nations

TYPICAL DETERMINANTS:
 Income

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  Developing Countries
➢ Global North
 developed countries or industrialized nations

TYPICAL DETERMINANTS:
 Income
 Value of assets and amount of savings
 Cultural interests and hobbies
 Economic status of his or her peers and relatives

In the Philippines:
 Varies
 often describe their social class in personalized contexts
Filipino what his or her social class is, the response can be any of the following:
• mahirap,
• medyo
• mayaman,
• sakto lang,
• mayaman, and the like

POLITICAL IDENTITY
➢ (as a social category)refers to the set of attitudes and practices that an individual adheres to in relation to the political systems and actors within his or her society

POLITICAL PARTIES
• ANG LADLAD
 a party that negotiates for the welfare of the LGBTQI community how sectors in our society use their identitie s as political vehicles to negotiate for
• KABATAAN and lobby their needs
 a party that promotes youth empowerment

Religion can also offer political identity to its followers

• Members of the church Iglesia ni Cristo
 promote the practice of block voting, a church-based exercise of one’s right to suffrage wherein the ministers and the members agree to unanimously vote for
a chosen candidate or political party lineup

RELIGION
 The belief in the supernatural has been one of the universal preoccupations of humans as early as 60 000 years ago
 The earliest forms of religions:
• Natural occurrences
• Extreme weather conditions
• Natural and man-made calamities
• Sickness
• Death
 Ancient Art
• Has superstitions
• Focuses more on Afterlife
• Superhuman Capabilities
 Les Gabillou
◊ Half- Man, Half- Animal
Monotheistic
→ Believes in the existence of only one god
Polytheistic
→ Believes in the existence of multiple gods
Atheistic
→ Doesn't believe on the existence of any god

Some religions have gods arranged in a hierarchy, and others have gods that equally coexist
Religion is a mirror of the society that affiliates with it,
 such that a society with a strong caste system (India is expected to have a set of gods that are placed in hierarchical system as well)

Exceptionality/Non-exceptionality
 Some individuals do not conform to behavioral or cognitive norms, not because they intend to deviate, but because they are ex ceptional
• They are genetically/mentally impaired for a reason, and they should not be mocked with that
• They need more love, care, and attention

The concept of exceptionality leans on the non-average capacity of an individual

Issues relating to both statuses can range from having fewer employment opportunities due to being physically disabled to not reaching one’s full capacity due to
the lack of advanced mechanisms to support an exceptional talent

Cultural Variation
• The variation in human conditions promotes diversity and plurality in cultural traditions
 could lead to discrimination and ostracism (ostracism- being outcasted/left behind/ disregarded)

Ethnocentrism
 a perspective that promotes an individual’s culture as the most efficient and superior
◊ the individual who exhibits ethnocentrism feels that his or her culture is the most appropriate as compared with other cultur es
 also manifest in a belief that one’s set of morals is better than those of others
◊ one’s religion is accepted as a truer form of belief system
 This perspective evaluates a particular culture based on the observer’s understanding of the other
◊ (which is often problematic) given the bias of the observer due to his or her own culture’s preconditioning

HUMAN EVOLUTION AND CULTURE

Culture Beginnings
Culture (Tylor, 2010)
 defined as “that complex whole which encompasses beliefs, practices, values, attitudes, laws, norms, artifacts, symbols, know ledge, and everything that a person
learns and shares as a member of a society”
 a by-product of the attempt of humans to survive their environment and to compensate for their biological characteristics and limi tations
Biological Capacity for Culture
 The need to scrutinize human anatomy to understand culture is indispensable
1) Our Thinking Capacity
→ The primary biological component of humans that allowed for culture is the developed brain
→ It has the necessary parts for facilitating pertinent skills such as speaking, touching, feeling, seeing, and smelling
Frontal Lobe(and the motor cortex)
→ function for cognition and motor abilities
Parietal Lobe
→ allows for touch and taste abilities
Temporal Lobe
→ allows for hearing skills
Occipital Lobe

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 Occipital Lobe
→ allows for visual skills
2) Our Speaking Capacity
→ As the brain is the primary source of humans’ capacity to comprehend sound and provide meaning to it
 the vocal tract acts as the mechanism by which sounds are produced and reproduced to transmit ideas and values
→ A longer vocal tract means that there is a longer vibration surface, allowing humans to produce a wider array of sounds than chimpanzees
→ The tongue of humans is also more flexible than that of a chimpanzee, allowing for more control in making sounds
3) Our Gripping Capacity
→ This capacity to directly oppose your thumb with your other fingers is an exclusive trait of humans
 allowed us to have a finer grip
→ Thus, we have the capability to craft materials with precision

4)Our Walking/ Standing Capacity

Primates have two forms of locomotion:
Bipedalism
 the capacity to walk and stand on two feet
Quadropedalism
 uses all four limbs
Although apes are semi-bipedal
 humans are the only fully bipedal primates
Being bipedal, humans gained more capacity to move while carrying objects with their free hands
This is an important trait, as it gave humans more productivity with their hands
Humans gained a more efficient form of locomotion suitable for hunting and foraging

Human Origins and the Capacity for Culture

Evolution
 the process by which different kinds of living organisms are thought to have developed and diversified from earlier forms dur ing the history of the earth
 gradual development of something, especially from a simple to a more complex form

As our ancestors evolved biologically in response to their environment, they have also developed cultural technologies that aided them to efficiently obtain food and
deter predators
Archaeologists refer to these early traditions as stone tool industries ( instead of culture)
 as the material products of these periods merely display the methods used by early humans in creating tools and not the modern context by which we need it
Oldowan Industry
→ a stone tool industry
→ People are called Homo Habilis
→ Named after the Oldovui Gorge in Tanzania
O'Neil (2012):
 characterized by the use of “hard waterworn creek cobbles made out of volcanic rock”
→ These raw materials were then made into tools through percussion flaking
 which is a process involving the systematic collision of a hammer stone with a core stone
 The impact of the collision produces:
 core tool (used for general purposes)
 flake tool (used as a knife)

Acheulian Industry
→ People are called Homo Erectus
 developed a more complex industry from what they inherited from Homo habilis
→ Used the same process of percussion flaking
 created hand axes that were bifacial,
 shaped in both sides, and with straighter and sharper edges
Mousterian Industry
→ Was developed by (Neanderthals) in Europe
→ Homo Neanderthalensis ruled this industry
→ West Asia between 300 000 and 30 000 years ago
→ Named after a site in France called Le Moustier, where evidence was uncovered in 1860
→ The tools from this industry combined Acheulian industry techniques with the Levalloisian technique
 Involved the use of a premade core tool and the extraction of a flake tool that has sharpened edges
 This type of tool is very efficient as all the sides of the flake tool are sharpened and, due to the reduction in size, more handy

Aurignacian Industry
→ Was mainly present in Europe and southwest Asia from 45 000 to 35 000 years ago
→ Derived from Aurignac, an area in France where the evidence for this industry was found
→ Users of this industry used raw materials such as flint, animal bones, and antlers
→ The method they employed in creating tools such as fine blades was similar to the one used in the Mousterian industry

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 → The method they employed in creating tools such as fine blades was similar to the one used in the Mousterian industry
→ More advanced toolmaking industry
 development of self-awareness
→ This development was projected through cave paintings and the fabrication of accessories such as figurines, bracelets, and be ads

Magdalenian Industry
→ This industry saw the end of the Paleolithic period as it transformed to the Neolithic period
→ named after the La Madeleine site in Dordogne, France
→ a proto-culture used by the early humans
 was defined by several revolutionary advancements in technology such as the creation of microliths from flint, bone, antler, and ivory
→ the early humans during this period were engrossed in creating figurines, personal adornments, and other forms of mobiliary a rt
→ A defining method used in toolmaking during this period was the application of heat on the material prior to the flaking proc ess

In reference to cultural formation

 the Paleolithic stage has provided the bases for the development of complex human groups through the establishment of culture
 we must situate the early humans in terms of their physical environment
By the end of the Paleolithic period, Earth was getting warmer as the Ice Age was already at its last stages
→ This implies that Earth’s surface was changing
→ The sea level was rising again as the polar caps were melting. Land surface decreased as some parts became submerged in water
→ The warm climate allowed for the blossoming of new plants and the extinction of others
→ The same phenomenon was also seen among animals

Neolithic Revolution
→ characterized by a major shift in economic subsistence of the early humans from foraging to agriculture
→ affected the other aspects of their lifestyle, as foraging made them nomads and agriculture encouraged permanent settlement
→ hanged the entire array of behaviors, attitudes, beliefs, and corresponding material inventions

Two Perspectives on Human Population:

 (Traditional) the development of agriculture and technology, humans were able to develop socio-politically,
 as the existence of systematic food production has resulted in food surplus that enabled members of the population to indulge in self-actualizing activities
such as the arts and politics
 (Opposition)progressive scholars argue that
 the same phenomenon of surplus production has had negative impacts on human populations such as social divisions, high population density, and
gender inequality

Early Civilization and the Rise of the State

→ The earliest civilizations rose by the end of the Neolithic period
 as the complexities brought about by the shift in food production demanded a more rigid social structure that would manage the opposing perspectives of
various sectors
→ As conflicts between groups developed and intensified,
 the need to create a more cohesive society became definite
→ characterized by
 presence of city-states
 a system of writing
 a ceremonial center (where public debates and decision-making were conducted)
However, it must be noted that not all societies during this period could be considered as civilizations as not all possessed a political system that could be equated to a
state
A state is a political entity that has four requisite elements:
• Territory
• Sovereignty
• People
• Government

Democratization of Early Civilizations

➢ The early states were governed by a limited few who ascended to power through
 Wealth
 Birth right
 Religious dogma

➢ This alienated the masses from the daily administration of rules and regulations in their society
➢ As a result, the social cleavage in early civilizations widened and resulted in social clashes
The traditional view on the history of democracy highlights its development among the city -states of ancient Greece, around 507 BCE

Cleisthenes
→ Athenian statesman
→ proposed demokratia as a political ideology that aimed at dispersing power from the monopoly of the elites to the masses
→ allowed for the closing in of social gaps between diverging social groups
→ democracy in Greece was primarily about the inclusion of marginalized sectors of the society in the day-to-day operations of the government
→ From deciding on laws and implementing rules to deciding on court cases
 the masses were given direct access to decision-making activities in the state

The Legacy of Early Humans to Contemporary Population

This definition provides us with a two-part meaning of cultural heritage
a) there is heritage being tangible in the form of structures, monuments, historical sites, and other artifacts
• Tangible heritage could be divided into two categories
→ Movable
→ Immovable
The primary difference in these two categories is the size of the heritage
(Example: the Stonehenge is an immovable tangible heritage, whereas the sarcophagus of the pharaoh Tutankhamun is a movable t angible

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 (Example: the Stonehenge is an immovable tangible heritage, whereas the sarcophagus of the pharaoh Tutankhamun is a movable t angible
heritage)

b) there is heritage being intangible in the form of literature, oral traditions, concepts, and values

The Role of Museums in Preserving Human Heritage

Museums
→ repository of archaeological finds that allow people from the contemporary period to reconstruct the culture and environment of their ancestors
Unlike immovable tangible heritage objects that are left in the archaeological sites where they have been found,
 movable tangible heritage objects are often relocated to museums that have jurisdiction or at times legitimacy in housing them
→ Because history is encapsulated in a venue(Museum)
• ordinary people get to have an access to their ancestors’ lives and environment without traveling to archaeological sites, which are often highly inaccessible

2010 Conference of the Museum Association(new roles of museums):

(1) fostering community solidarity through shared history
(2) regeneration and development of the local economy

ANTHROPOLOGY AND THE STUDY OF CULTURE

Anthropology
→ Humans studying humans
→ Promotes a holistic study of humans
→ Derived from two Greek words:
 Antropos- Humans
 Logos- Study

What does it mean to be human?

→ Anthropology studies humans as both biological and social creatures
 Biologically, it inquires on the genetic composition of humans, their relationship with other primates, and their evolution
 Socially, it inquires on human behaviors, attitudes, and belief systems, which range from birth practices to burial rites

Key Element that makes it holistic (intimately interconnected and explicable only by reference to the whole)
• Research time frame
 ranges from the evolution of humans as a species to our current development
• Studies humans from various ethnic groupings and geographic locations

(Ember, Ember, and Peregrine, 2010 - on the definition of anthropology)

 the study of people—their origins, their development, and contemporary variations, wherever and whenever they have been found on the face of the earth
Archaeology
→ examines the remains of ancient and historical human populations
 to promote an understanding of how humans have adapted to their environment and developed

Types of Anthropology
→ CULTURAL ANTHROPOLOGY
 Promotes to study of a society’s culture through their belief systems, practices and possessions
→ LINGUISTIC ANTHROPOLOGY
 Examines the language of a group of people and its relation to their culture
→ PHYSICAL ANTHROPOLOGY
 Looks into the Biological Development of Humans and their contemporary variation
→ APPLIED ANTHROPOLOGY
 Attempts to solve contemporary problems through the application of theories and approaches of the discipline

Culture
→ Everything that a person learns member as a of a society
→ It is what a person has, does, and thinks as part of society
→ This implies all of a person’s
 belief system
 set of behaviors
 material possessions
→ A powerful agent
 in shaping the decisions and actions of humans, given a situation
→ Consists of material and nonmaterial

Material Culture
→ Includes all the tangible and visible parts of culture (c lothes, food, and even buildings)
→ The types of material culture present in societies differ, as each society is configured by its environment and history
→ Presently, the difference in material culture is becoming less visible due to globalization (Virtual Platforms and Trading)

Nonmaterial Culture
→ includes all the intangible parts of culture ( values, ideas, and knowledge)
→ the belief and values systems of societies differ from one another based on their environment and history
Values
• concepts that are culturally determined
 separates what is acceptable from that which is taboo (not acceptable)
Beliefs
• culturally approved truths that deal with the specific parts of human life
Culture is Learned
→ Enculturation
 the process of Learning your own culture
→ Acculturation
 culture can be modified to accommodate desirable traits from other cultures
→ Deculturation
 when the culture of the older generation comes into conflict with the needs and realities of the younger generation

CULTURE IS SHARED
→ This implies that a particular behavior cannot be considered as a culture if there is only one person practicing it
→ Shared intergenerationally
→ To share a culture,
 it must be taught to members of contemporary society who will, in turn, teach the younger generation
CULTURE AFFECTS BIOLOGY
→ Humans are born into cultures that have values on beauty and body
→ As such, they alter their bodies to fi t into the physiological norms that are dictated by culture

Anthropology in the 21st Century

→ The key strength of anthropology as a discipline of the social science is its holistic approach to the study of humans
→ It is holistic in the sense that it studies
(1) humans, both as biological and social creatures;
(2) human behavior from the time the species existed to the time that it will desist;

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 (2) human behavior from the time the species existed to the time that it will desist;
(3) human behavior from all regions of the world;
(4) all forms of human actions and beliefs

Such lens in understanding the human species allows anthropology to provide a comprehensive insight into the nature of humans and the trajectory of their behaviors
The discipline’s arm in the applied sciences addresses the contemporary issues of a globalizing world and informs public policy
 ethnographic research on social issues provides international organizations and governments with key indicators for policy re forms and implementation
With the discipline’s engagement with the ordinary and the mundane parts of human interaction,
 anthropology provides a degree of keenness to its learner such that everyday things are contextualized and understood within the frame of culture
 develops acuity(sharpness or keenness of thought) among students of anthropology

SOCIOLOGY AND THE STUDY OF SOCIETY

Sociology
→ a social science that studies human societies, their interactions, and the processes that preserve and change them
Social Science
 any discipline or branch of science that deals with human behavior in its social and cultural aspects
→ It does this by examining the dynamics of constituent parts of societies such as
 institutions,
 communities,
 populations,
 gender, racial, or age groups
→ studies social status or stratification, social movements, and social change, as well as societal disorder in the form of crime, deviance, and revolution

Social life
→ overwhelmingly regulates the behavior of humans, largely because humans lack the instincts that guide most animal behavior
Humans therefore depend on social institutions and organizations to inform their decisions and actions
Sociological Concept
→ a mental construct that represents some part of the world in a simplified form
Society (Human Society)
→ a group of people involved with each other through persistent relations, or a large social grouping sharing the same geographical or social territory
 typically subject to the same political authority and dominant cultural expectations
Human Societies
 are characterized by patterns of relationships (social relations) between:
→ individuals who share a distinctive culture and institutions; a given society may be described as
 the sum total of such relationships among its constituent members
In the social sciences,
 a larger society often evinces stratification and/or dominance patterns in subgroups
→ Can also consist of like-minded people governed by their own norms and values within a dominant, larger society
→ May be illustrated as an economic, social, or industrial infrastructure, made up of a varied collection of individuals
→ Members of a society may be from different ethnic groups
→ Can be a particular ethnic group,
 such as the Saxons; a nation state,
 such as Bhutan;
 or a broader cultural group, such as a Western society
→ also refer to an organized voluntary association of people for
 Religious
 Benevolent
 Cultural
 Scientific
 Political
 Patriotic
→ refer to a social organism such as an ant colony or any cooperative aggregate such as ( in some formulations of artificial intelligence)
Society is connected with social, structure, function, complex, collective, relationships, symbols, exchange, behavior, insti tutions, and system

Social Interaction
→ the process of reciprocal influence exercised by individuals over one another during social encounters
→ refers to face-to-face encounters in which people are physically present with one another for a specified duration
→ we can also think of social encounters that are technologically mediated like texting, skyping, or messaging
Social Script
→ a series of behaviors, actions, and consequences that are expected in a particular situation or environment
→ the pre-established patterns of behavior that people are expected to follow in specific social situations
 govern the relationship between particular individuals can be examined
However, as the sociological study of emotions indicates,
 the micro-level processes of everyday life are also impacted by macro-level phenomena such as gender inequality and historical transformations
Social Organization
→ nonrandom pattern within human populations that comprise society by sharing the main aspects of a common existence over time as well as nonrandom patterning,
 the human and interhuman activities through which patterns are formed, retained, altered, or replaced
→ characterized by interdependence,
 what occurs among certain components has, to varying degree, consequences for some or all of the other components and their r elations with one another
→ socially organized units or sets of units are generally activities or actors, individual or plural
 affect one another more immediately—even if simply by coexisting or by their sheer numbers — than do other activities or actors
→ The units considered vary in their distinguishability, modifiability, and permanence
SOCIAL STRUCTURE AND AGENCY
Social Structure(In sociology)
 the distinctive, stable arrangement of institutions whereby human beings in a society interact and live together
 often treated together with the concept of social change, which deals with the forces that change the social structure and th e organization of society
 defined simply as patterned social relations — those regular and repetitive aspects of the interactions between the members of a given social entity
Applied Sociology
→ Uses sociological research and methods to solve contemporary problems

Human Ecology
→ Studies that relate human behavior to existing social institutions

Social Psychology
→ The study of the impact of group life to a person’s nature and personality

Social Change and Disorganization

→ A branch of sociology that inquires on the shift in social andcultural interactions and the interruption of its process through
 delinquency,
 deviance,
 and conflicts
Population and Demography
→ Inquires on the interrelationship between population characteristics and dynamics with that of a political, economic, and social system

Sociology
→ Expands our knowledge of the world

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Module 1-3
Thursday, 3 September 2020 12:03 pm

MODULE 1

The Philippines is blessed with diverse flora and fauna (plants and animals), and is populated by a multisectoral society wit h multicultural backgrounds
Learning the country’s art and its artists will broaden your understanding of who you are, and where you belong, as art is an instrument of identity
Art is not limited to those who are artistic and creative, be it the producer or the consumer of it, art is rooted in all peo ple; the need for beauty and expression is in you

Philippine Contemporary Arts

Dr. Patrick Flores (on Philippine Contemporary Art)
→ Renowned art critic and Metropolitan Museum curator
→ The feeling (is) that all is possible in the contemporary, conceived as a constantly extending and deepening constellation of art

Philippine Art as Filipino

Questions the Authenticity of Filipino Art
→ Are these arts 100% true Filipino? (Questions the "Filipino-ness")

This speculation on the “Filipino -ness” of works by Filipino artists is caused by our colonial history and migrant reality
The plethora (excessive amount) of influence brought by:
○ Spaniards,
○ Americans, and
○ other Asian countries (has become part of our identity that is evident in our art)

Leo Benesa, a Filipino poet, essayist, and art critic ( On a certain characteristic of Filipino Art)
→ The idea was that the depiction of scenes of everyday life and the surroundings without idealizing them was closest in spirit to the Filipino soul and native soil
→ As long as the work shows the Filipino way of living (e.g., spending a day in the market, doing laundry in the river, or atte nding a fiesta in the town)
 “closest in spirit to the Filipino soul and native soil
→ We should not idolize them
 the artwork should not be represented as perfect
→ Both the subject and the medium of these artworks dictate the authenticity of the artworks produced by Filipino artists

What is ART?
Aristotle
→ Greek Philosopher
→ provided the earliest assumptions of art as linked to human instincts
→ claimed that humans have instincts for imitation and harmony( in his poetics)
→ described that these instincts are “lying deep in our nature”
→ argued that human beings are the “most imitative of living creatures”, and through imitation, humans learn and experience ple asure

Art
○ may be defined as a human pursuit to imitate life and the world into something pleasing or beautiful

Subject and Medium of Art

Subject
→ refers to the main idea that is represented in the artwork
→ basically the essence of the piece

Medium
→ refers to the substance the artist uses to create a piece of artwork

What is being imitated?

➢ The painting is an attempt at imitating the river and its beautiful surroundings, thus becoming its SUBJECT

What makes this imitation pleasing or beautiful?

➢ The way the colors are chosen and blended into the canvas accounts for the MEDIUM of the painting

The SUBJECT and MEDIUM are two important elements of an artwork that allow a person to experience life, the world, and its beauty

Three Things to Consider in making Art

(a) The genesis of the work of art
(b) The artifact, or work of art, which is a publicly available object or thing made by the artist and viewed by the audience
(c) The effects of the work of art upon the audience

Contemporary Art
→ permits possibilities of exploring either subject or medium in art to express the Filipino sense of self
→ every day, new art forms are being created in our country that are becoming part of the contemporary art production of the Ph ilippines
→ Filipinos are becoming more and more aggressive as they use the arts to express themselves and create wonderful artworks that try to capture the Filipino way of life

J. Paul Getty Museum(on Contemporary Art) :

 art made and produced by artists living today
 Today’s artists work in and respond to a global environment that is culturally diverse, technologically advancing, and multif aceted
With this definition, you can picture the kind of art created today’s contemporary artists as art that has a world view and is sensitive to the changing times

Forms of Artistic Expression(Art)

It is in our nature to create art (Innate within us)

1) Picture
→ depicts visual perception such as drawing, painting, printmaking, and photography
2) Sculpture
→ an artwork made by carving(wood/stone), modeling(clay), and casting (melted metal)
3) Architecture

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 3) Architecture
→ structures that are meant to be used as a shelter/ A technique of designing a building or structure
4) Music
→ an art form which appeals to the sense of hearing
5) Literature
→ an art form of language through the combined use of words
6) Cinema
→ an artistic or experimental work expressing symbolic meaning through the medium of film
7) Dance
→ a performing art consisting of purposefully selected sequence of human movement

MODULE 2
Subject Matter and Style in Contemporary Art
Traditional Artists (Natural as possible)
➢ Portraits
➢ Landscapes
➢ Still Life
➢ Human Interest

Contemporary Artists
➢ Expression of freedom
➢ Experimentation and exploration of patterns
➢ Figures
➢ Objects
➢ Combination of many things that are important to them

Subject Matter
→ boundless to the contemporary artist
Style
→ can fall under one of the more than 100 styles but can be categorized under the few big movements in art

The favorite subjects in contemporary art are the children, women, or the environment (can be combined together)
In some artworks, the subject is not easily recognized
➢ If the artwork is an experiment on technique, then the subject matter is the technique itself
➢ those in conceptual art (something having to do with the mind, or with mental concepts or philosophical or imaginary ideas)
 the viewer has to engage in thinking and exploring the meaning of an artwork
Art Movement and Styles
→ dominated contemporary art through the decades since 1950’s
a) Abstract Expressionism
b) Environment Art
c) Graffiti Art
d) Kinetic Art
e) Feminist Art
f) Post Modern Art
g) Op Art
h) Minimalism
i) Body Art
j) Performance Art
k) Video Art
l) Digital Art

Styles
Abstract Art
→ A style in which the artist applies paint in a manner that expresses emotions and feelings in a spontaneous way

Kinetic Art
→ A sculpture that moves with the wind or powered by a machine or electricity

Op Art
→ Uses lines and images repeatedly to create an optical illusion

Performance Art
→ Combines a variety of media and the human body to execute an artistic theatrical expression before live audience

Environment Art
→ An artistic creation or manipulation of space such as landscape or architectural design(Earthworks)

Feminist Art
→ Emerged from concerns of female artists expressed through art
→ Tackle issues of identity, sexuality, gender roles, equality, and how women are treated in the society

Minimalism
→ Free of details and often with flat surface but expresses a specific content or statement

Video Art
→ Consist of images that are recorded through a video and viewed through television, computer, or projection screen

Graffiti Art
→ A drawing, inscription or sketch done hastily on a wall or other surface made to be seen by the public

Postmodern Art
→ Expressing an idea through mixed materials such as found objects welded together

Body Art
→ An art form that uses body as the medium or main material. Examples are tattoo and piercing

Digital Art
→ Done with the aid of computer to create an image or design composed bits and bytes

Technology has redefined art in many ways:

a) light structures and floor drawings using colored laser beans and smoke
b) tubes hanging on the ceiling that respond to the viewer’s movements, sound and touch
c) a wall climbing robot holding a paint
d) a pen controlled by a software program to create certain patterns
Because of the usefulness of new materials to art - making

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 Because of the usefulness of new materials to art - making
➢ artists have to upgrade their skills and,
➢ learn to use the computer programs and its application
The availability and variety of materials and possibilities offered by technology expand the choices of artists
This is essential to the development of contemporary art

Contemporary Art in the Philippines

➢ Dominant themes/Styles
a) Abstraction
b) Expressionism
c) Social realism
d) Mixed media art
❖ Recently, community and environmental arts are gaining popularity
❖ When there is a public space that can be used by artists
 they collaborate art-making and conduct workshops to teach and involve the children or specific groups in the community

Interactive art-making is also practiced among Filipino:

➢ Visual Art
 combined with performance art to make a statement or express an idea about an issue
➢ Film
 expanded to include Indie Films that explore specific themes
➢ Theatre Performances
 are no longer confined to a theatre stage, but can be performed in streets with minimal props
➢ Music
 there is fusion of different styles and use of words in songs sang in irregular sound patterns

In interactive art
○ presumed that the viewers will no longer be passive on lookers
 they will be the ones to complete the purpose of an artwork or to participate in its realization
○ the audience might be expected to get involved in the actual physical creation of an artwork
○ the audience to take part in a sort of "non -scripted play"
 by implementing the missing piece, derived from the sphere of social interaction, into the predesigned context
○ an artwork is deliberately left open -ended to a certain extent
 the anticipated range of events and actions may happen and finalize the piece
○ they go beyond spectacle as they always include the element of the real – real audience, with real, spontaneous reactions

Postmodern Art
→ A body of art movements that sought to contradict some aspects of modernism or some aspects that emerged or developed in its aftermath

Many contemporary artists do not have formal studies in the fine arts but are self -taught
Concerned with the development of their talent and skills in art -making;
 they study on their own
 interact with artists
 and read a lot about lives of artists and their artworks
 explore the materials in hardware stores, experiment chemical reactions on their base material
 these are those who learn welding and engineering skills

Some hire resin makers, house painters and material fabricators to help them in constructing their artworks

TYPES AND TECHNIQUES

Collage
→ Made by adhering flat elements such as newspaper or magazine cut-outs, printed texts, illustrations, photographs, cloth, strings, etc.
Decalcomania
→ The process of applying gouache to paper or glass then transferring a reversal of that image on canvas or other flat material s
Frottage
→ A technique of rubbing a crayon on a piece of paper which has been placed over an object or an image
→ The image can be created using the leaves, wood, wire screen, etc.
Decoupage
→ Done by adhering cut-outs of paper and then coating these with one or more coats or transparent coating of varnish
Montage
→ It is used for photography or film where a pictorial image is juxtaposed(slow then fast) or placed overlapping to make anothe r picture or design
Trapunto
→ A technique used by Pacita Abad where the canvases are padded, sewn, often filled with sequins, beads, shells, buttons, tiny mirrors, bits of glass, and rickrack

Digital Applications
→ This includes images done completely on computer or hand-drawn images scanned into a computer and finished using a software program like Adobe Illustrator

MODULE 3
Philippine Contemporary Art
In the most unsuspecting corner of the street, in a mural along EDSA, in a mall or a high-rise condo, or in a poem while riding the LRT or MRT, art is present
You see colorful jeepneys, graffiti walls, and artistic murals created by talented and highly skilled Filipinos, and you just can’t help but be amazed
Contemporary or modern art is not intended to be reduced to conventional notions of space and medium
Contemporary artists have brought their artworks into the street, in public
 the main feat of any art primarily depends on how the art is able to connect with spectators

Architecture
➢ Go around the Philippines and you will see a mixture of the old and the new
 In Manila, the 16th century Binondo church is just a few blocks away from the very modern Lucky Chinatown Mall
○ Each structure tells a story of how the art of building was used to shape the course of history and society
➢ Architecture in the country continues to be vibrant
 With the improvement of tourism, more first-class architecture is expected to pour in
➢ New and fresh structures are sprouting all over the country (these structures are ultra-modern, functional, and aesthetically sound)
 Designs of:
○ Carlos A. Santos-Viola
○ Jason Buensalido
○ Angelo Mañosa
Struggles of Filipino Architects( Threats for Philippine Architecture due to Globalization)
Architect and critic Paulo Alcazaren:
➢ Much of what we see, in terms of iconic buildings in the Philippines nowadays, is either designed by foreigners, or are derivative designs mimicking copies of western forms
 This is a serious challenge that present -day architects have to deal with, and it takes serious commitment from the architects, the government, and the private sector to act on it

Literature
Roland Tolentino (eminent scholar and writer)
➢ The Filipino writing in today’s world contains:

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 ➢ The Filipino writing in today’s world contains:
○ the diasporic experience
○ the incorporation of both the rural and the urban experience

Writers have also explored the western genre and have produced legitimate texts on
○ Prose poetry
○ Flash fiction
○ Magic realism
○ Science fiction
Distinguished writers and editors have gathered anthologies to collect into volumes the newest and most innovative works of F ilipinos today

Dean Francis Alfar

○ an award-winning writer
○ pioneered the speculative fiction movement
○ has been publishing the Philippine Speculative Fiction series

Flash Fiction
○ with stories of 1 000 words or less, has been gaining interest among writers
➢ publication of Vince Groyon’s Very Short Stories for Harried Readers
➢ Anvil Publishing’s Fast Food Fiction Delivery
Filipino writers are also getting recognition abroad

Miguel Syjuco (2008)

➢ bagged the Man Asian Literary Prize for his novel Ilustrado
Marivi Soliven(2013)
➢ published her novel The Mango Bride under Penguin Books
Sophia Lee
➢ won the 2014 Scholastic Asian Book Award for her novel What Things Mean
Theater
➢ Contemporary Philippine theater is still alive despite the dominance of television, movies, and the Internet
➢ There are multiple stage productions from university-based theater groups to major theater companies
➢ The Tanghalang Pilipino and the Philippine Educational Theater Association (PETA) annually stage memorable productions

PETA
○ founded in 1967 by Cecile Guidote-Alvarez
○ advocates the use of Filipino theater in inspiring change and development in society
○ composed of dedicated “artists-teacher-cultural workers” who strive for artistic excellence
○ volunteers work to promote the transformative power of theater through its production of performances and workshops
○ will be celebrating its 50th anniversary in 2017 (53RD this year)

Tanghalang Pilipino
○ Established in 1987
○ the resident drama company of Cultural Center of the Philippines (CCP)
○ With its 15 seasons and 114 productions, it is the most attended among the CCP’s resident companies
○ Distinct in its offering is its challenge to the commitment of the Filipino to justice, truth, and patriotism
○ continues to push Philippine theater to artistic and professional excellence through
➢ the development and education of actors, writers, directors, and technical staff

Other Theater Groups

○ There are still more theater companies in the Philippines
○ Inclusions:
a) Gantimpala Theater Foundation
b) Ballet Philippines

Private Companies
c) 9Works Theatrical
d) Atlantis Theatrical Entertainment Group (ATEG)
e) Repertory Philippines
f) Concertus Manila
g) Artist Playground
h) Ballet Manila
i) Philippine Stagers Foundation

Universities
a) Dulaang UP (UP Diliman)
b) Ateneo Blue Repertory (ADMU)
c) Teatro Tomasino (UST)

Virgin Labfest
○ Created in 2004
○ A playwright’s festival of untried, untested, and unpublished plays
○ A collaboration of:
a) National Center for Culture and the Arts(NCCA)
b) CCP
c) Tanghalang Pilipino
d) Manila-based playwright’s group The Writer’s Block
○ Many of the plays staged in Virgin Labfest become repeat productions and some even become award winners

Visual Arts
→ The new breed of contemporary Filipino visual artists
○ becoming bold regarding the expression of personal feelings and perspectives
→ The influence of radical and modern art movements in Europe and the Americas have penetrated the Philippine arts scene with t he proliferation of installation and experimental art
→ The institutionalization of museums and galleries have also revitalized the Philippine art scene

Annual art competitions also play an important role in encouraging emerging artists to create and produce their works
• The Pilipinas Shell Foundation, Inc
→ has been recognizing young talents in the visual arts for almost half a century

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