ADRIANE T.

SONEZ PURPOSIVE COMMUNICATION (SLM 3)

BSME-1C

PT 1.
Directions: Students will read one of the suggested readings which is The Wedding
Dance and will evaluate the culture portrayed in the story. After reading, the students
will answer the following questions:
1. Describe Awiyao and Lumnay’s house. Describe the presence of light and darkness
in the story.
Awiyao and Lumnay's house is described as having a narrow door, with the
upper horizontal log serving as the head-high threshold. The darkness inside the
house is pierced by the light from the stove, creating shadows and lights that play on
Lumnay's face. The presence of light and darkness in the story symbolizes the
emotional struggles and conflicts faced by the characters. The darkness represents
sorrow and despair, while the light symbolizes moments of clarity and understanding.

2. If you were Lumnay, what would you do? Can you justify her behavior throughout
the story? Explain your answer.
If I were Lumnay, I might feel torn between my love for Awiyao and the societal
expectations that dictate the importance of having a child. Lumnay's behavior
throughout the story reflects her deep love for Awiyao, her willingness to sacrifice for
him, and her internal conflict between personal desires and societal norms. Her
decision to initially resist Awiyao's suggestion of marrying another woman is justified
by her genuine love for him, but her ultimate acceptance of the situation shows her
understanding of the cultural importance of bearing children.

3. What is your reaction toward Awiyao’s marriage to Madulimay? Explain your answer.
My reaction toward Awiyao's marriage to Madulimay would be a mix of
sympathy for Lumnay's pain and an acknowledgment of the cultural norms that shape
the characters' actions. I may feel empathy for Awiyao's predicament, recognizing the
societal pressure he faces to have a child. The cultural context plays a significant role
in shaping the characters' decisions, making it a complex situation with no clear right
or wrong.

4. Describe the culture, the family values and gender roles of the people in the story.
The story reflects a culture where marriage is deeply tied to the expectation of
having children. Family values include the importance of lineage and the continuation
of one's name through offspring. Gender roles are traditional, with societal norms
placing a high value on a woman's ability to bear children, and a man's role defined by
his duty to ensure the continuity of his lineage.
5. After reading the story, in what ways toward your attitude toward Lumnay and
Madulimay different?
After reading the story, my attitude toward Lumnay and Madulimay may be
more empathetic. Lumnay's pain and sacrifice elicit sympathy, while Madulimay's role
as the second wife highlights the complexities and challenges faced by women within
the cultural framework. The story prompts a deeper understanding of the characters'
choices and the cultural context that influences them.

6. Read the following paragraph, what was Lumnay thinking?

"It is not right. It is not right!" she cried. "How does she know? How can anybody know?
It is not right," she said.
Suddenly she found courage. She would go to the dance. She would go to the chief
of the village, to the elders, to tell them it was not right. Awiyao was hers; nobody could
take him away from her. Let her be the first woman to complain, to denounce the
unwritten rule that a man may take another woman. She would tell Awiyao to come
back to her. He surely would relent. Was not their love as strong as the river?

In this paragraph, Lumnay is expressing her frustration with the cultural norms
that allow a man to take another woman for the sake of having a child. Her thoughts
reflect her internal struggle between personal feelings and societal expectations. She
finds the courage to challenge these norms and considers speaking out against the
unwritten rules that govern the community.

7. Should you fight for the one you love? Or should you let go and take all of the hurt
for the sake of your culture?
If I were to make a choice, I would lean towards fighting for the one I love. Lumnay's
deep love for Awiyao is evident in the story, and challenging societal norms may lead
to a more nuanced understanding of cultural expectations. While respecting cultural
values, advocating for change or seeking a compromise that allows for personal
happiness within the cultural framework could be a viable approach.

8. If you are going to end the story, what would it be? And why?
If I were to end the story, it might involve a reconciliation between Awiyao,
Lumnay, and Madulimay, highlighting the importance of understanding, empathy, and
communication in navigating cultural expectations and personal relationships. This
ending could emphasize the need for cultural evolution while respecting individual
emotions and choices.
PT 2.
The students will watch a video entitled “HSBC Eel’s Ad” from,
https://youtu.be/3aQpHNOh_io?si=lNC2GOgh3e4QyhOk
After watching, they will write a reaction paper about the culture being portrayed by
the people in the video.

In the video "HSBC Eel’s Ad," a delightful exploration unfolds, shedding light on
the contrasting cultural perspectives of the English and Chinese regarding food and
hospitality. The English viewpoint emphasizes the respectability and presentability tied
to finishing one's plate, while the Chinese philosophy embodies generosity, deeming
it proper to ensure there are leftovers to signal the guests' satisfaction. This cultural
interplay provides a fascinating lens through which we can understand the diverse
ways societies perceive and express values related to dining etiquette.

In the English cultural context, there's a distinct emphasis on completing one's

meal as a mark of respect. The act of clearing one's plate is seen as a demonstration
of appreciation for the effort put into preparing the food. It reflects a sense of
responsibility and gratitude, as leaving food uneaten may be considered wasteful or
disrespectful. On the other hand, the Chinese perspective introduces a different
nuance to the dining experience. For the Chinese, leaving leftovers is a gesture of
hospitality and generosity. It signifies an abundance of food and a genuine desire to
ensure guests are well-fed. The belief that a host has not served enough if there are
no leftovers underscores a cultural emphasis on ensuring the comfort and satiation of
guests. This divergence in cultural norms regarding food consumption unveils the
intricate tapestry of traditions and values woven into everyday practices. The video
artfully captures these cultural nuances, inviting viewers to appreciate the diversity of
perspectives that shape our interactions with something as fundamental as sharing a
meal.

In conclusion, "HSBC Eel’s Ad" serves as a charming and enlightening portrayal

of how cultural backgrounds influence our perceptions of basic customs, such as
finishing a meal. Through the lens of the English and Chinese perspectives, we
witness the beauty of cultural diversity and the richness it brings to our understanding
of shared human experiences. It prompts reflection on our own cultural biases and
encourages a more open-minded appreciation of the varied ways people express
respect and hospitality. This video is a delightful reminder that, even in something as
simple as enjoying a meal, the mosaic of cultural values colors our actions in unique
and meaningful ways.
PT 3.
Directions: Each student will write a research-based argumentative essay to
persuade another person to change their way of thinking and share their point of view
about “Death Sentence should be activated in every country of the world.” It should
consist of three main parts: the introductory paragraph, the body, and the closing
statement. The number of sentences for each paragraph is from five to seven
sentences unless there are a lot of in-depth facts and figures. A rubric will guide the
students.

The death penalty is a contentious issue that has sparked debates for decades.
Proponents argue that it serves as a deterrent for heinous crimes and provides justice
for victims and their families. However, opponents contend that it is an inhumane and
irreversible form of punishment that has no place in modern society. This essay aims
to persuade individuals to reconsider their stance on the activation of the death penalty
in every country. By examining the ethical, legal, and practical implications, it becomes
evident that the death penalty should not be universally implemented.

In my personal opinion, the universal implementation of the death penalty

should be reconsidered and, in many cases, abandoned altogether. While I
understand the desire for justice and the need to protect society from heinous crimes,
several factors make the death penalty a morally and practically problematic solution.
The death penalty is often used in a disproportional manner against the poor,
minorities and members of racial, ethnic, political and religious groups. The death
penalty violates the right to life which happens to be the most basic of all human rights.
It also violates the right not to be subjected to torture and other cruel, inhumane or
degrading treatment or punishment. Furthermore, the death penalty undermines
human dignity which is inherent to every human being (Rodríguez, 2010).

Furthermore, the death penalty disproportionately affects marginalized and

economically disadvantaged individuals. Studies have indicated that individuals facing
the death penalty are more likely to come from lower socio-economic backgrounds
and may lack access to adequate legal representation. This raises questions about
the fairness and equity of the death penalty as a punitive measure. The death penalty
is often used in a disproportional manner against the poor, minorities and members of
racial, ethnic, political and religious groups (Rodríguez, 2010). The financial burden
associated with lengthy death penalty trials and appeals places an additional strain on
already overburdened public defense systems, further exacerbating the inequality in
legal representation and reinforcing the argument that the death penalty
disproportionately impacts those who are economically disadvantaged.
 Additionally, the death penalty does not appear to act as a strong deterrent to
crime. Studies have shown that the threat of execution does not necessarily deter
potential criminals more effectively than other forms of punishment, such as life
imprisonment. In fact, some argue Moreover, that the lengthy and costly appeals
process associated with death penalty cases often renders it a less practical deterrent
compared to alternative sentencing. The death penalty lacks the deterrent effect which
is commonly referred to by its advocates. As recently stated by the General Assembly
of the United Nations, “there is no conclusive evidence of the deterrent value of the
death penalty” (UNGA Resolution 65/206). It is noteworthy that in many retentionist
states, the effectiveness of the death penalty in order to prevent crime is being
seriously questioned by a continuously increasing number of law enforcement
professionals (Rodríguez, 2010).

In conclusion, the death penalty should not be universally implemented due to

its ethical, legal, and practical implications. The death penalty violates the right to life,
the right not to be subjected to torture and other cruel, inhumane or degrading
treatment or punishment, and undermines human dignity. It disproportionately affects
marginalized and economically disadvantaged individuals, and studies have shown
that it does not act as a strong deterrent to crime. The financial burden associated with
lengthy death penalty trials and appeals places an additional strain on already
overburdened public defense systems, further exacerbating the inequality in legal
representation. The death penalty is an intolerable denial of civil liberties and is
inconsistent with the fundamental values of our democratic system. The death penalty
has the immutable characteristics and indicia of torture and violates fundamental
human rights, including the right to be free from torture. Therefore, it is time to
reconsider the use of the death penalty and seek alternative solutions that are more
just and humane.

Reference:
Rodríguez, A. (2010). WHY THE DEATH PENALTY SHOULD BE ABOLISHED.
Retrieved from https://icomdp.org/why-the-death-penalty-should-be-abolished/
PT 4.
DIRECTIONS: Read each statement carefully and tell whether it is TRUE or FALSE.
Write your answer on the space provided before the number.
TRUE 1. Blog is a personal journal or diary entry that is posted online.
FALSE 2. Research-based argumentative essay answers the question ‘why’.
TRUE 3. Research may be used but is not required in explanation essay.
TRUE 4. The research-based argumentative essay is the end product of a research
process that you must undertake.
TRUE 5. To open or start your presentation, you may use a quotation.
FALSE 6. Paralinguistic cues refer to the pronunciation or articulation of sounds.
FALSE 7. Prosodic features refer to the facial expression, posture, gesture, and
movement of the speaker.
FALSE 8. To execute a correct posture, simply stand comfortably with your feet at
least five to nine inches apart, with one foot over the other.
FALSE 9. Swaying one’s body from left to right, side to side, front to back, or pacing
from one side of the stage/platform to the other, can be exhibiting a positive non-verbal
cue.
TRUE 10. To overcome stage fright, prepare thoroughly for your presentation.