PURPOSIVE COMMUNICATION STUDENTS’ LEARNING GUIDE

Module 4: COMMUNICATION FOR VARIOUS PURPOSES

INTRODUCTION

Lesson 1: WRITING AN EXPLANATION ESSAY

‘Why’ questions are very important. If people in ancient times or the recent past did not ask ‘why’
questions or attempt to answer these questions, we would have very limited knowledge about many things
in our world. If Isaac Newton, for example, did not ask why things fell down after throwing them up, he
would not have discovered the law of universal gravitation.

Addressing ‘why’ questions means providing explanation for phenomena. An explanation essay is one
such example of a written piece of work that addresses ‘why’ questions. It explains a particular topic to its
readers. Since it is meant to inform or educate the readers, the essay should present convincing and
adequate support for the explanations.

The following reading selection is an explanation essay which attempts to answer some “why”
questions similar to those in the opening activity above. Note how the topic is presented, explained, and
supported. Note as well how the essay ended.

Before reading the text, look up the meanings of the following words and phrases that are used in
the selection

 Lingua franca
 Linguistic nationalism
 Cultural chauvinism
 Conversant
 Siloed cubicles
 Crème de la crème
 Mano-a-mano
 Bourgeois stories
 Batting an eyelash

A MANSION OF MANY LANGUAGES

By Danton Remoto (2017)

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(1) In 1977, my mentor, the National Artist for Literature and Theater Rolando S. Tinio, said: “It is too
simple-minded to suppose that enthusiasm for Filipino as lingua franca and national language of
the country necessarily involves the elimination of English usage or training for it in schools.
Proficiency in English provides us with all the advantages that champions of English say it does-
access to the vast fund of culture expressed in it, mobility in various spheres of the international
scene, especially those dominated by the English-speaking Americans, and participation in a
quality of modern life of which some features may be assimilated by us with great advantages.”
(2) Professor Tinio continues: “Linguistic nationalism does not imply cultural chauvinism. Nobody
wants to go back to the mountains. The essential Filipino is not the center of an onion one gets at
by peeling off layer after layer of vegetable skin. One’s experience with onions is quite telling: Peel
off everything and you end up with a pinch of air.”
(3) Written 40 years ago, these words still echo especially now, when by some quirk of history and
economics, enrolment in English courses are rising because (a) there are many vacant positions
for teachers of English and literature in the private and public school, and (b) there are many
vacancies, still, for jobs in call centers with entry-level pay of P18,000 plus signing bonus, and a
career that will make you earn twice your present salary in just a few years. With the opening of the
doors of the Association of Southeast Asian Nations (ASEAN) to everyone in the region, more and
more Filipinos are being hired to teach English in Indonesia, Thailand, and, yes, even our best
friend, china.
(4) Why? First, Filipino teachers will accept a pay scale lower than that of their Western counterparts.
Second, they are conversant with American popular culture, a happy (or unhappy) result of
decades of American colonialism and neo-colonialism. Third, they are still Southeast Asians
beneath their skin, and are thus familiar with Asian Cultural practices, whether said or unsaid. One
is the importance of saving face, the meaning of “maybe” or “I will try” to an invitation mean he or
she does not want to hurt you, be he or she will not show up. Another is the primacy given to
family. Already in his 50s, one is still called totoy or baby or blue boy, and still lives with one’s
parents and extended family. You can see that as well in the other Southeast Asian countries,
where families are nuclear and not split, where food is communal and not eaten in siloed cubicles.
(5) Three long decades of teaching English and Journalism to students (together with four years of
teaching Filipino) have shown me that the best students in English are also the best students in
Filipino. And how did they master the two languages?
(6) One, they had very good teachers in both languages. Two, they inhabited the worlds of both
languages. Three, they have gone beyond the false either-or mentality that hobbled their parents.
(7) Let me explain.
(8) My best students in English and Filipino were tutored by the crème de la crème, many of them
teaching in private schools. The enrolees in the university where I taught are mostly intelligent
students from the public schools and the provinces. Lack of books and untrained teachers prevent
them from having a level playing field with the other freshmen. A year of catching up is necessary
for them to have the skills to have a mano-a-mano with the other students.
(9) Moreover, I introduce them to the worlds of the language they are studying-be it in the formal realm
of the textbook or the popular ones of film, graphic novel, Youtube or anime. I encourage them to
keep a journal as well, which is not diary where you write what time you woke up and why. A
journal, or its postmodern cousin, the Web log or blog, aims to capture impressions or moods on

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the wing. If at the same time it sharpens the students’ knowledge of English, then that is already
hallelujah for the English teacher.
(10)And the third is that today’s generation of students is no longer burdened by the guilt of learning
English- and mastering it. I still remember those writing workshops I took in the 1980s, when I was
asked why I wrote bourgeois stories in the colonizer’s language. The panellists said I should write
about workers and peasants-and that I should write in Filipino. Without batting an eyelash, I
answered that I don’t know anything about workers and peasants, and to write about something I
don’t know would to be misrepresent them. To the charge that I write only in English, I showed
them my poems in Filipino, because the modern Filipino writer is not only a writer in either English
or Filipino, but a writer in both languages, or in Bisaya or Bikolano or Ilocano or Waray, languages
that are like colourful balls he or she juggles with the dexterity or a seasoned circus performer.
(11)So it’s not a choice between English and Filipino, but rather, English and Filipino , plus the
language of one’s grandmother, be it Bikolano, Waray, or Tausog. And in college, another
language of one’s choice, be it Bahasa Indonesia, German, or French-the better to view the world
from many windows, since to learn a new language is to see the world from another angle of
visions. In short, one no longer has to live between two languages, but to live in a mansion of many
languages.
(12)To end in a full circle, we must return to Rolando S. Tinio, who said: “Only the mastery of a first
language enables one to master a second and a third. For one can think and feel only in one’s first
language, then encode those thoughts and feelings into a second and a third.”
(13)In short, as a friend and fellow professor has put it, “The Philippines is a multi-lingual paradise.”
The earlier we know we live in a paradise of many languages, the better we can savor its fruits
ripened by the sun.

PAULINIAN ESSENTIAL ELEMENTS

Engaging, Trustworthy Team Builders & Mentors, who:

1. Invite open, non-judgmental communication with others, listening closely to the intent and spirit of their
words and offering clear, constructive responses in return; and

2. Publicly explain the purpose and potential benefits of all group endeavors, enlisting explicit agreement and
support for them from participants before proceeding;

PAULINIAN AFFIRMATION

As a Christ-centered Paulinian, I am an Engaging, Trustworthy Team Builder and Mentor, fostering community
through active collaboration.

Understanding. The reading selection above is an example of an explanation essay. Sharpen your
understanding of the text by answering the following questions.

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1. How does the author introduce the topic of essay?

2. In paragraph 4, the author asks the question “Why?” This signals that he explaining something.
What exactly is the phenomenon he is explaining?
3. What are the explanations he provides for the phenomenon you identified in no.2 above? Give
three answers.
4. In paragraph 7, the author writes, “Let me explain.” What exactly is the phenomenon he is
explaining?
5. What are the explanations he provides for the phenomenon you identified in no.4 above? Give
three answers.
6. How does the author end his essay?

FORMATION:

A key to writing successfully is maintaining our awareness as writers to a certain topic of interest
for this will influence our mood, tone and choice of words. Our determination and patience in conducting
research, developing topic and thesis statement, organizing our ideas, drafting essay and proofreading
by checking grammar and spelling are our driving elements to finish the task.

SYNTHESIS:

1. An explanation essay is a written piece of work that addresses ‘why’ questions. It aims to inform or
educate readers.
2. Writing an explanation essay requires pre-writing activities that will help you sharpen the focus of
your writing.

Lesson 2: THE BLOG

INTRODUCTION

WRITING A BLOG

Today, with easy access to computers and the Internet, people write their diaries differently. From
handwritten entries on a piece of paper or a notebook page, diaries on contemporary times comes in the
form of online journals which are called blogs.

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The term “blog” was first used in the 1990s. it is a short version of weblog,” or an individualized piece
of written work found on the web. It is defined below by dictionary.com.

Noun
1. a website containing a writer’s or group of writers’ own experiences, observations, opinions, etc.,
and often having images and links to other websites.
2. a single entry or post on such a website:
she regularly contributes a blog to the magazine’s website.

verb (used without object), blogged, blogging.

3. To maintain or add new entries to a blog.

verb (used with object), blogged, blogging.

4. to express or write about the blog:
she’s been blogging her illness for almost a year.

Blogs, like diary entries, are individual accounts of a writer’s experiences and emotions. Thus, the
viewpoint is usually personal and subjective. However, blogs are different from the traditional journal or
diary entry in the sense that blogs are uploaded to online platforms that make it easier for bloggers (those
who write blogs) to include visual features, as well as links to other sites on the net. Unlike diaries entries,
blogs are public in nature. This means that bloggers, even if they write about personal issues, must present
these issues in a way that would interest the general public. Blogs, compared to diary entries, are more
concerned with communicating a message, rather than simply expressing or documenting an idea or
emotion.

How does one create a blog? Go to wikihow.com and look up “how to start a blog.” The site
provides step-by-step instructions on how to create a blog from coming up with a concept, starting a blog at
blogger.com, launching a blog on Word Press, to promoting your blog. This lesson, however, focuses on
writing a blog entry.

PAULINIAN ESSENTIAL ELEMENTS

ENGAGING, TRUSTWORTHY TEAM BUILDERS & MENTORS, WHO:

3. Invite open, non-judgmental communication with others, listening closely to the intent and spirit of their
words and offering clear, constructive responses in return;
4. Clarify at the outset the substance and internet of all agreements and commitments made, making every
effort to fulfill them and supporting others to do the same;
5. Publicly explain the purpose and potential benefits of all group endeavors, enlisting explicit agreement and
support for them from participants before proceeding;
6. Initiate and develop jointly beneficial and sustainable projects with colleagues in which plans and
responsibilities are equitably shared, reliably carried out, and honestly evaluated by all

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PAULINIAN AFFIRMATION

As a Christ-centered Paulinian, I am an Engaging, Trustworthy Team Builder and Mentor, fostering community
through active collaboration.

FORMATION:

Writing blog opens an opportunity of a writer to create relevant content pertinent to his personal
day-to-day activities and marketing tactics to promote business. There are malicious issues involving
social media platforms that are rampant today including blogs content. Writers shall accountable in
uploading and posting contents on blogs for these can be used against you. Blogs shall serve its
purpose that is to connect you to the relevant audience for quality links that leads to your website
withOUT destroying anyone’s reputation and content post in other websites.

SYNTHESIS:

1. A blog is the online equivalent of a journal or diary entry.

2. Because of its public nature, a blog has more visual material and makes use of topics that are of
general interest to the public.

Lesson 3: RESEARCH-BASED ARGUMENTATIVE ESSAY

INTRODUCTION

FROM RESEARCH TO ARGUMENT:

PRODUCING A RESEARCH-BASED ARGUMENTATIVE ESSAY

By this time, you had already written one explanation essay and one blog. In this lesson, you are
expected to produce a research-based argumentative essay. What do you think are the similarities ad
differences among writing projects?

Explanation essay Blog Research-based

argumentative essay
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What is it? An essay that answers A personal journal or An essay that presents a
the question “why” diary entry that is writer’s position with
posted online support from research
studies
What is the To inform readers about Any of the following: To persuade readers to
purpose of the why something To entertain accept the writer’s position
writing project? happens To instruct
To inform
To persuade
Does it require Research may be used Research may be Research must be used to
research? but is not required. used but is not support the writer’s claim or
required position.
As shown in the table above, research is one element that distinguishes the argumentative essay
from the explanation essay and the blog. The research-based argumentative essay is the end product of a
research process that you must undertake. This process includes the following pre-writing tasks.

FORMULATING THE RESEARCH QUESTION

The essay you are writing as argumentative. This means you are expected to present a clear
stand on an issue that has at least two different (or opposing) sides. Some examples of contentious issues
include legalizing divorce and legalizing same-sex marriage; another position rejects the passing of such
laws.

Many good examples of contentious issues for your paper include those that do not deal with
legalizing practices in the Philippines. You may choose topics that concern your school, province, city,
town, barangay, or even those that relate to the environment in general, and other nations and regions,
such as South East Asia. For instance, you may want to take a position concerning waste segregation in
your barangay. You may also opt to look into the benefits of eco-tourism in your town.

Decide on an issue you would like to work on. Then, read about this issue. Check that the issue
has two opposing viewpoints. If this issue interest you, pick this as your topic for the essay. Then formulate
a research question similar to the examples that follow.

Why should divorce be legalized in the Philippines?

Why should same-sex marriage be legalized in the Philippines?
Why should the practice of proper waste segregation be instituted in my barangay?
Why should eco-tourism be promoted in my community?

Before you proceed to the next step, make sure that your teacher approves your research question first.

FINDING THE ANSWERS TO THE RESEARCH QUESTION

After formulating the research question, plan the next steps for finding answers to your question.
This requires the preparation of an annotated research bibliography, which is a list of sources with a brief
description of the content of each source. Your sources must be acceptable. Is the source relevant? Does it
provide the latest facts and figures? Is it reliable? Given these criteria for deciding on the acceptability of
sources, the following are usually not considered:

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Why do you think these sources are not acceptable? Discuss this issue with your teacher and
classmates.

After completing this annotated research bibliography, your teacher will help you decide if you are
ready to proceed to the research proper. Your teacher will determine if you have enough sources for each
of the two opposing positions of your topic.

The following activity sheet may be used in preparing your annotated research bibliography.

PAULINIAN ESSENTIAL ELEMENTS

ENGAGING, TRUSTWORTHY TEAM BUILDERS & MENTORS, WHO:

7. Invite open, non-judgmental communication with others, listening closely to the intent and spirit of their
words and offering clear, constructive responses in return;
8. Clarify at the outset the substance and internet of all agreements and commitments made, making every
effort to fulfill them and supporting others to do the same;
9. Publicly explain the purpose and potential benefits of all group endeavors, enlisting explicit agreement and
support for them from participants before proceeding;
10. Initiate and develop jointly beneficial and sustainable projects with colleagues in which plans and
responsibilities are equitably shared, reliably carried out, and honestly evaluated by all

PAULINIAN AFFIRMATION

As a Christ-centered Paulinian, I am an Engaging, Trustworthy Team Builder and Mentor, fostering community
through active collaboration.

FORMATION:

Writing research-based argumentative essay requires a strong arguments or viewpoints about

the chosen topic. We gather information and evidences to support our arguments and to establish or
positions in order to persuade other to share their opinions. When doing research, we need to consider
the intellectual property of others. Thus, we shall observe honesty by acknowledging the work of
others and citing their names to be recognized as original authors.

SYNTHESIS:

1. Research is an essential component in the production of an argumentative essay.

2. Writing the argumentative essay requires pre-writing activities that help sharpen the focus of your
writing.
3. Intellectual honesty should be observed in writing.

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Lesson 4: THE ORAL PRESENTATION

INTRODUCTION

PREPARING A SPEECH OR ORAL REPORT

Some students and professionals do not like the idea of speaking in public, whether in front of
small or large groups. Just the thought that they will be facing people already makes them jittery. However,
this is a normal part of life. When you become professionals, there will always be a time that you will face
an audience. It may come as an unplanned activity in which you will be forced to speak impromptu or it may
be a previously planned event that has given you sufficient time to prepare. Whatever the case may be, you
need to exude some degree of confidence as presentation of oral reports or speeches can be very
threatening.

As students, you should take seriously any opportunity that comes your way and that requires you
to deliver a talk. For example, in class, there will be instances when you will be asked to make an oral
report of a topic assigned to you. You may be asked to deliver a speech as a classroom activity. Though
you may find these tasks difficult, you need to take them seriously as the will certainly benefit you when you
become professionals.

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Being able to speak of an effectively in front audience will always be an advantage. Some
professionals become most sought-after speakers because of their good oral communication skills. They
are invited to give keynote speeches or give lectures on a select topic in conferences or give trainings in
seminar-workshops. Sometimes, they are also tapped to give a sales pitch or a product presentation.
Likewise, they are asked to deliver inspirational or motivational speeches during graduation ceremonies or
in a similar communication setting.

So how do you prepare for this difficult task? Consider the following so you can render an effective
speech and be a good speaker:

1. Audience- Know the profile of your listeners. It is important that you know who will listen to you-
their age, gender, educational background, religion, economic status, and interests. Also, know
how much the audience knows about the topic. That way, you can avoid discussing points that
would run contrary to their beliefs and practices and thus prevent miscommunication and
misunderstanding. Further, you can introduce new things for t hem to learn and not simply repeat
things that they may have already learned from previous speakers. Know how to read the posture
and gestures of your audience members as these will signal to you what kind of an audience they
are. Be ready to face different kinds of audiences as there may be some who are questioners,
hecklers, disrupters, hostile, or unresponsive/bored audiences. Know how to deal with any
unpleasant incident or conflict with your audience and always stay in control of the situation.
2. Logistics- It is something basic or essential for every speaker to know who is organizing the event.
Know who will be introducing you and who will be speaking before and after you. That way, you will
be able to tie up the earlier presentation with your own resulting in a more coherent presentation.
You may even give the audience an idea as to what the next talk is going to be.
2.1. Venue- The venue is equally important. Locate the lights and if you have movable visual aids,
know where to position them. As a speaker, you should also know how to position yourself and
how you should move in front to get the attention of the listeners. Remember to work on your
posture and avoid bad habits when speaking. Do not block the view of your visual aids as you
present them. Employ a balanced posture by not standing on one leg only. Do not lean on any
object that will give support to your weight. These postures give the impression that you lack
confidence and authority.
2.2. Facilities- Ask beforehand about the pieces of equipment available for you. These facilities should
match the presentation aids that you will use. If there is no available projector, find a way to have
one especially if your visual aids are highly complex. If there are any electrical problems or
technical glitches you encounter, know how to trouble-shoot them.
3. Content of report/speech/lecture- Since you have been invited as a speaker, the organizers might
have sought you because of your reputation as an effective speaker. If the purpose of the event is
to inform just like in a convention, conference, or a training-seminar, it is expected that you are able
to contribute new information. If the purpose is to entertain, your speech should be lighthearted,
amusing, and lively. If the purpose is to persuade, your presentation should sound convincing
enough. Note, however, that any communicative event may have more than one purpose but there
is always a more dominant one.

So how do you prepare for the big event? The following are some tips for you:

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1. Read a lot. Research on the topic assigned to you. With the fast-changing times, it is certain that
there are new developments that have occurred in the field. As a speaker, you should be kept
abreast of these new developments by reading a lot.
2. Prepare your oral presentation with an introduction, body, and a conclusion. There are
different techniques to open and close your presentation: (a) using a startling or shocking
statement; (b) beginning with a question; (c) using a quotation; (d) narrating an anecdote or a story;
€ singing a line from a song; and (f) presenting statistics. The strategy you will employ should
match the topic that you will present. For example, you cannot sing a happy song if the topic has
something to do with a tragic event. Remember that your introduction and concluding parts will
leave a lasting impression on your audience.

As regards the body of your presentation, emphasize the major points you wish to make backed up
with supporting statements to further elucidate your main points. Arrange your thoughts in a logical
sequence so your listeners can easily follow through your talk. You can do this by employing transitional or
cohesive devices to make your ideas coherent.

3. Rehearse by practicing aloud and getting the feedback of those who will act as your audience
during the rehearsal stage. You may invite your family or friends to listen to you while rehearsing.
Their comments and suggestions can be useful for you to improve your presentation before the ‘big
day.’

For the introduction, use gambits such as:

a. I would like to talk about…

b. I believe that the topic is…
c. Let me relate a…

For the conclusion, use gambits or expressions such as:

a. Summing up the points I discussed earlier…

b. To summarize…
c. In conclusion…
d. To conclude…
e. Finally…
f. To end my talk or speech…

Then restate the highlights you mentioned. You may also challenge the listeners to act on the ideas you
presented if the purpose of the oral presentation is to convince or persuade.

4. Use technology. In this day and age, most speakers use technology. Technology forms part of
their audio and visual aids. Through these tools, listeners can easily follow the discussion because
they not only hear but also see the highlights of the presentation. A disadvantage, however, is that
some speakers rely on their visuals that when technical problems arise, they are caught off-guard
and their presentation goes awry.

Technology tools should be used sparingly. Visuals should be utilized only to enhance your
presentations. Thus, do not copy and paste on the slides what you are to say and then simply read them
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verbatim. It is important that you only use key words in your slide presentation. Pictures that will represent a
concept are also encouraged. The same is true with graphs, tables, charts, maps, quotes, and important
passages and sayings.

DELIVERING THE REPORT/SPEECH/TALK

Now that you have prepared your report/speech/talk, you are ready to make your oral presentation.
You have spent a great deal of time reading, researching, and writing this oral output so you should also do
your best to deliver it confidently.

When you deliver your report, speech or talk, make use of both the verbal and non-verbal code. In
Unit 1 Lesson 2, you already learned that effective communication calls for the blending of the two codes.
These two are always linked together. While the former is important, the latter is equally essential as it
gives emphasis to a striking thought or idea.

1. Paralinguistic cues- Subsumed under this category are facial expression, posture, gesture, and
movement. For facial expression, the eyes and eye-to-eye contact are very important. There is the
saying which states: “The eyes are the window to the soul.” This means that by establishing eye
contact or through gazing, one can detect the emotional state of a person. For example, it is
difficult to hide your real emotions and fake your feelings when people look straight into your eyes.
When you are happy, your eyes become bigger without you being conscious about it. When you
are sad, worried or anxious, your eyes become smaller as you raise your eyebrows and make
them furrow.

Posture, on the other hand, refers to the speakers’ stance. How speakers carry themselves during
the presentation will show whether or not they possess credibility. It is important that as speakers deliver
their messages, they project an air of confidence so they can get the attention of the listeners and win them
over to their side.

So how do you execute a correct posture? Simply stand comfortably with your feet at least six to
eight inches apart, with one foot over the other. Your weight should also rest on the balls of your feet and
your hands should hang naturally at the sides. Ask yourself if you are comfortable enough with the way you
stand.

Another important variable is gesture. Speakers who employ gestures in their speeches or reports
are more convincing than those who do not. Gestures are used to make a point more emphatic. However,
they should be used only for important points raised as they can become distractive when used often.
Gestures abound so a speaker should know how to create variety.

Finally, there is movement. Whereas gestures are made by some parts of the body such as the
hand and the arm, movements is made by the entire body (e.g., movement of the head, shoulder, feet,
etc.). 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 negative non-verbal cue. A speaker should know how to
move on stage so that his/her movement will not be distracting to the audience.

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It is to be noted that while dress or attire is not considered as a paralinguistic cur, it is still classified
as non-verbal. One way to attract the attention of the audience is by dressing up properly. As a speaker,
you should look good and pleasing to the eyes of the listeners. Dress appropriately but do not overdo it as
may create a gap between you and the audience. You should be well-groomed with your hair neatly-
combed and your shoes well-polished. Pieces of jewelry or fashion accessories should also be used
conservatively.

2. Prosodic features- When making a presentation, there are features that you need to observe.
When you speak, aim at delivering your message clearly through intelligible and comprehensible
pronunciation. You need to articulate the sounds clearly by paying attention to how you move your
lips, tongue, and teeth. An aspect of articulation is assimilation. It means blending the final sound
of a preceding word with the initial sound of the following word. Consider the examples below:

To each his own the pros and cons

To each izown the prosend cons
The splendour in the grass for a while
Thus splendour in the grass fora while

Try reading the examples above. Blend the sounds. Do you think you were able to achieve
assimilation?

Finally, note that successful communication depends on prosodic features such as

intonation, tone, stress, and rhythm. Pauses on phrases and sentences are likewise prosodic features.
While it is impossible to imitate or sound like Americans or the British who use English as their native
tongue, try to at least approximate them. If the listeners cannot understand what you say because of
the rate or speed by which you speak, do it more slowly.

PRESENTING IN GROUPS

The earlier discussions apply to both individual and group presentations. However, when making a
group presentation, everyone should be a team player and members should not compete with each
other. Note that since you are working with a team, there should be coordination among you.
Guidelines should be strictly followed especially if it is a group tasks. Planning is of the essence so that
your presentation is coherent and does not become fragmented. As you prepare your presentation,
note the following tips:

1. Assign a specific task to each group member.

2. Divide the work accordingly. Each should know the part assigned to him/her as well the time
allotted to each.
3. Decide on a strategy as to how you will begin and end your group presentation.
4. Prepare your audio-visual aids to hold the attention and increase the interest of the listeners.
5. Practice on your own. Then come up with a schedule acceptable to the team in which you can
rehearse as a group.

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6. Get feedback from your teammates as to how you can still improve your presentation in particular
and the presentation of the group in general.
7. As individual and group presenters, think of possible questions that may arise after the
presentation. If you cannot think of an answer, seek the help of your groupmates.
8. As individual and group presenters, respond to questions effectively during the question time. If it
happens that nobody from the group knows the answer, be honest to admit that you will find time to
research on the matter.

OVERCOMINGG ANXIETY OR STAGE FRIGHT

Many speakers become tense when making small and big presentations. This is normal.
Becoming nervous, only shows that you care about your presentation. You are concerned about whether
the audience will pick up something from your talk. Note that a little amount of nervous tension is needed if
you aspire for an excellent performance. At the beginning, you may experience anxiety, but as you go
along with your presentation, your nervous tension will ease up.

Eugene White and Claire Henderlinder (1956) stated that: “we do not actually fear the process of
speaking as such but a negative response from the listeners.” This is indeed true. What people actually fear
is not the process of speaking but the negative response, comment, or feedback from the listeners.

There are ways by which you can overcome stage fright. One way is by preparing thoroughly for
your presentation. It is important that you know about the topic and that you know more than your listeners.
Another way is to practice. The more you practice or rehearse, the more confident you become

Stage fright then can be minimized. It is not also a negative feeling all the time. Learn how to
convert this social fear into something positive so that you can aspire for top performance.

PAULINIAN ESSENTIAL ELEMENTS

ENGAGING, TRUSTWORTHY TEAM BUILDERS & MENTORS, WHO:

11. Invite open, non-judgmental communication with others, listening closely to the intent and spirit of their
words and offering clear, constructive responses in return;
12. Clarify at the outset the substance and internet of all agreements and commitments made, making every
effort to fulfill them and supporting others to do the same;
13. Publicly explain the purpose and potential benefits of all group endeavors, enlisting explicit agreement and
support for them from participants before proceeding;
14. Initiate and develop jointly beneficial and sustainable projects with colleagues in which plans and
responsibilities are equitably shared, reliably carried out, and honestly evaluated by all

PAULINIAN AFFIRMATION

As a Christ-centered Paulinian, I am an Engaging, Trustworthy Team Builder and Mentor, fostering community
through active collaboration.

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FORMATION:

Giving effective oral presentation can influence the minds of the audience or listener. Once the
audience is affected by the speech; therefore, the speaker is effective. Even how good the speaker is, he
or she must be reliable and efficient of the information, open-minded, consistent and honest of his or her
commitment of work.

SYNTHESIS:

1. When preparing a report or speech for oral presentation, make a profile first of your audience and
the logistics involved. i.e. venue and facilities. Then read up and research on the topic so you can
write an effective report, speech, or talk.
2. When making your oral presentations, pay attention to the paralinguistic cues and prosodic
features of the language. Whereas paralinguistic cues involves facial expression, posture,
gestures, and movement, prosodic features include intonation, tone, stress, rhythm, and pause.
3. When making a group presentation, follow strictly the guidelines so you can come up with a good
performance. Be a team player so that the individually assigned parts cohere with each other.

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LESSON 5: THE DEBATE

INTRODUCTION

TYPES OF DEBATE

You may not be aware of it but you use debates even in your daily activities. You hear people
argue in different domains-home, school, office, market, church, and in the government. This is so because
a debate, loosely defined, involves the exchange of opposing ideas or arguments. A debate, which is
carried out in a formal manner, usually takes place in public meeting. The exchange of arguments follows a
certain procedure or a set of rules and has a definite format.

There are two types of debate: the formal and the informal. Formal debated are held in formal
settings such as in school, in the House of Representatives, and in the Senate. Debaters come prepared,
equipped with the knowledge they need to be able to reason out effectively. A topic is debated upon and
the debaters listen to the arguments raised by the other debaters from which they build their arguments and
argue their position.

Informal debates, on the other hand, do not follow strictly a structure. While there are also two
sides-the affirmative and the negative-it takes place anywhere and does not have to involve two teams. It
may take place between two or more people, arguing for or against a certain issue. An example would be
two friends, deciding where to eat their lunch for the day.

SKILLS NEEDED IN DEBATE

You need all the language macro-skills to be an effective debater. The productive and receptive skills
work together and are not independent of each other. Certainly, these skills should go with critical thinking
especially since listening, speaking, reading, writing, and viewing can only be successful if practiced with
critical thinking. As you listen, speak, and read, you also need to take down notes so note-taking, speak,
and read, you also need to take down notes so note-taking is imperative.

READING

For you to become a successful debater, you should be a wide reader. Sir Francis Bacon once
said: “Reading maketh a full man, writing an exact man.” What does this mean? From what angle or
perspective can you explain this quote?

Many say that through reading, you can visit places, experience other cultures, and learn new
things. In fact, if you read extensively, you are able to look at things differently. Your knowledge of things is
not restricted to a single perspective but to many. You are able to weigh things more objectively because

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you have gained a deeper understanding of life. Such is the beauty of being a book lover or a passionate
reader.

SPEAKING

Your being voracious reader or a bookworm will certainly manifest itself in the way you speak.
You never run out of thoughts and words once you are asked on a certain topic. The knowledge you have
gained from reading can manifest in your wide vocabulary and in a distinct use a speaking style that can
change the minds of your listeners, sway and win them over to your side. When you speak, always
remember that you should articulate your thoughts very well, pronounce clearly the words you
utter, use the appropriate rate and volume, speak with grammatical accuracy, maintain the correct
bearing or poise, and employ non-verbal code such as gestures, facial expression, and movement.

WRITING

It is in the writing skill where the ‘making of a full man’ is achieved. Reading and writing are
skills that go together. As a passionate reader, you increase your vocabulary significantly. You are able to
express in writing your full understanding of yourself, the world you are in, your views about life, and your
perspective of people. But you become only a full man if you are able to adjust to the needs of the time and
are mindful of your shared responsibility to help improve other people’s lives.

ETHICAL CONSIDERATION

Freely and Steinberg (2014) in their book Argumentation and Debate: Critical Thinking for
Reasoned Decision Making define ethics as “ a set of constructs that guide our decision making by
providing standards of behaviour telling us how we ought to act”.

However, they have added different ways of conceptualizing ethics as follows:

1. Ethics may be thought of as a complex foundation of morally based rules, as might be adhered to
within a culture of a group.
2. Ethics may provide specific guidelines for individuals or groups engaged in similar activities or with
occupational concerns, for example, business ethics or sportsmanship.
3. Ethics may characterize the way people think of themselves and the self-applied measures for right
behaviour based in personality or experience which guide them to virtuous or appropriate
behaviour.
4. Ethics may construct a general or universal set of values, guiding a broader understanding about
the human condition born of philosophical commitment, constructs, and motives.

Debates, therefore, question issues of right and wrong including the applications of standards
ethics. At times, people also find themselves challenging their own ethical standards. It is difficult to
assume that just because a debater sees something to be unacceptable, then it really is. Assumptions lead
to poor arguments and poor-decision-making. Remember that people have differing ethical assumptions
about this world. They have been different ways of viewing things.

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It is essential not to make sweeping statements when laying down arguments as these may pave
the way for the opposing team to question the claims.

DRESS AND APPEARANCE

You should be mindful of how you look in a formal debate. Your appearance is just as important as
the paralinguistic cues and non-verbal behaviour. If you are a female speaker, wear a business attire that
will make you look respectable. Do not wear colors that are ostentatiously attractive. Very high-heeled
shoes and flat shoes should also be avoided. Instead, wear heels that are manageable, for example, 1 ½ to
2 inches. Make-up and jewelry should also be worn conservatively.

For males, you also need to wear business attire, avoiding loud colors. Should you wear a coat
and tie, do not wear a tie that comes in flashy or glaring colors. You should be able to match your inner
clothes with your outer clothes. Do not wear large ornaments. Your nails should be cut, hair well-combed,
shoes neatly-polished.

PAULINIAN ESSENTIAL ELEMENTS

ENGAGING, TRUSTWORTHY TEAM BUILDERS & MENTORS, WHO:

1. Invite open, non-judgmental communication with others, listening closely to the intent and spirit of their
words and offering clear, constructive responses in return;
2. Clarify at the outset the substance and internet of all agreements and commitments made, making every
effort to fulfill them and supporting others to do the same;
3. Publicly explain the purpose and potential benefits of all group endeavors, enlisting explicit agreement and
support for them from participants before proceeding;
4. Initiate and develop jointly beneficial and sustainable projects with colleagues in which plans and
responsibilities are equitably shared, reliably carried out, and honestly evaluated by all

PAULINIAN AFFIRMATION

As a Christ-centered Paulinian, I am an Engaging, Trustworthy Team Builder and Mentor, fostering community
through active collaboration.

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Lesson 6: LITERATURE AS COMMUNICATION

INTRODUCTION

UNDERSTANDING LITERATURE

A society is believed to be more advanced if it has a long history of written literature. Through written
literature, many things about the history and culture of a society are revealed. The American novelist. F.
Scott Fitzgerald once wrote about the beauty of literature: “You discover that your longings are universal
longings, that you’re not lonely and isolated from anyone. You belong.” Literature connects people to each
other through ideas and concepts that are known to them. Because of this, literature is said to have a
universal appeal.

 The setting of the story is the time and place in which the story unfolds.
 The story unfolds through a series or sequence of events, which make up the story’s plot.
 The plot includes a conflict. This usually involves a ‘problem’ that needs to be resolved. The plot
moves towards the resolution of this problem.
 There are characters, or the ‘actors’ in the story. Depending on the nature of the story, the
characters may come in the form of people or animals.
 Stories make use of images, which are objects in the story that appeal to the reader’s senses
(sight, smell, taste, hearing, and touch). When these recur, they may be interpreted as symbols
with meanings that go beyond the literal level.
 The theme is the main idea or message that the author intends to convey. All the elements unify to
support the story’s theme.

One form of literature that is familiar to many is the short story. A writer crafts a short story to convey an
idea about the human experience. The crafting of this story involves the use of a set of fictional elements
that come together to create an imagined world. These elements are identified and described as follows.

 Macaroons
 To ogle
 To hover
 Fudge
 To zoom in
 Doberman
 To titter
 Pudgy
 To hunch up

SWEET SUMMER

By: Cyan Abad Jugo (2004)

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(1) The candy club were all twelve that summer, sitting every afternoon on the village’s water tank,
savouring macaroons, Halls honey-lemon, and Cloud 9. The older boys had begun to hover about
like bees, ogling them like treats- but only the two creamy long-legged eclairs, not that nut-brown
fudge in a housedress melting in the sun.
(2) One day, before the boys zoomed in, a younger boy approached with his Doberman, reaching for
the faucet.
(3) “think of worms, of diarrhea,” Camilla said, nose addressing the still air.
(4) The boy looked up and considered the three girls, none of them looking. The dog ignored them,
and lapped at the water flowing into the boy’s hand. The boy splashed some on his face and hair,
then straightened up, letting the water drip.
(5) “Aachoo!” Faye winked at the bright sky.
(6) Sara could not bear it, and turned her raisin eyes upon the boy.
(7) His hand shout out at once, dirt under fingernails, but she bent and took it.
(8) “Freederick,” he said, “and Dolby.” He indicated the dog
(9) Camilla and Faye tittered, now regarding him. “That’s Sara the Square you’re shaking hands with.”
(10)Sara hunched up. “You live here?” she asked, and he nodded. “I’ll walk with you.”
(11)Camilla and Faye snorted. The boy shrugged. The dog loped off.
(12)“Frederick, walk your two dogs!” Camilla ventured. Laughter. High fives.
(13)Sara slid off the tank, cement scraping the back of her thighs. She ran to take her place beside the
boy and his dog.
(14)The nut-brown fudge regarded herself with surprise. A boy, even though he was only around
eleven, was talking, walking, with her! She offered Frederick a choice of sweets. He picked the
honey-lemon. Good, since she wanted the Cloud 9.
(15)Sara bounced, smearing her fingers with chocolate. Her glee rubbed off on Dolby, who ran and
pounced. She lay pinned to the sharp grass, blades pricking through her housedress. Dolby started
licking. She laughed and tried to shoo him, accidentally touching his nose. He chased her fingers.
Frederick whistled, and the weight that was Dolby left her. Frederick offered his hand the second
time that day, and for a while, she forgot the brown face, pudgy hands, and squarish body.
(16)“Don’t walk alone at night,” Frederick warned. “People can jump at you like Dolby did.” Frederick
sprang and rolled on the grass, demonstrating. Dolby barked twice and followed. Sara watched
both of them-one, then the other-and wished it had been the boy who had jumped at her and not
the dog.
(17)She offered him her hand. After all, he had given his. When she stood up, his lemony breathe
touched her face, and her heart leapt as if she had been kissed. He didn’t let go her hand either.
He bowed and danced her about in a jerky sort of dance, Dolby snapping at their heels. Then it
ended, grins spreading on both their faces.
(18)“What was the shit?”
(19)They let go at once. Felix. Sara recognized him.
(20)“Nothing, Kuya,” Frederick replied, choking. He cleared his throat and spat a sliver of honey-lemon.
It glistened gold on the pavement before Dolby licked it off,
(21)Felix laughed and cuffed his brother, “You’re a natural! I’m proud of you! Now let me introduce you
to some real yummies over there…”
(22)Off they went the way Frederick and Sara had come, but forgetting Sara. Only the dog looked
back, licking his nose.
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PAULINIAN ESSENTIAL ELEMENTS

ENGAGING, TRUSTWORTHY TEAM BUILDERS & MENTORS, WHO:

15. Invite open, non-judgmental communication with others, listening closely to the intent and spirit of their
words and offering clear, constructive responses in return;
16. Clarify at the outset the substance and internet of all agreements and commitments made, making every
effort to fulfill them and supporting others to do the same;
17. Publicly explain the purpose and potential benefits of all group endeavors, enlisting explicit agreement and
support for them from participants before proceeding;
18. Initiate and develop jointly beneficial and sustainable projects with colleagues in which plans and
responsibilities are equitably shared, reliably carried out, and honestly evaluated by all

PAULINIAN AFFIRMATION

As a Christ-centered Paulinian, I am an Engaging, Trustworthy Team Builder and Mentor, fostering community
through active collaboration.

Understanding. Check your understanding of the literary elements discussed in the input. As well as the
application of these elements to the story, by answering the following questions:

1. How would you describe the following characters in the story? Support your description of the
characters with details from the story. You may use the table below as your guide.

Characters Description Support (Identify the paragraph where the

details appear)
Sara

Camilla and Faye

Frederick

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Felix

2. How do Camilla and Faye see Sara? Support your answer with details from the story.
3. How do Camilla and Faye see Frederick? Support your answer with details from the story.
4. There is recurring image (or images) in the story that is associated with the character Sara. This
recurring image (or images) is a symbol that has meanings beyond the literal level. What are these
symbolisms?

PROCESSING:

1. In activity 1, you learn the elements of short story: setting (time and place in which the story
unfolds), plot (sequence of events), conflict (problems that needs to be resolved), characters
(actors in the story), images (reader’s senses), symbols (meaning beyond literal level), and theme
(main idea or message).
2. In activity 2, you learn to describe the characters of the story, symbolism of the images,
significance of the last paragraph and the reality behind the human experience present in the story.
3. In activity 3 and 4, you learn the meaning of symbolism as portrayed by the characters in the film
and document the literature works of Dr. Jose Rizal and its historical significance.

FORMATION:

Literature opens creative and imaginative sides of the writer to connect individuals with larger
truths and ideas in a society and to record their thoughts and experiences in a way that is accessible to
others, through fictionalized accounts of the experience. Literature has entertainment, political, artistic,
cultural, historical, philosophical, moral and ethical values that readers can learn from reading. Through
literature, we appreciate the meaning and the value of life behind the words used by the writers and we
manifest our sense of patriotism by understanding the historical sense of the plights of Filipinos during
colonization times.

SYNTHESIS:

1. Literature is used as a vehicle for communicating ideas.

2. Fictional elements come together to deliver an author’s message about the human experience.

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3. The fictional elements include the setting, plot, conflict, character, images, symbol, and theme.

REFERENCES

Floyd, K. (2012). “Interpersonal Communication.” New York, The McGraw-Hill Companies

Madrunio, M. & Martin,I. (2018). Purposive Communication Using English in Multilingual Contexts.”
Quezon City: C & E Publishing, Inc.

Padilla, M., Dagdag, L., & Roxas, F. (2018). “Communicate and Connect! Purposive Communication.”
Malabon City, Philippines: Mutya Publishing House Inc.

3G Elearning FZ LLC (2014). “Basic Communication Skills.” UAE, 3G Elearning FZ LLC

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