Tiaong-Gec06-Rubio M&F

SOUTHERN LUZON STATE UNIVERSITY 1
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Overview
Commercials and advertisements are now all over. It has been one of the many
means of establishments to communicate to their audience. You, being a consumer
who have witnessed probably hundreds of this so called ads, how many of which did
you believe? how many caught your attention? how many have you ignored? Do you
have a particular reason for your response?
Notice how fast food restaurants have commonality in the choice of their color. It
is the same with banks and even local business establishments. Also, have you
thought of the font style of the signages that you often see outside? Does it affect the
thought process of the people who will be seeing it? Have you ever pondered on these
trivial things?
Most often, the advertisements that we see are definitely more than what meets
the eyes. For instance, the billboard in Pasig City (Philippines) of Napoleon Quince
(brandy) in 2004 has garnered a lot of attention and criticisms from different sectors
specifically those of the women and children advocates due to its negative effects
towards its spectators. The said billboard has the picture of the Napoleon Brandy
(Fifteen Years Old) at the right and a tagline of “Nakatikim ka na ba ng kinse años?”;
at the bottom part is the picture of their logo with their name Napoleon Quince (Arao,
2004). If you have seen such advertisement, what kind of thinking and reaction
would you have? Will you consider the billboard as effective?
In this day and age, when all are in chaos and panic, and fake news are
everywhere, you have to be critical and practice media literacy. You have to
understand how media messages are constructed, how values and point of views are
embedded in media, how each person can interpret messages differently, how media
is used for commercial, ideological and political interests, and how creative language
are manipulated in constructing messages (Center for Media Literacy, 2015).
Thus, this module presents the basics of semiotics - the study of signs and
symbols. Throughout the discussion, you will be analyzing texts and images.
Moreover, multimodality will also be delved into in this module to allow your critical
minds to wander and question a message’s representation by looking at every
meaning resource available. Afterwards, you will be asked to apply these concepts by
creating your own version of a credible and sensitive media presentation.
Objectives
At the end of the module, you are expected to:
A. Talk about the nature of message in communication
B. Evaluate multimodal texts critically to enhance receptive skills (listening, reading
and viewing)
C. Convey ideas through oral, audio-visual and/or web-based presentations for
different target audiences in local and global settings using appropriate registers
D. Adopt awareness of audience and content in presenting ideas
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INCORRECT vs. CORRECT LANGUAGE USE
Prescriptivists are people who set down rules for correct language use. They are the
educated members of the society who have the power to sanction speakers for not
following language rules. Prescriptivists equate correctness to strict observance of
the rules of grammar. Cameron (2003) strongly associated prescriptivism with those
forms that are most conservative, elitist and authoritarian. Fromkin and Rodman
(1998) likewise defined it as “Rules of grammar brought about by grammarians”.
Descriptivists describe the language without being hypercritical or expressing

judgement. Fromkin and Rodman (1998) stated that “It does not tell you how you
should speak; it describes your basic linguistic knowledge. It explains how it is
possible for you to speak and understand and it tells what you know about the sounds,
words, phrases and sentences of your language.”
TEXT ANALYSIS
It was stated that English has been considered as an international language

paving its way to many domains in each country. For instance, government,
education and businesses are some domains where English is prevalent. For
countries which are non-English speaking ones, they still utilize English in some of
their establishments and even signage at most for the sake of foreign people.
However, for cases like this, problems like ill-translation from their native language
to English language often occurs. Note the following example.
Car and owner for sale.
The statement is an example of an ill-translated text to English language. What

comes to mind when after reading the statement? For people who are well-versed in
English, they will notice that an error is present. It will look like both the car and its
owner will be sold. With the example provided, it is important that the context of the
statement is known. Where is it posted? What is the purpose? If one knows that the
statement above is a signage in Manila, Philippines with the purpose of selling
vehicles, what do you think is the corrected statement so as not to avoid confusion?
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Yes, it can be reconstructed as ‘Car and owner-type jeepney for sale”. Note that an
owner-type jeepney is a term used by Filipinos to refer to a kind of a usually privately
owned vehicle.
Let us practice more by reconstructing the following ill-translated signage in

English.
1. Women are not allowed to have children in the bar (posted in a cocktail
lounge).
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Mental Health Prevention Center (hospital in Africa).
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Drop your trousers here for best results (laundry shop).
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Here are some terms relative to SEMIOTICS:

SEMIOTICS involves the study not only of what we refer as ‘signs in everyday
speech, but of anything which stands for something else; in a semiotic sense, signs
take the form of images, sounds, gestures and objects (Chandler, 2017). With this
sociolinguistic study, we also look at SEMIOSIS/ SIGNIFICATION, which is the
process by which a culture produces signs and/or assigns meaning to signs, but since
meaning production or semiosis is a social activity, subjective factors are involved in
each individual act of semiosis (Eco, 1976). There are two (2) indispensable
components in signification:
 Signifier is the realization of a meaning, while

 Signified is the meaning/ concept which the signifier refers to.
Signifying SURRENDER
WHITE FLAG
Signifying FIRE
SMOKE
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What is the role of semiotics in the world of messages and meanings?
Semiotics makes us realize and understand that information or meaning is not

contained in the world or in books, computers or audio-visual media. Meaning is not
transmitted to us - we actively create it according to a complex interplay of
codes or conventions of which we are normally unaware. Becoming aware of such
codes is both inherently fascinating and intellectually empowering (Chandler, 2017).
Moreover, semiotics can help us to take “reality” for granted because reality does not
have an objective existence; it is something that is subject to human interpretation.
Analyzing and questioning the realities of signs can reveal whose realities are
privileged and whose are suppressed.
MASS MEDIA AND MULTIMODAL TEXTS
MASS MEDIA refers to the type of communication that uses technology to

simultaneously reach a wide audience. Since its reach is a diverse audience, meaning
resources are exploited. Hence, producers combine two or more of the five semiotic
systems - lingistic or textual system, visual system, audio system, gestural system
and spatial system - which is a MULTIMODAL TEXT (Anstey & Bull, 2010).
Multimodal texts are now very prevalent in this fast-changing world. Many
institutions have already recognized the necessity of incorporating multimodality in
their fields. In advertisement, simple flyers might not be as appealing as
commercials. In education, the use of a mere chalk might not already be enough in
the short attention span that students have nowadays. Hence, transfer of
information is usually done through multiple modes.
As mentioned, anything that you can see from simple store signages and even
billboards can be subjected for your analysis since you are one active meaning-maker.
In the world of advertisements, artists have been utilizing various ways and
approaches in order to promote whatever it is that they are endorsing. They can
always play with colors and layouts and be utmost creative with texts. In like
manner, different organizations who are advocating for something are also using the
same method in order to raise awareness on the message that they wanted to convey.
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The following discussion presents an example image and the questions that succeed
are the your guides for the analysis.
1.Who created this message?

2.What creative techniques were used to attract my attention?
3.How might different people understand this message differently from me?
4.What values, lifestyles and points of view are represented in, or omitted from this
message?
5.Why is this message being sent?
The image is a picture featured in one of the holiday cards that surfaced the social
media with 45, 500 shares (BBC Trending, 2015). Accordingly, the image was meant
to be humorous however, it was differently received by the audience as they related it
to women degradation.
The following is an example analysis of the picture from someone who has a detached
context of the image.
This is a world in which power is the very essence of existence. Whoever holds the power
has the dominance over the other whose power is limited, whose power is restricted. It is
inherent not only on the societal level but also on the smallest unit that constitutes
society, the family. Although there is a basic notion that a family has some sort of
equality within, the picture illustrates how power works based on the role that one is
playing as its member.
Who created this message?
The picture, at first glance, seems to be a normal and ordinary picture of a family.
However, scrutinizing it would reveal otherwise. There is an implied message. People
who created the picture are individuals or even organizations who are aiming for its
audience to be aware and enlightened regarding the issue of power play by implicating
the message using a picture of a family. They might have used such image as it is quite
relatable and it speaks for reality, power begins with our hierarchy in the family. In
addition, the creators may be members of a culture whose perspective of power is
dependent on gender, age and other factors thereof.
What creative techniques were used to attract my attention?
Being a member of a family, the image already interests me. Also, the setting where the
image is “supposedly taken” adds message to the bigger picture. Likewise, the
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representation of each of the member of the family is quite controversial considering the
censorship that was assigned to each one of them. Lastly, the text indicating “Peace on
earth” have triggered my curiosity as I wanted to know its connection to the entire
picture.
How might different people understand this message differently from me?
I have been in existence during the years when people are struggling and fighting for
their rights to cultivate power even at its minimum. I believe that power is not dictated
by gender, age or any aspects thereof. Everyone has the power within and we are free to
practice it as long as we have the capacity and we know how to take responsibility. As
what Spiderman said “With great power comes great responsibility.” Hence, I do not
agree with the picture's representation of power.
Though I may have my own belief, other people may agree with what is presented as
such may be a norm in their culture and such must be followed.
What are the representations present in the picture?
The following are some of the representations and meanings that I have formulated
based on the picture.
SETTING- With trees in the background, it adds to the idea of tranquility, which is
something that is wanted to be achieved in the picture.
FATHER- He holds the great amount of power in the family. He is a man and he is the
oldest. He has the power of knowledge and words. He controls and manipulates the
actions within the family.
MOTHER- She is next in line in holding power. She cannot acquire it fully as she is a “she”.
She may have access to knowledge but she has no right to speak as shown by the cover in
her mouth. This is a sign of submissiveness. She only has to listen to whatever the
husband says and she has to comply without complaints.
SON- His eyes may be covered because whatever that he needs to know will be fed by his
parents. The things that he ought and not ought to know would be dependent upon
those who are holding power. Being a male gives him the privilege to speak for himself
and he has the power to act according to his will as illustrated by his free hand.
DAUGHTER- Unfortunately, the daughter has the least power in the family. They do not
have access to information as everything will be fed up to them by their parents. Being
born as a “lesser” gender, they do not have the privilege of speaking for their own.
CLASP HANDS- It can be seen that only the women have hands put together. This
symbolizes that they do not have the freedom to do what they want. They are under
control. They have to submit themselves to the “dominant”.
“PEACE ON EARTH”- It would be achieved if such power distribution is followed. It would

be achieved in a man-dominated environment.
Why is this message being sent?
This picture exemplifies the obsolete idea that having a man to run the world would
result to a greater good. However, this is no longer true as women can also do great
things to the world.
Basically, the picture wanted its audience to generate awareness and to break free from
this old notion. It wanted us to free ourselves from the blindness brought by power.
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Moreover, it wanted us to distance ourselves from the stereotypical power distribution

carried by being a man or woman.
Indeed, holding great power means having much privileges. However,holding such power
must not be kept to one's care. It must be shared to those who holds lesser power. The
father, being the head of the family, must educate his children to be critical thinkers, not
being a puppet to anybody. Achieving a peaceful world is not about who holds the power
instead, it is a matter of compromise.
Based on the analysis above, it can be inferred that the author dealt with the
idea on power. Likewise, the approach on the analysis is quite personal. For others
who would have their own take of the analysis, they may dwell with other
perspectives such as gender inequality, rights and abuse.
Interestingly, this what makes semiotics an engrossing area of study. It activates

your mind to be critical and to create meaning out of the subject. You consider the
perks and setbacks and its effect to other spectators. It is true that your perspective
and analysis may differ from others and you might end up in a debate. However, you
have to remember that differences in opinion is normal because you are coming from
various context. You just have to stand by what you know and don’t let others tell you
that what you know is wrong. The beauty of meaning making is in the richness and
vastness of ideas that you will be able to produce.
In addition to still images, we can also do an analysis of messages in the forms of

video. You can always be critical whenever you watch movies, video clips and
promotional videos. The following is an example of a media campaign which is the
One Billion Rising that aims to empower woman all around the world. The
Philippines, through the Gabriella Partylist, also launched a video campaign in
support to the said advocacy.
In the same manner you analyzed the still images, you will also do the same
analysis in this video campaign. The guide questions are as follows. The link to the
video is https://www.youtube.com/watch?v=sVxy9oEShPQ.
Questions:
1. What kind of video was presented?

2. How many people did it take to create this message? What are their various
jobs?
3. Do you think the number of people in the video is necessary? For what reason?
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4. What do you notice about the construction of the message? Colors? Sounds?
Lyrics?
5. How is the story told visually? Are there symbolisms in the lyrics?
6. What did you learn from the video?
7. How many other interpretations could there be? What are the reasons for
other responses?
8. What values, behavior and political ideas are present and/or omitted from the
video?
9. Overall, what do you think is the purpose of the message?
10. What would be its impact to its viewers?
Supporting multimodal literacy is an important aspect of education today as it

encourages students to understand the way media shapes their world. Most, if not all
texts today, can be considered multimodal texts as they combine modes such as
visual, audio and linguistic text. By teaching students multimodal analysis, you
provide them access to a more complex way to read all the text they encounter. In
their media-saturated lives, students engage with a large number of multimodal
texts per day that contain a variety of modes that work together to create subtle
methods of persuasion and often implicitly reinforce cultural stereotypes. Because
students are in a habit of passively viewing these texts, it is important to model
strategies that will help them think critically about the messages directed at them
through media (Morris, n.d.).
Activity 1
A. The following are advertisements that has a failed translation in English.
Reconstruct the following to a more comprehensive advertisement with the
application of standard English. (3pts for each item)
Advertisement/ Original Tagline Reconstructed Tagline
Signage for:
A dairy company Are you lactating?
Poultry Farm It takes an aroused man to

make a chicken affectionate
Fast Food Chain We’ll eat your fingers off.
Car Company Every car has a high quality

corpse.
Appliances (Vacuum Nothing sucks like an

Cleaners) Electrolux
A location where fast Racist Park

car drivers convene
Machine Operation Please don’t touch yourself.

Facility
Let us help you try it out.
Thanks!
Machine Operation Engine Room is Serious Place

Facility
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We have good rooms, and the

price is very cheap.
Hotel
Have three human lives and
four human lives, many human
lives
Building under Execution in Progress

construction
A store selling Crabs Caution: We Still Alive! Touch

U Painful!
B. Give one example of a signage that you have seen in the Philippines or even
locally in your area that has errors. What is the error about? What could probably be
the reason for such error?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Activity 2
Analyze the picture by answering the questions used to examine multimodal texts.
Accomplish this following an essay format.
1. Who created this message?

2. What creative techniques were
used to attract my attention?
3. How might different people
understand this message differently
from me?
4. What values, lifestyles and points
of view are represented in, or omitted
from this message?
5. Why is this message being sent?
Criteria for Evaluation

In-depth analysis of the Content Organization Mechanics
35points 10points 5points
Total: 50points
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References
Arao, D.A. (2004). Napoleon Quince at ang malisya sa pagtikim ng kinse años.
Investigative Report. Plaridel Journal.
Backstrom, A. (2006). Prescriptivism and Descriptivism: A Study on Attitudes
Towards Language. Lulea University of Technology
Barthes. (n.d.). Signs, signification, and semiotics (semiology).
BBC Trending. (2015). Christmas cards that shocked the web. Retrieved from
https://www.bbc.com/news/blogs-trending-35128683
Cameron, D. (2003). Verbal Hygiene. London: Routledge
Chandler, D. (2002). Semiotics: The Basics 2nd ed. Routledge: Taylor & Francis
e-Library
Curtin, B. (n.d.). Semiotics and Visual Representation . International Program in
Design and Architecture
Daly, A. & Unsworth, L. (2011). Analysis and comprehension of multimodal texts
34(1).University of New England:
Australian Journal of Language and Literacy
Morris, G. (n.d.). Supporting Multimodal Literacy. University of Michigan:
Sweetland Center for Writing.
Park, S. (2015). Assessing the Students’ Digital Multimodal Compositions.
International Literacy Association
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Overview
In many circumstances in our lives and mostly, academic circumstances, we have
been tracing our lives and our history, on where and how we started. Thanks to
multitude of studies conducted by scholars, we have figured out that we once lived a
very simple life, free from any form of advancements that we have today. You may
ask, if people survived in the yesteryears without technology then why do we have to
innovate and continuously embrace it?
In fact, the needs of the current generation is much more advanced than what we
had years and years ago. There used to be a time when the acquisition and use of
technology was a luxury, a status symbol in which only those who are well-off can
afford. However, today almost everyone has a gadget brought by technology. Almost
every household has an appliance powered by technology, people of almost all ages
have mobile phones. Can you still imagine life without technology.
The perks and setbacks brought by technology is a never-ending debate in all

domains of the society. Where lies the advantages? Where lies the disadvantages. If
you will think of it this way, a coin has two sides; it has two faces. The same applies
to technology as its advantages always has its shadow of disadvantages. In the words
of Joseph Priestly, a Theologian and a Philosopher, ‘the more elaborate our means of
communication, the less we communicate’.
In the field of communication, technology paves the way for a greater connection
and ease of transfer of message. Such information is probably something that you
already know and experience. The purpose of this module is to increase the ideas that
you already have towards technology. Likewise, this will also attempt to help you use
technology not only personally but also professionally as you will soon be part of the
working sector of the society. Acquiring such knowledge and skill is like having
something extra in your pocket that can serve as your edge in this thoroughly
competitive world.
The use of technology has altered the traditional mode of communication from
being traditional to a more accessible means. There is always a constant need for
people to generate and share information which leads to their constant search of the
easiest way to connect to people. The following are some of the methods and
influences of communicating via technology based on the article of Alhadlaq (2016).
Objectives
A. Identify the different methods and tools of technology used in communication;
B. Determine how technology influences communication;
C. Ascertain appropriate instances on when to and not to use technology; and
D. Apply the principles discussed in creating your own Powerpoint presentation.
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METHODS OF COMMUNICATING VIA TECHNOLOGY
Currently, the internet cell phones and emails are at the summit of the most
preferred methods of communication. Following the widespread use of technology in
communication, the society and businesses have embraced the methods of passing
information, which has emerged in line with technology.
Cellphone. The introduction of portable cellular phones in the realm of

communication has enabled people to remain connected with each other from any
location. Besides receiving voice calls and placing of the same, cell phones allow users
a chance to send and receive text messages from the communicating parties. Further,
people can access their emails through smartphones that have provisions for internet
applications. The same smartphones support access to social networking sites where
people exchange instant messages. Technological advancement has resulted in the
improvement of cellphones that support video calls. Possibly, cell phones are the
most widespread way of communication owing to the ease of accessibility and
availability of phones to many people. Almost everyone in the world owns a phone,
which is basically used for communication.
Blogs. Blogs have gained popularity as effective methods of communication,

especially in the business context. Business organizations utilize blogs for their
advertising purposes, and great success has been realized in this area. On the same
note, individuals have also embraced blogging to share their ideas with other people.
For instance, people use blogs to offer instructional information, share family
adventures communicate anything that they need to pass to others.
Email. Handwritten correspondence in personal and business interactions are

gradually paving the way for email messages. In the business sphere, email messages
are utilized to communicate ideas with clients and employees. Email messages are
also used by learning institutions to communicate to parents and students on issues
of interest to the parties. Email messages have captured the interests of many users,
especially due to the ability to get prompt and immediate feedback among
communicating parties.
Social Networking. The recent past has witnessed the emergence of social
networking sites that are internet-based. The social networking sites as facebook and
twitter allow individuals to communicate with total strangers, family, colleagues and
friends in a forum that is online. Orth (n.d) observed that Networking sites overcome
geographical barriers that would otherwise bar people from communicating; thus
allowing people to exchange photos and messages with lots of ease. Further, social
networking sites grant people a chance to reconnect with their lost friends and
relatives, and lots of businesses currently exploit social networks to drum up their
business. This method of communication via technology is extremely popular,
especially among young people with access to the internet.
Online Chat. Today, people can use online chats to communicate with their
peers in real time. Online chats are normally granted by email providers as a bonus
capability similar to networking sites. The same chats allow people to contribute to a
topic of interest to strangers; thus providing a learning opportunity and exchange of
ideas. People can also exchange other personal details with people they meet and
chat with in the online chats.
Video Calls. According to Orth (n.d), it is now possible to make video calls
using the internet through providers as yahoo messenger and skype. Video calls have
revolutionized communication; as individuals can see each other in actual time while
communicating in a computer screen. When people place video calls, they enjoy
seeing the facial expression of the person they are talking to, and this overcomes the
geographical barriers of distance between the communicating parties.
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INFLUENCES OF TECHNOLOGY ON COMMUNICATION
Communication and technological development have gone hand-in-hand in the

entire history, and the emergence of mobile and internet services have propelled
communication to exceptionally high levels (Harankhedkar, 2011). In this respect,
technology influences communication in the following manners.
Speed and Cost. The introduction of internet and the option of chatting and
sending emails are probably the most noteworthy influence of technology on
communication. The internet and computers have simplified the process of designing,
editing and producing documents with minimum shortcomings. The created
documents can then be sent to their respective destinations almost instantaneously,
irrespective of the distance between the sender and the recipient. In a nutshell,
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technology has greatly improved the speed of communication, as well as contributing

to the drastic reduction of the communicating cost.
Quality. Communication quality has significantly improved due to availability

and accessibility of helpful knowledge in various websites. Storm (n.d) pointed out
most of the knowledge can effortlessly be accessed by a simple search on the internet
using computers. Further, technology has enhanced storage and recovery of
communication when the need arises, chiefly verbal communication whose storage
posed real challenges in pretechnology times (Harankhedkar, 2011). It has now
become quite easy to clear doubts or misconceptions by contacting all parties who are
involved in a communication misunderstanding, and this improves the quality of
communication.
Accessibility. Technology has considerably diminished communication cost and

this has translated to increased accessibility. Media related initiatives as news that
have been captured live and online forums have introduced global participation, and
access to information and news for lots of people (Harankhedkar, 2011). Furthermore,
access to privilege information in the business realm have been evidenced by giving
business firms a competitive advantage; thus holistic organizational success.
Therefore, technology has played a central role in promoting widespread access to
knowledge and information.
Nature of Communication. Technology has contributed to the alteration of

topics into different communications; as people seek to pass on breaking news within
the shortest time possible. Advancement in technology has simplified communication
allowing voluminous messages to be sent at minimum cost. In this respect, people
can change the nature of communication to adopt the form that will be easy to
comprehend.
Change in Style. The invention of cell phones simplified communication and

allowed more and more people to communicate from any location. Storm (n.d) argued
that communication cost was drastically diminished by the new gadgets, and this has
contributed to the alteration of communication nature. Notably, exceptional quality
communication obtained from cell phones from any location on the globe, which is
accompanied by minimum cost have promoted written and verbal communication at
the expense of face-to-face communication (Burg, 2013). Furthermore,
communication has embraced short and concise texts as words are shortened due to
typing difficulties in cases of mobile phones. The typing hardships have resulted to
widespread use shortcuts and symbols that defile the rules of grammar.
WHEN TO USE TECHNOLOGY TO COMMUNICATE?
The use of technology in communication should be encouraged as long as the

positive outcomes are desirable. Many times, the utilization of technology for
communication purposes is beneficial, especially in saving cost and time for bulk
messages. In situations where communicating is made difficult by barriers,
technology come in handy to minimize or eliminate the challenges by making
communication. In this cases when faced with barriers, one should seek solace in
technology. Secondly, one should run for technology when retaining old contacts
and keep in touch with them. Without technology, it would be difficult to keep in
touch with old friends or relatives, but technology offers range ways that can be
utilized communicate with people interest, and this strengthens relationships.
Technology should also be utilized when there is a need to store information or record
verbal communication for future reference. Unlike written communication, verbal
communication can easily be lost. Therefore, conversations should be recorded when
there is a need to retrieve the spoken words in future (Burg, 2013). Technology is
credited with the development and invention of recording gadgets, which can store
lots of information. Such gadgets are also fitted in planes, trains, and ships to record
data on everything that happens in the named means of transport. Finally, sending
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of urgent messages that require urgent response leaves technology the vital role of
ensuring that happens successfully. In such a circumstance, one should not hesitate
using the provisions of technology to communicate.
WHEN TO AVOID TECHNOLOGY IN COMMUNICATION?
With all its benefits, the use of technology has taken almost the entire aspects of
human communication. At some point, people should strive to avoid using technology
in their communication; as it has replaced vital features of communication that
should be ignored.
Essentially, it is not advisable for people who want to boost their
interpersonal skills to use technology for their entire communication needs.
Face-to-face communication is dearly important in helping individuals develop vital
communication and interpersonal skills, which are come to play in resolving conflicts
(Mekawi, 2013). For this reason, people should minimize communicating with each
other using chats and text and seek face-to-to-face communication whenever possible.
Further, technological communication might not be best for non-verbal
communication situations. The ability of individuals to grasp non-verbal signs of
communication have been diminished by technology and minimum face-to-face
interactions.
Finally, one should refrain from using technology while communicating to
people who do not understand how the technology works. For instance, there
are people who cannot operate a phone or a computer, leave alone using the internet
for communication. For effective communication to be achieved, the recipient of the
sent message should understand the contents of the text and give a viable response
in return (Mekawi, 2013). Any sense that using technology might break the process of
communication should call for the immediate dropping of the latter and focus on
anything else that can work. Further, there are cases of disabled individuals who
cannot perceive advanced communication gadgets, but simple visual signs.
CREATION AND PRODUCTION OF MULTIMODAL TEXTS
In the academe, the knowledge of multimodal texts are highly encouraged among
students as they will be emerged in mediated world and they have to be critical about
it. However, it is important to note that students must acquire knowledge both in the
reception and creation of multimodal texts.
Their creation of such can be of any medium such as the following.
1. Paper- such as books, comics and posters

2. Digital- from slide presentations, e-books, blogs, social media to animation,
films and video games
3. Live- like a performance or an event
4. Transmedia- where the story is narrated using “multiple delivery channels”
by means of a combination of media platforms. It is about the logical relations
between these media extensions which seek to add something to the story as it moves
from one medium to another, not just adaptation or retelling. For instance, the novel
of J.K. Rowling, the Harry Potter series, is considered as an example of transmedia
as it is originally in the form of print. However, it was also adapted in movies and
even game applications.
In the creation of the multimodal text, you have to be aware of the following.
Negligence of these actions may lead you to a dire consequence.
 PATCHWORKING is when you exploit certain threads in the materials you

have gathered from various sources and stitch these together to create your own
“patchwork” and your own particular understanding of the materials (Godhe,
2014). Hence, there is a need for a RECONTEXTUALIZATION.
 PLAGIARISM is the act of stealing and passing off as your own ideas, words or
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any other intellectual property produced by another person.
THE ART OF MAKING POWERPOINT PRESENTATIONS
Making your presentation more interesting through the use of multimedia help
to improve the audience’s focus. With this, one can utilize the use of images, audio
and video that leads to a more interactive discussion. Moreover, using powerpoint
presentations can add to being more collaborative as multiple people can contribute
insights. Likewise, its use is very flexible as it can be easily customized (Bell, n.d.).
Additionally, the Northern Illinois University also stated the perks and setbacks
on the use of powerpoints.
Positive Features of PowerPoint

1. PowerPoint saves time and energy once the presentation has been created, is
easy to update and can be modified for other courses.
2. PowerPoint is portable and can be easily shared with students and colleagues.
3. PowerPoint supports multimedia such as video, audio, images and animation.
Drawbacks of PowerPoint
1. PowerPoint can reduce the opportunity for classroom interaction (by being
the primary method of information dissemination).
2. PowerPoint can lead to information overload, especially with long sentences
and paragraphs.
3. PowerPoint can drive the instruction and minimize the opportunity for
spontaneity and creative teaching.
3 Things to do before starting the Powerpoint Presentation (Kangas, 2012)
1. Determine your goal.

2. Convert your goal into one “big idea”.
3. Consolidate your idea into just three concepts.
5 Design Principles that can help in the structure of the Presentation

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1. Outline first to control the number of the slides to provide balance.

2. Have only one message per slide to allow the audience to understand it more.
3. Pay attention to size.
4. Apply the principle of contrast.
5. Limit the number of objects/items per slide.
Tips for the Presentation (NanoNerds, 2012)
1. Come prepared.
2. Get the set-up right.
3. Know your audience and adjust the content accordingly.
4. Go easy on fonts.
5. Go easy on logos.
6. Go easy on colors.
7. Make eye contact.
8. Be kind to questioners.
9. Be kind to folks in the back.
10. Design slides for distance.
11. Cellphone off.
12. Do not go crazy with the lazer pointer.
13. Do not cram too much in each slide.
14. Do not read from your notes and slides.
15. Do not spew jargon.
16. Do not demean audience members.
17. Do not turn your back.
ACTIVITY 1
Test 1. Identify the terms referred to in the following statements. Write your answer
on the space provided before the number.
____________1. These are usually used to correspond to employees and clients.

____________2. Skype is one of the applications where you can do this kind of
communication.
____________3. It significantly improved due to availability and accessibility of
helpful knowledge in various websites.
____________4. It is a medium of multimodal texts with examples such as
e-books, blogs and social media.
____________5. It is a portable device that allows people to remain connected
with each other from any location.
____________6. A ballet performance is an example of this multimodal text.
____________7. It is when you exploit certain threads in the materials you have
gathered from various sources and stitch these together to
create your own material.
____________8. It is a material that is very flexible as it can be easily customized
____________9. People can use this to communicate with their peers in real time.
____________10. It is the act of stealing and passing off as your own ideas, words
or any other intellectual property produced by another
person.
____________11. It pertains to the influence that is related on the most
noteworthy influence of technology on communication.
____________12. It is usually used for advertising purposes.
Test II. Indicate whether the statement is true by writing CORRECT and
INCORRECT if the statement is false. A space is provided before the number where
you can write your answer.
______1. You can use technology when retaining old contacts and keep in touch
with them.
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______2. It is suggested not to refer to technology even if positive outcomes are

desirable.
______3. PowerPoint does not support multimedia such as video, audio, images and
animation.
______4. Technological communication might not be best for non-verbal
communication situations.
______5. PowerPoint can reduce the opportunity for classroom interaction (by
being the primary method of information dissemination).
______6. In the principles of making powerpoint presentations, there is no need to
fuss on the size.
______7. Applying contrast is advised when doing a powerpoint presentation.
______8. The use of technology is advised for people who want to boost their
interpersonal skills to use technology for their entire communication
needs.
______9. PowerPoint is portable and can be easily shared with students and
colleagues.
______10. Technology should also be utilized when there is a need to store
information or record verbal communication for future reference.
ACTIVITY 2
Applying the concepts in the Art of Making a Powerpoint create a Powerpoint
presentation with 20 slides about a portion of the article The Flight from
Conversation by Sherry Turkle (2012). Do this with 2 of your classmates.
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References
Alhadlaq, I. (2016). How Technology Influences Communication 7(1). International

Journal of Scientific & Engineering Research
Bell, K. W. (n.d.). What are the benefits of Powerpoint? Retrieved April 10, 2020 from
smallbusiness.chron.com/benefits-powerpoint-55958.html
Burg, N. (2013). How Technology has Changed Workplace Communication,

http://www.forbes.com/sites/unify/2013/12/10/howtechnology-has-changed-wo
rkplace-communication/
Drago, E. (2015). The Effect of Technology on Face-to-Face Communication 6(1). Elon

University: The Elon Journal of Undergraduate Research in
Communications
Harankhedkar, H. (2011). Impact of Technology on Communication,

http://www.buzzle.com/articles/impact-of-technology-oncommunication.html
Jones, A.M. (2003). The use and abuse of Powerpoint in Teaching and Learning in the
Life Sciences: A personal overview. University of Dundee: Life Sciences
Teaching Unit.
Northern Illinois University. (n.d.). Teaching with Powerpoint. Faculty Development

and Instructional Design Center.
Orth, M. (n.d.). Technology and how We Communicate.,

http://smallbusiness.chron.com/technology-communicate
Storm, L. (n.d.). Positive Effects of Technology on Communication,

http://science.opposingviews.com/positive-effects-technologycommunication-1
418.html
Turkle, S. (2012). The Flight from Conversation. The New York Times.
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Overview
For most people, speaking is easier said than done. In the classroom, students
always make a fuss when they hear activities such as recitation, extemporaneous
speech, reporting and others that will require them to talk. Added to the fear that
they have in talking is the fact that they have to face their classmates. But even the
most skilled speaker cannot escape the feeling of nervousness and fear, the only
difference is that they were able to overcome those obstacles.
Being able to speak is a right and a privilege. We can speak for self-expression
and for others who do not have the same privilege that we have. Speaking is a
powerful weapon that we can wield for various purposes. In this time of pandemic, we
have observed how the power of expression had certain effects in the flow of thoughts
of our fellow Filipinos. With the help of those people who used their privilege to speak
up, they were able to raise the concerns and desires of the individuals who are most
affected by and vulnerable in this pandemic. Their words aimed to inform but more
importantly, to influence and stir the people who have the authority and power to
help improve the Filipino’s current status - be it physical and mental health, and
economic.
In connection with this, we should have a purpose whenever we communicate -
be it intentional or unconscious. We may have wanted to be heard just to share
information or to influence listeners. Nevertheless, every time we let words come out
of our mouth, it will always mean something.
This module will serve as your lens in learning the various purposes of
communication and the different types of speeches. In the discussion, you will be
introduced on the sample topics for each of the speech. Likewise, the process of
writing the speech is also presented. It is done through modelling. Once the basics
and when you get a hang of the things to remember in making a speech, you will be
required to deliver your own talk. With this, you will be able to exercise your
privilege. Use it well.
Objectives
A. Explain the various purposes of communication;
B. Distinguish informative and persuasive speeches from special-occasion speeches; and
C. Deliver any of the discussed type of speeches.
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Informative Speaking
The goal of informative speaking is to teach an audience something using

objective factual information. Although informative speaking may not be the most
exciting form of public speaking, it is the most common. Reports, lectures, training
seminars, and demonstrations are all examples of informative speaking. That means
you are more likely to give and listen to informative speeches in a variety of contexts.
Some organizations, like consulting firms, and career fields, like training and
development, are solely aimed at conveying information.
Choosing an Informative Speech Topic
Being a successful informative speaker starts with choosing a topic that can
engage and educate the audience. The topic choices may be influenced by the level at
which an individual is speaking. Informative speaking usually happens at one of
three levels: formal, vocational, and impromptu.
Formal informative speeches occur when an audience has assembled

specifically to hear what the speaker has to say. Being invited to speak to a group
during a professional meeting, a civic gathering, or a celebration gala brings with it
high expectations. Only people who have accomplished or achieved much are asked to
serve as keynote speakers, and they usually speak about these experiences.
Many more people deliver informative speeches at the vocational level, as part
of their careers. Teachers spend many hours lecturing, which is a common form of
informative speaking. In addition, human resources professionals give presentations
about changes in policy and provide training for new employees, technicians in
factories convey machine specifications and safety procedures, and servers describe
how a dish is prepared in their restaurant.
Last, people convey information daily in their regular interactions. When they
give a freshman directions to a campus building, summarize the latest episode of
American Idol for their friend who missed it, or explain a local custom to an
international student, they are engaging in impromptu informative speaking.
Whether at the formal, vocational, or impromptu level, informative speeches can

emerge from a range of categories, which include objects, people, events, processes,
concepts, and issues.
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Speeches about objects convey information about any nonhuman material

things. Mechanical objects, animals, plants, and fictional objects are all suitable
topics of investigation.
Speeches about people focus on real or fictional individuals who are living or
dead. These speeches require in-depth biographical research; an encyclopedia entry
is not sufficient. Introduce a new person to the audience or share little-known or
surprising information about a person we already know. Although we may already be
familiar with the accomplishments of historical figures and leaders, audiences often
enjoy learning the “personal side” of their lives.
Speeches about concepts are less concrete than speeches about objects or people,
as they focus on ideas or notions that may be abstract or multifaceted. A concept can
be familiar to us, like equality, or could literally be a foreign concept like qi (orchi),
which is the Chinese conception of the energy that flows through our bodies.
Speeches about events focus on past occasions or ongoing occurrences. A

particular day in history, an annual observation, or a seldom occurring event can
each serve as interesting informative topics. As with speeches about people, it’s
important to provide a backstory for the event, but avoid rehashing commonly known
information.
Informative speeches about processes provide a step-by-step account of a

procedure or natural occurrence. Speakers may walk an audience through, or
demonstrate, a series of actions that take place to complete a procedure, such as
making homemade cheese. Speakers can also present information about naturally
occurring processes like cell division or fermentation.
Last, informative speeches about issues provide objective and balanced

information about a disputed subject or a matter of concern for society. It is
important that speakers view themselves as objective reporters rather than
commentators to avoid tipping the balance of the speech from informative to
persuasive. Rather than advocating for a particular position, the speaker should seek
to teach or raise the awareness of the audience.
Organizing and Supporting an Informative Speech
Organizational Patterns
Three organizational patterns that are particularly useful for informative
speaking are topical, chronological, and spatial. To organize a speech topically,
break a larger topic down into logical subdivisions. An informative speech about
labor unions could focus on unions in three different areas of employment, three
historically significant strikes, or three significant legal/ legislative decisions.
Speeches organized chronologically trace the development of a topic or overview
the steps in a process. An informative speech could trace the rise of the economic
crisis in Greece or explain the steps in creating a home compost pile. Speeches
organized spatially convey the layout or physical characteristics of a location or
concept. An informative speech about the layout of a fire station or an astrology
wheel would follow a spatial organization pattern.
Methods of Informing
1. Informing through Definition

Informing through definition entails defining concepts clearly and concisely and
is an important skill for informative speaking. There are several ways a speaker can
inform through definition: synonyms and antonyms, use or function, example, and
etymology.
Defining a concept using a synonym or an antonym is a short and effective

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way to convey meaning. Synonyms are words that have the same or similar meanings,
and antonyms are words that have opposite meanings. For instance, in
understanding what concrete means, it could be defined with synonyms like tangible
and relatable it could be defined using antonyms like abstract and theoretical.
Identifying the use or function of an object, item, or idea is also a short way of
defining. For example, QR codes (or quick response codes) are popping up in
magazines, at airports, and even on t-shirts. Many people may notice them but not
know what they do. As a speaker, one could define QR codes by their function by
informing the audience that QR codes allow businesses, organizations, and
individuals to get information to consumers/receivers through a barcode-like format
that can be easily scanned by most smartphones.
A speaker can also define a topic using examples, which are cited cases that are
representative of a larger concept.
Etymology refers to the history of a word. Defining by etymology entails

providing an overview of how a word came to its current meaning. For example, the
word assassin, which refers to a person who intentionally murders another, literally
means “hashish-eater” and comes from the Arabic word hashshashin. The current
meaning emerged during the Crusades as a result of the practices of a sect of
Muslims who would get high on hashish before killing Christian leaders—in essence,
assassinating them.
2. Informing through Description
“Pictures are worth a thousand words.” Informing through description entails

creating verbal pictures for your audience. Description is also an important part of
informative speeches that use a spatial organizational pattern. Good descriptions are
based on good observations, as they convey what is taken in through the senses and
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answer these type of questions: What did that look like? Smell like? Sound like? Feel
like? Taste like? If descriptions are vivid and well written, they can actually invoke a
sensory reaction among the audience.
3. Informing through Demonstration
When informing through demonstration, a speaker gives verbal directions about

how to do something while also physically demonstrating the steps. Early morning
infomercials are good examples of demonstrative speaking, even though they are also
trying to persuade us to buy their “miracle product.” Whether straightforward or
complex, it’s crucial that a speaker be familiar with the content of their speech and
the physical steps necessary for the demonstration. Speaking while completing a task
requires advanced psycho-motor skills that most people can’t wing and therefore
need to practice.
4. Informing through Explanation
Informing through explanation entails sharing how something works, how

something came to be, or why something happened. This method of informing may be
useful when a topic is too complex or abstract to demonstrate. When presenting
complex information make sure to break the topic up into manageable units, avoid
information overload, and include examples that make the content relevant to the
audience. Informing through explanation works well with speeches about processes,
events, and issues. For example, a speaker could explain the process that takes place
during presidential primaries.
Effective Informative Speaking
1. Avoiding Persuasion. Speakers should avoid thinking of informing and

persuading as dichotomous, meaning that it’s either one or the other. Most
persuasive speeches rely on some degree of informing to substantiate the reasoning
and informative speeches, although meant to secure the understanding of an
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audience, may influence audience members’ beliefs, attitudes, values, or behaviors.

Speakers can look to three areas to help determine if their speech is more informative
or persuasive: speaker purpose, function of information, and audience perception.
First, for informative speaking, a speaker’s purpose should be to create
understanding by sharing objective, factual information. Second, information should
function to clarify and explain in an informative speech. Third, an audience’s
perception of the information and the speaker helps determine whether a speech is
classified as informative or persuasive. The audience must perceive that the
information being presented is not controversial or disputed, which will lead
audience members to view the information as factual.
2. Avoiding Information Overload. Many informative speakers have a tendency

to pack a ten-minute speech with as much information as possible. This can result
information overload, which is a barrier to effective listening that occurs when a
speech contains more information than an audience can process. Editing can be a
difficult task, but it is an important skill to hone.
3. Engaging Your Audience. As a speaker, one is competing for the attention of

the audience against other internal and external stimuli. Getting an audience
engaged and then keeping their attention is a challenge for any speaker, but it can be
especially difficult when speaking to inform.
Informative Speech Outline

General Purpose: To Inform
Specific Purpose: At the end of my speech, my audience will understand the symptoms,
causes, and ways to help people with dyslexia.
Introduction: (example- write the word “laugh” on the board) (pause) This is how normal
people see and spell this word, however to a person that is dyslexic, is might appear to
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them like this (switch a & u to form luagh), or even like this (write luahg). According to an
October 2011 article in The Age newspaper by journalist, Elisabeth Tarica, every 2 in 3
school children have dyslexia. As it is pretty likely that you will encounter a co-worker,
friend, or even have a child with dyslexia someday, today I want to take a few minutes to
share with you some of the symptoms and causes of dyslexia, as well as some tips on how
to help people with the disorder.
Transition: The first step to helping someone with dyslexia is being able to recognize the
symptoms a person is showing.
Main Point 1: The symptoms of dyslexia are usually pretty easy to spot, although it is
usually easier to diagnose in school-aged kids. According to both the ADAM Medical
Encyclopedia and the Dyslexia Action group, symptoms include:
1. Lower reading level/ slow reading rate.

2. Difficulty interpreting meaning in reading – hard time sequencing problems/
instructions
3. “bad” behavior, acting out caused by frustration. – The number of boys treated for
dyslexia is three times that of girls treated for the disorder.
Transition: Now that you know what symptoms to look out for, it is often helpful to know
what causes dyslexia when trying to help a person live with it.
Main Point 2: The causes of dyslexia are mostly internal factors, instead of external factors
that cause diseases.
1. Heredity
2. As stated in the April 2009 edition of the Children Now magazine, dyslexia is
characterized by Brain processing – doesn’t translate ‘symbols’
3. No help, feeling helpless, causes a person with dyslexia to be less likely to overcome.
Transition: As you can see, the causes of this disorder are usually not something anyone
can prevent. This being said, it is well known that even with treatments people are often
stuck with dyslexia all their life. Because of this many feel helpless and trapped, however
with your support you may make someone learn to live effectively with their disorder.
Main Point 3: Treatments
1. Specialized learning – more attention from teachers/ adults to work around

disadvantage
2. According to Jane Gallagher of the Dyslexia Action group in an April 2011 interview,
Technology as a learning tool – different fonts appear easier to students
3. Biggest thing you can give is encouragement, remember that it is a disorder, not a
disability.
Transition: Now you know the effects, causes, and treatments of dyslexia, and can be an
informed and helpful person if you ever run into a person with the disorder.
Conclusion: Now you know the many symptoms, as well as causes associated with this
disorder. With so many children being diagnosed with dyslexia, and numerous adults
discovering that they have had the disorder all their lives, it is a good skill to have in both
the work world, and even your own household sphere, to be able to recognize the
symptoms and provide support. Having my own brother with the disorder, I can tell you
that this information has helped me to understand him in better ways than before, and
will at least personally be put to use. Keeping this in mind, I hope all of you are leaving
here today with the ability to help a dyslexic person in your life.
Activity 1
Now, let us make your own informative speech outline.
1. Choose a topic which you believe is interesting and significant to the society at
present.
2. When you already have your topic, choose which method of informing is the most
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effective to use to convey your message.

3. Identify your general and specific purpose for creating the speech.
4. How are you going to introduce your speech?
5. Prepare three (3) main points in the discussion of your topic (having references
would be helpful in the reliability of your talk).
6. Do not forget to provide transition statements in between main points.
7. Conclude your speech.
In crafting your own informative speech, what realizations come to mind? Is it

easy to create one? Is it difficult? In what ways? Also, what do you think is the most
important matter that you have to take into consideration in coming up with an
informative speech?
Persuasive Speaking
Persuasive speaking seeks to influence the beliefs, attitudes, values, or behaviors

of audience members. In order to persuade, a speaker has to construct arguments
that appeal to audience members. Arguments form around three components: claim,
evidence, and warrant. The claim is the statement that will be supported by
evidence. The thesis statement is the overarching claim for your speech, but you will
make other claims within the speech to support the larger thesis. Evidence, also
called grounds, supports the claim. The main points of your persuasive speech and
the supporting material you include serve as evidence. For example, a speaker may
make the following claim: “There should be a national law against texting while
driving.” The speaker could then support the claim by providing the following
evidence: “Research from the US Department of Transportation has found that
texting while driving creates a crash risk that is twenty-three times worse than
driving while not distracted.” The warrant is the underlying justification that
connects the claim and the evidence. One warrant for the claim and evidence cited in
this example is that the US Department of Transportation is an institution that
funds research conducted by credible experts. An additional and more implicit
warrant is that people shouldn’t do things they know are unsafe.
Choosing a Persuasive Speech Topic
As with any speech, topic selection is important and is influenced by many

factors. Good persuasive speech topics are current, controversial, and have important
implications for society. If your topic is currently being discussed on television, in
newspapers, in the lounges in your dorm, or around your family’s dinner table, then
it’s a current topic. Many topics that are current are also controversial, which is
what gets them attention by the media and citizens. Current and controversial topics
will be more engaging for your audience. You should also choose a topic that is
important to you and to society as a whole. As we have already discussed in this
book, our voices are powerful, as it is through communication that we participate and
make change in society. You will also want to choose a topic that connects to your
own interests and passions. If you are an education major, it might make more
sense to do a persuasive speech about funding for public education than the death
penalty. If there are hot-button issues for you that make you get fired up and veins
bulge out in your neck, then it may be a good idea to avoid those when speaking in an
academic or professional context.
Review of Tips for Choosing a Persuasive Speech Topic
1. Choose a topic that is current.

Not current.People should use seat belts.
Current.People should not text while driving.
2. Choose a topic that is controversial.
Not controversial.People should recycle.
Controversial.Recycling should be mandatory by law.
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3. Choose a topic that meaningfully impacts society.

Not as impactful.Superman is the best superhero.
Impactful.Colleges and universities should adopt zero-tolerance bullying
policies.
4. Write a thesis statement that is clearly argumentative and states your stance.
Unclear thesis.Homeschooling is common in the United States.
Clear, argumentative thesis with stance.Homeschooling does not provide the
same benefits of traditional education and should be strictly monitored
and limited.
Adapting Persuasive Messages

Competent speakers should consider their audience throughout the
speech-making process. Given that persuasive messages seek to directly influence
the audience in some way, audience adaptation becomes even more important. There
are two main reasons audience members may be neutral in regards to your topic: (1)
they are uninformed about the topic or (2) they do not think the topic affects them. In
this case, you should focus on instilling a concern for the topic. Uninformed audiences
may need background information before they can decide if they agree or disagree
with your proposition.
Determining Your Proposition

The proposition of your speech is the overall direction of the content and how
that relates to the speech goal. A persuasive speech will fall primarily into one of
three categories: propositions of fact, value, or policy. A speech may have elements of
any of the three propositions, but you can usually determine the overall proposition
of a speech from the specific purpose and thesis statements.
Propositions of fact focus on beliefs and try to establish that something “is or
isn’t.” Propositions of value focus on persuading audience members that something
is “good or bad,” “right or wrong,” or “desirable or undesirable.” Propositions of
policy advocate that something “should or shouldn’t” be done. Since most persuasive
speech topics can be approached as propositions of fact, value, or policy, it is a good
idea to start thinking about what kind of proposition you want to make, as it will
influence how you go about your research and writing. As you can see in the following
example using the topic of global warming, the type of proposition changes the types
of supporting materials you would need:
•Proposition of fact. Global warming is caused by increased greenhouse gases related

to human activity.
•Proposition of value. America’s disproportionately large amount of pollution relative
to other countries is wrong.
•Proposition of policy. There should be stricter emission restrictions on individual
cars.
Organizing a Persuasive Speech
Some persuasive speech topics lend themselves to a topical organization

pattern, which breaks the larger topic up into logical divisions. The
problem-solution pattern is an organizational pattern that advocates for a
particular approach to solve a problem. You would provide evidence to show that a
problem exists and then propose a solution with additional evidence or reasoning to
justify the course of action. the cause-effect pattern can be used for informative
speaking when the relationship between the cause and effect is not contested. The
pattern is more fitting for persuasive speeches when the relationship between the
cause and effect is controversial or unclear.
Persuasive Speech Thesis Statements by Organizational Pattern

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• Problem-solution. Prison overcrowding is a serious problem that we can

solve by finding alternative rehabilitation for nonviolent offenders.
• Problem–failed solution–proposed solution. Prison overcrowding is a
serious problem that shouldn’t be solved by building more prisons; instead,
we should support alternative rehabilitation for nonviolent offenders.
• Cause-effect. Prisons are overcrowded with nonviolent offenders, which
leads to lesser sentences for violent criminals.
• Cause-cause-effect. State budgets are being slashed and prisons are
overcrowded with nonviolent offenders, which leads to lesser sentences for
violent criminals.
• Cause-effect-effect. Prisons are overcrowded with nonviolent offenders,
which leads to increased behavioral problems among inmates and lesser
sentences for violent criminals.
• Cause-effect-solution. Prisons are overcrowded with nonviolent offenders,
which leads to lesser sentences for violent criminals; therefore we need to
find alternative rehabilitation for nonviolent offenders.
Monroe’s Motivated Sequence is an organizational pattern designed for

persuasive speaking that appeals to audience members’ needs and motivates them to
action. If your persuasive speaking goals include a call to action, you may want to
consider this organizational pattern.
Step 1: Attention
◦ Hook the audience by making the topic relevant to them.
◦ Imagine living a full life, retiring, and slipping into your golden years. As you get
older you become more dependent on others and move into an assisted-living facility.
Although you think life will be easier, things get worse as you experience abuse and
mistreatment from the staff. You report the abuse to a nurse and wait, but nothing
happens and the abuse continues. Elder abuse is a common occurrence, and unlike
child abuse, there are no laws in our state that mandate complaints of elder abuse be
reported or investigated.
Step 2: Need
◦ Cite evidence to support the fact that the issue needs to be addressed.
◦ According to the American Psychological Association, one to two million
elderly US Americans have been abused by their caretakers. In our state,
those in the medical, psychiatric, and social work field are required to
report suspicion of child abuse but are not mandated to report suspicions
of elder abuse.
Step 3: Satisfaction
◦ Offer a solution and persuade the audience that it is feasible and well
thought out.
◦ There should be a federal law mandating that suspicion of elder abuse be
reported and that all claims of elder abuse be investigated.
Step 4: Visualization
◦ Take the audience beyond your solution and help them visualize the positive
results of implementing it or the negative consequences of not.
◦ Elderly people should not have to live in fear during their golden years. A
mandatory reporting law for elderly abuse will help ensure that the voices
of our elderly loved ones will be heard.
Step 5: Action
◦ Call your audience to action by giving them concrete steps to follow to engage
in a particular action or to change a thought or behavior.
◦ I urge you to take action in two ways. First, raise awareness about this issue
by talking to your own friends and family. Second, contact your
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representatives at the state and national level to let them know that elder
abuse should be taken seriously and given the same level of importance as
other forms of abuse. I brought cards with the contact information for our
state and national representatives for this area. Please take one at the end
of my speech. A short e-mail or phone call can help end the silence
surrounding elder abuse.
Elements of Persuasion
1. Ethos (character/credibility)
2. Pathos (emotions)
3. Logos (logic)
Sample Persuasive Speech
Topic: Please Help Keep the World Safe

SP: I want to actuate you to support banning guns
Thesis: We should oppose gun ownership because guns are a weapon of violence and they increase the
number of children who die each year which in turn makes people blind to the fact they are killing their
own children.
Introduction: Question: How many of you think guns are necessary to protect yourself? Would you feel the
same way if you knew how often guns kill children? I don't think so! Magazines usually tell people how
beautiful and powerful guns are, and never mention how many children get hurt by guns everyday. But I
am here to ask all of you to oppose gun ownership because the fact is that guns are a weapon of violence,
they take more lives away every year, and they make people blind to the fact they are killing their own
children.
Reason one: Having guns around the house creates the opportunity for lethal violence.
A. People with guns who have unstable feelings or tempers can lead to violent
consequences very easily.
1. My experience in a Chinese restaurant. (Explain)
2. A friend of my father shot his wife because of a simple argument.
Reason two: Guns pose such a significant risk to children.

A. Thousands of children dying by the gunfire each year.
1. Statistic: Eight children every day; and more than 50 children every week
were killed by the gunfire. And every year, at least 4 to 5 times as
many kids and teens suffer from non-fatal firearm injuries.
(Children's Defense Fund and National Center for Health Statistics)
2. Do we really need guns in our society?
B. The rate of firearm deaths of children 0-14 years old is nearly twelve times higher in
the U.S. than in 25 other developed nations combined.
1. Statistic: In one year, firearms killed no children in Japan, 19 in Great
Britain, 57 in Germany, 109 in France, 153 in Canada, and 5,285 in the
United States. (National Center for Health Statistics, 1997)
2. According to a study led by Matthew Miller found that in states where
more guns are available, children are more likely to be victims of firearm-
related deaths.
a. Children aged 5 to 14 living in one of the five high-gun states were twice
as likely to commit suicide or to be murdered, three times as likely to die
from firearm homicide, seven times as likely to die from firearm suicide,
and 16 times as likely to die from a firearm-related accident.
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The study suggests the higher death rates are largely related to gun
availability and are not due to difference in levels of poverty, education,
or urbanization in these states. (Humphries as cited in Miller study, p. 1)
b. People kill people with the use of guns
Reason three: Guns create more family tragedies.
A. Life can be taken very easily by improper use of firearms
1. Quote: "Kalie was my baby sister, she loved pink. We were playing with her
dolls. I found a gun in the drawer. It went off. I made Kalie go away. I hate
me." (Atwan, America Now, 2003. Page 260)
B. People might think that they can keep their weapons properly, but if there are no
guns at all, there would be no chance of any gun-related accidents.
C. Just think of Columbine High School and the senseless shootings there and all the
families impacted by that tragedy.
Conclusion: Bullets cannot be taken back, and the profit of firearm businesses cannot buy the lives that
have been taken by firearms; therefore, we need to oppose gun ownership. I challenge you, the audience,
to oppose gun ownership and save a life!
Activity 2
Give an example of persuasive messages that you might need to create in each of the
following contexts: academic, professional, personal, and civic.
Activity 3
Choose the type of speech and a topic that you wanted and is comfortable for you
to deliver. Write your own speech to be delivered. You may quote if you wish to but
never leave it discredited.
Mode of submission: The video will be recorded. The platform where it will be
submitted will be based on the teacher’s discretion as the student’s access to internet
and bandwidth must be considered.
Other Types of Speech
Courtesy Speeches
1. Speech of Introduction (helps establish the speaker’s ethos)
2. Speech of Presentation (awarding a person with a gift or award)
3. Speech of Acceptance (recipient of the award; recognized)
Ceremonial Speeches
1. Commencement Address (graduation speech)
2. Commemorative Speech (praise or celebration-sentiments)
3. Tributes (praises-person)
4. Eulogies (dead person)
Contest Speeches
1. Original Oratory (own topic/writing his own speech)
2. Extemporaneous Speech (current events)
3. Dramatic and Humorous Interpretation (acting talents)
Types of Speeches Based on Delivery
1. Impromptu Speech (has no earlier planning or practice)
2. Extemporaneous Speech (planned and rehearsed)
Manuscript (or Read Speech) [read during the entire delivery]
Memorized Speech (rote/exact)
References
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Ash, K. (2011). “Green schools” benefit budgets and students, report says.Education
Week,30(32), 10. Calder, W. (2009). Go green, save green.Independent
School,68(4), 90–93.
Behan, C. (2007). Context, creativity and critical reflection: Education in correctional

institutions.Journal of Correctional Education, 58(2), 157–169.
Eastern Illinois University. (n.d.). Renewable Energy Center. Retrieved from

http://www.eiu.edu/sustainability/eiu_renewable.php
Foley, R. (2004). Correctional education: Characteristics of academic programs

serving incarcerated adults. Journal of Correctional Education, 55(1), 6–21.
Humphries, Courtney. (2002) "Childhood Firearm Deaths Tied to Gun Availability".

Focus: Harvard Medical School from
http://focus.hms.harvard.edu/2002/March8_2002/injury_control.html.
Informative Speech. (2020). 10+ Informative Speech Examples & Samples in PDF |
DOC. Retrieved from
https://www.examples.com/education/informative-speech.html
Kats, G. (2006). Greening America’s schools: Costs and benefits. A Capital E Report.
Retrieved from http://www.usgbc.org/ShowFile.aspx?DocumentID=2908
Kinney, A. (2011). What are the benefits of inmates getting GEDs?Ehow.com.

Retrieved from
http://www.ehow.com/list_6018033_benefits-inmates-gettinggeds_.html
Schmitz, A. (2012). A Primer on Communication Studies. Informative and Persuasive

Speaking. Creative Commons.
Steurer, S. J., Linton, J., Nally, J., & Lockwood, S. (2010). The top-nine reasons to
increase correctional education programs.Corrections Today, 72(4), 40–43.
Strife, S. (2010). Reflecting on environmental education: Where is our place in the

green movement?Journal of Environmental Education,41(3), 179–191.
doi:10.1080/00958960903295233
Sturm College of Law. (n.d.). About DU law: Building green. Retrieved from
http://www.law.du.edu/index.php/about/building-green
The Center for Green Schools. (n.d.). K–12: How. Retrieved from
http://www.centerforgreenschools.org/main-nav/k-12/buildings.aspx
USGBC. (n.d.). About us.US Green Building Council. Retrieved from

https://new.usgbc.org/about
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Objectives:
After studying the module, you are expected to:
1. Recall various components of an academic writing.
2. Express words in paper in an academic and technical tone.
3. Choose an interesting topic that is appropriate and manageable.
4. Write and produce an academic paper.
Understanding Academic Writing

Academic Writing (essays, book reports, abstracts, translations, research, term
papers, etc.) is any writing done to complete a requirement of a college or university
which may be used for publications that are read by teacher and researchers or
presented at conferences (Writing for Education, 2018).
A formal writing (literary analyses, research papers, theses, dissertations)
produced in an academic setting by students, professors, and researchers to convey
ideas, make arguments, and engage in scholarly conversation (Valdes, 2018).
What is Academic Writing? (2007)
You must know that:

 The type of writing varies based on the degree program and discipline.
 Each area of knowledge has its own traditions, conventions, ways of thinking and
doing things.
 To be effective, one must consider its language, values, rules and terms.
 It is important to be able to participate in academic discourse.
Guidelines in Academic Writing (Bullock & Weinberg, 2009)

1. Choose a Topic
Choosing a topic is RESEARCH itself! It should be INTERESTING, and

APPROPRIATE.
2. Consider rhetorical elements

A. Purpose:
B. Audience
C. Stance and tone: serious, objective, critical, opinionated/ reasonable, funny,
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iconic
D. Genre: formal or informal (memo, letter, abstract, research, essay, narrative,
review)
E. Medium: print or spoken or electronic
F. Design: format, illustrations, audio-visual
Generate ideas and text

Remember this: BEST information from CREDIBLE sources
Evaluate the common website extensions and arrange them to the most credible to
least credible internet source. Provide a short explanation for your answer.
Website extensions Place your answer below

.org
.gov
.com
.edu
Explain your answer.
1. Organize your ideas
Ideas dependent Rhetorical

Elements
2. Write out a draft

Consider these: genre, medium, design = style of writing
3. Revise, edit, proofread

Focus on these: correctness of language (grammar, conventions, style)
4. Evaluate your work

Ponder on these guide questions as you evaluate your paper.
a. How well did you convey the information? Is it complete enough for your
audience?
b. What strategies did you rely on, and how did they help you achieve your
purpose?
c. How well did you organize your ideas?
d. Are the data properly documented? Are the sources of information
credible?
e. Did you use any tables, graphs, diagrams, photographs, illustrations, or
some other graphics effectively?
Structure of Academic Texts (Berger, 2016)
1. Aim is the general purpose of the text, and is found in the introduction.
2. Research Questions (RQ’s) are placed after the aim which specify or limit the
aim.
Presently, most academic research follows this format: IMRD

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This stands for ___________, ____________, __________, ___________
3. Introduction is written before the aim and the research questions. It provides
the importance of the aim and explore on what is known and/or what is not
known. Moreover, it specifies the benefits of the research.
What is known and what is not known
4. Methods and Materials include the systematic procedures you followed to

achieve the aim and answer the questions.
Readers must be able to: understand how you got the results; and
duplicate your research.
5. Results present the answers objectively without further interpretation yet.
REMEMBER THESE to achieve coherence!

1. Arrange the presentation of your results based on the order of the
research questions.
2. Label and caption the tables and figures properly.
6. Discussion is the part where the results are interpreted and given meaning.
ANALYSIS INTERPRETATION
How? Ask these to yourself as you construct your analysis and interpretation
a. What do your results mean?
b. How do they relate to the previous research? Reason out the
potential similarities and differences between the previous and
present study.
c. How does your method affect your results?
7. Conclusions are general statements about your aim and results.
You may focus on these:

a. implications of the research
b. need for further research
7. References are all cited sources of data, and use of American

Psychological Association (APA) style of documentation.
Presently, we use the APA 6th edition which requires two ways of
citations:
A. Citations in the text
B. Citations in the reference list
A. Citations in the text
Things to remember: It uses the author date format: Cooper (2019), (Hofstader, 2019)
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 One author:
According to Salvatore (2016) the different…
Salvatore (2016) stressed that the different…
The different things that was mentioned… (Salvatore, 2016).
Common mistake: Misplacing the period (.) if the citation is put at the end of the
sentence/paragraph.
Correct: The different things that was mentioned… (Salvatore, 2016).
Incorrect: The different things that was mentioned… found. (Salvatore, 2016)
 Multiple authors
For 2 authors: Always cite both names in referencing the work in your paper
According to Salvatore (2016) the different…
Salvatore (2016) stressed that the different…
The different things that was mentioned… (Salvatore, 2016).
For 3 authors: Cite all the author names the first time the reference occurs and
then subsequently include only the first author followed by et al.
First citation: Salvatore, Swan and Black (2016) state that...
Subsequent citations: Salvatore et al. (2016) state that...
For 6 or more authors: Cite only the name of the first author followed by et al.
and the year.
Common mistake: Using et al. even on the first citation and putting a dot (.) both
after et and al when it should only be after al.
Correct: Salvatore et al. (2016) state that...
Incorrect: Salvatore et. al. (2016) state that...
For two or more works in the same parenthetical citation: List them according
to the order they appear in the reference list (alphabetically, then chronologically).
This was then found out and proven (Rogers & Barnes, 2017; Stark, 2011; Lang, Pym
& Pym, 2019) because of…
Common mistake: Confusion on when to use the word ‘and’ and the symbol
ampersand (&) in citations.
Correct: Rogers and Barnes (2017) believed that…
It is believed that… (Rogers & Barnes, 2017)
(use ‘and’ if it the citation is part of the sentence. If it is parenthetical use ‘&’
instead.
Incorrect: Rogers & Barnes (2017) believed that…
It is believed that… (Rogers and Barnes, 2017)
B. Citations in the Reference List

Main content of a reference input
author name. (publication year), title. publication information.

 Books
Williams, J. D. (2014). Preparing to teach writing. New York and London:
Routledge Press.
Ens, A. (2013). Professor and student perspectives on collaborative writing at
the graduate level. Faculty of Education, University of Manitoba:
Winnipeg.
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 Chapter of a Book
Bergquist, J. M. (1992). German Americans. In J. D. Buenker & L. A. Ratner
(Eds.),Multiculturalism in the United States: A comparative guide to
acculturation and ethnicity (pp. 53-76). New York, NY: Greenwood.
Beaufort, A. (2006). Writing in the professions. In P. Smagorinsky, Ed.,
Research on composition: Multiple perspectives on two decades of
change. (pp. 217–242). New York: Teachers College Press.
 Journal article with DOI

Sutton, M. W. (2002). Singular texts, plural authors, how many grades? Fair
assessment of collaborative writing in first-year composition.
[Abstract]. Pro Quest Dissertation & Theses. (AAT 3052077).
doi:10.1016/j.smwpro.2002.07.131
 Journal Article without DOI

Britton, B. K., & Tesser, A. (2001). Effects of time management practices on
college grades. Journal of Educational Psychology, 83, 405-410.
Esch, P.V. & Esch, L.J. (2013). Justification of a Qualitative Methodology to

Investigate the Emerging Concept: The Dimensions of Religion as
Underpinning Constructs for Mass Media Social Marketing Campaigns.
Journal of Business Theory and Practice. Vol. 1, No. 2, 2013. Retrieved
date: May 11, 2020 from: http://www.scholink.org/ojs/index.php/jbtb
 Website with no author or date of publication

Census data revisited. (n.d.). Retrieved March 9, 2009, from Harvard,
Psychology of Population website, http://harvard.edu/data/index.php
Basic formats to remember in writing your reference list

1 The word “REFERENCES” should be written in capitalized, centered.
2 It must be arranged in alphabetical order.
3 It should follow the hanging indent format for the second or third line of
each input.
4Each input must be in single-spaced but must be in double-spaced when
putting another input.
5 Be sure to have the complete details for each reference.
Key Features of Academic Texts (Bullock & Weinberg, 2009)

1. Literary Narratives are well-told story in vivid details that are clear and
significant.
2. Article/Book Review is a summary of a text that pays attention to context
with clear interpretation to support your conclusions.
3. Research Report deals with a tightly focused topic accompanied by
well-researched information and clear definitions using technical writing
strategies in an appropriate design.
4. Position Paper provides a clear and arguable stand with background
information, good reasons, convincing evidence that aim to appeal the readers
using a trustworthy tone and consideration to any other positions.
5. Abstract is a summary of basic information in a brief and objective
description.
6. Evaluation is a concise description of a subject based on a clearly-defined
criteria. It is a knowledgeable discussion with balanced and fair assessment
and well-supported reasons.
7. Laboratory Reports contain an explicit title, abstract, purpose, methods,
results and discussions. It also has references, appendices with appropriate
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format.
8. Literary Analysis is an arguable academic paper focusing on the language of
the text, patterns or themes for a clear interpretation.
9. Proposal presents a well-defined problem and a recommended solution
complete with a convincing argument for the solution and a call for action.
10. Critique Paper includes summary of a work and detailed evaluation. It
explores subject area and related works as well as its strengths and
weaknesses. It also aims to understand an article’s purpose, audience and
style.
Activity
1. You are to watch a video “Choosing a Manageable Research Topic”. Please use
this link for the video: https://www.youtube.com/watch?v=BDuqfJQhFeM&t=8s
While watching, fill out the following topics below.
Problems with big topics

1.___________________________________________________________
2.___________________________________________________________
3.___________________________________________________________
Solution
Based on the video, you narrow your topic by focusing on…

1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5.____________________________________________________________________________
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The University of St. Francis in Ilinois makes use of a worksheet of narrowing a

topic and this might help you have your own for your research paper. Analyze the
table below.
This worksheet, if you would notice is quite personal and focuses on your interest
on the topic. It made used of the first person in the topic statement but be careful not
to use the exact statement or even use the first person in your final research paper.
Now try and think of a possible topic for your research paper and try to narrow it
down using the tips presented on above.
Topic
Components or Subtopics
What components or subtopics are of

most interest to you?
What new questions do you have

about your topic?
Formulate a topic statement

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REFERENCES
Bernales, R.A, Balon, W & Biligan, RJ, (2018). Purposive Communication in Local
and Global Contexts. Mutya Publishing House, Inc. Malabon City, Philippines
Madrunio, M. & Martin, I. (2018). Purposive Communication: Using English in

Multilingual Contexts. Quezon City, Philippines: C & E Publishing.
Padilla, M. , Dagdag, L., Roxas, F.(2018) , Communicate and Connect , Purposive

Communication. Mutya Publishing House, Inc. , Malabon City, Philippines
Pfaul Library. (2012). Choosing a manageable research topic. Creative commons

attributions.
Retrieved date: August 29, 2020 from:
https://www.youtube.com/watch?v=BDuqfJQhFeM&t=10s
Muhlenberg College. (2019). APA style 6th ed. Trexler Library: Muhlenberg College.
University of St. Francis. (2017). Narrowing your topics down. Joliet, Illinois
Retrieved date: May 23, 2018 from:
https://guides.library.illinois.edu/c.php?g=787053&p=5639672

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SOUTHERN LUZON STATE UNIVERSITY 1

INCORRECT vs. CORRECT LANGUAGE USE

Descriptivists describe the language without being hypercritical or expressing

It was stated that English has been considered as an international language

Car and owner for sale.

The statement is an example of an ill-translated text to English language. What

Let us practice more by reconstructing the following ill-translated signage in

Here are some terms relative to SEMIOTICS:

 Signifier is the realization of a meaning, while

What is the role of semiotics in the world of messages and meanings?

Semiotics makes us realize and understand that information or meaning is not

MASS MEDIA AND MULTIMODAL TEXTS

MASS MEDIA refers to the type of communication that uses technology to

1.Who created this message?

Who created this message?

What creative techniques were used to attract my attention?

What are the representations present in the picture?

“PEACE ON EARTH”- It would be achieved if such power distribution is followed. It would

Why is this message being sent?

Moreover, it wanted us to distance ourselves from the stereotypical power distribution

Interestingly, this what makes semiotics an engrossing area of study. It activates

In addition to still images, we can also do an analysis of messages in the forms of

1. What kind of video was presented?

Supporting multimodal literacy is an important aspect of education today as it

Advertisement/ Original Tagline Reconstructed Tagline

A dairy company Are you lactating?

Poultry Farm It takes an aroused man to

Fast Food Chain We’ll eat your fingers off.

Car Company Every car has a high quality

Appliances (Vacuum Nothing sucks like an

A location where fast Racist Park

Machine Operation Please don’t touch yourself.

Machine Operation Engine Room is Serious Place

We have good rooms, and the

Building under Execution in Progress

A store selling Crabs Caution: We Still Alive! Touch

1. Who created this message?

Criteria for Evaluation

The perks and setbacks brought by technology is a never-ending debate in all

METHODS OF COMMUNICATING VIA TECHNOLOGY

Cellphone. The introduction of portable cellular phones in the realm of

Blogs. Blogs have gained popularity as effective methods of communication,

Email. Handwritten correspondence in personal and business interactions are

INFLUENCES OF TECHNOLOGY ON COMMUNICATION

Communication and technological development have gone hand-in-hand in the

technology has greatly improved the speed of communication, as well as contributing

Quality. Communication quality has significantly improved due to availability

Accessibility. Technology has considerably diminished communication cost and

Nature of Communication. Technology has contributed to the alteration of

Change in Style. The invention of cell phones simplified communication and

WHEN TO USE TECHNOLOGY TO COMMUNICATE?

The use of technology in communication should be encouraged as long as the

WHEN TO AVOID TECHNOLOGY IN COMMUNICATION?

CREATION AND PRODUCTION OF MULTIMODAL TEXTS

Their creation of such can be of any medium such as the following.

1. Paper- such as books, comics and posters

 PATCHWORKING is when you exploit certain threads in the materials you