REVIEWER IN PURPOSIVE COMMUNICATION

-Evaluating texts and/or images is essential because of the proliferation of

information resources and rapid technological change.

-With the advent of a digital environment or the Internet, most of the

information is unfiltered making its authenticity, validity, and reliability
questionable.

-One best way to evaluate messages and images is through critical reading.

-Critical reading involves studying and evaluating the text closely in terms of
relevance, validity, and logic.

-The goal of critical reading is to examine not only what message is conveyed
but also how the message is conveyed as well as its purpose, target audience,
and other ways of presenting it.

A critical reader..
● annotates the text by writing or using sticky notes.
● determines and analyzes the organizational pattern (compare-contrast,
cause-effect, description, narration, definition, or persuasion) of the
text.
● asks critical questions that promote analysis, synthesis, and evaluation
of text.
● considers the cultural and historical background of the text or image.
● distinguishes facts from opinions.
● evaluates the author's credibility by checking on his/ her credentials or
academic and scholarly background.
● evaluates the source of the text and image.
● looks beyond the text or ideas that are not explicitly stated.
● makes inferences about the text or images and the author's ideas,
biases, claims, agenda, or views.
 ● assesses the usefulness and relevance of the text by previewing or
reading the titles, table of contents, summaries and abstracts,
introductions, conclusions, headings, and subheadings.
● reads with a specific question in mind that he/she wants the text or
image to answer.
● reads with an open mind.

GENERAL GUIDE QUESTIONS IN EVALUATING A TEXT

SOURCE
• What is the source?
•When was the text published?
• Are there titles or headers, table of contents, summaries and abstracts,
introductions, conclusions, headings, and subheadings in the source? Is the
source useful? Is the source relevant? Is the source reliable?

CONTEXT
• What is the context of the text?
• What pieces of information are given that provide the context of the text?

CONTENTS
• What is the message?
• What is the purpose of the message?
• What are the facts or figures that support the message?
• How is the message conveyed by the text?
• What is the tone of the text?
• What words contribute to frame the message of the text? How do you think
the audience might be affected by the way the text is written?

AUDIENCE
• Who is the target audience?
• What information is provided that give you the idea about the target
audience of the text?
AUTHOR
• Who is the author?
• What are the credentials of the author?
• What is the author's purpose of writing (informational, persuasive, or
entertainment)?
• What is/are the author's major ideas?

GENERAL GUIDE QUESTIONS IN EVALUATING IMAGES

SOURCE
• What is the source of the image? How did you find the source?
• Are there pieces of information about the source of the image?
• How did you know the source? Is the information reliable?

CONTEXT
• Can you determine the information which accompanies the image?
• Does the information provide the context of the image or where, when, why,
how and for whom the image is?

CONTENTS
• What are contained in the image?
• Are there people/animals/objects in the image? How are they presented?
• What message does the image convey? Is the message clear?
• What elements in the image support the message?
• What feelings does the image evoke?
• How do others see the image?

AUDIENCE
• Who is the target audience?
• What information is provided that gives you an idea about the target
audience of the image?
AUTHOR
• Is the name of the author given?
• Who is the author?
• What are the credentials of the author?
• What is the author's purpose (informational, persuasive, or entertainment)?

VISUAL
• How do you find the layout, design, and color? How are they used? Are they
helpful in framing the message of the image?
• Can you identify what is in the foreground and in the background? What are
they?

TECHNICAL QUALITY
• What can you say about the color and size of the image?
• What can you say about the quality of the image?
• Is it copyrighted?

I. Write CT on the blank if the statement conveys critical

reading; otherwise, write NCT.

1. I analyze the strategies authors use to achieve his/ her purpose of

writing. CT
2. I read all newspaper articles from the first page up to the last page. NCT
3. I write the author's purpose and biases on the margins. CT
4. I highlight confusing ideas. CT
5. I distinguish facts from opinions. CT
6. I assume the target audience of the scholarly articles are always
teachers. NCT
7. I question the intended message of the text or image. CT
8. I ask "What," When," "Who" "Where," "Why," "How," and "So what"
before reading. CT
9. I examine the relationships of ideas presented in the text. CT
10. I apply skimming and scanning. NCT
SPEECH STRUCTURE/ OUTLINE
1. Past, Present, Future
2. Point-Reason-Example/Explanation-Point
3. Opening, Rule of Three, Clincher

CRAIG HARRISON STRATEGIES

1. Bridging- This is building a connection between what you don't know to
what you do know.
Topic:
You are asked about your reaction on the conflict in Russia.

Problem:
You have no knowledge about the existing conflict in Russia because you
do not follow it.

Solution:
Find a way to bridge what you don't know and what you do know.

Response:
“I would imagine the conflict in Russia to be like a conflict in my own
family. The following are some steps that I observed in patching up the
conflict, which at the micro level may be considered by the Russian
government…"

2. Reframing- This is reframing, rephrasing, or redefining a topic the way

you like it to be. This usually occurs if you think the topic is inappropriate
or it is not meant for you.

Topic:
You are asked to compare two forms of government: democratic and
parliamentary.

Problem:
You think that it is not right for you because you are a Science major.
 Solution:
Find a pair of anything that you think is worth comparing. You can
compare natural science and social science in terms of concepts and
processes, or the computer and humans in terms of capacity and
efficiency.

Response:
“This reminds me of the complexities in differentiating two concepts in
science. These are natural science and social science. Just democratic
and parliamentary,
these two differ in terms of concepts and processes..”

3. Playing the Devil's Advocate- This refers to you standing on the

opposite side.

Topic:
You are asked whether the government should allocate bigger budget
for national defense or not.

Problem:
You have no idea about the defense policy. Instead you are more
knowledgeable about education.

Solution:
Say no to defense and yes to education.

Response:
"Instead of allocating more money to national defense, why not in
education? Let me share why education should be prioritized..."

I. Write T on the blank if the statement is true and F if the statement is

false.
1. After the speech, it is appropriate to thank the organizer for the
opportunity. T
2. If you don't like the topic, you say, "I think the topic is
inappropriate for my age. Hence, I refuse to say something about
it." F
3. Impromptu is definitely different from other forms of speeches. T
4. Impromptu speaking challenges the speaker's ability to organize
ideas and deliver them effectively in a very short period of time. T
5. One way to relax is to overthink. F
6. Saying sorry because you did not come prepared is appropriate in
an impromptu speech. F
7. Since it is an impromptu speech, we do not care about the non-
verbal cues anymore. F
8. There are strategies that can help you in verbalizing your
thoughts. T
9. Warming up before the speech can ease your tensed nerves. T
10. The members of your audience no longer care about your
transitions when you are doing your impromptu speaking. F