Expressing Opinion and Taking a Stand on an Issue: Critical

Thinking, and Fallacies

Let’s start this chapter by looking into this mystery case.
Three friends went out to the forest. They found a dead body under a tree and called the police. Two
detectives arrived soon. They figured out that the man died a month ago. Detective 1 said, “There
was a major hurricane about a month ago. Perhaps, he was one of its victims.” Detective 2 on the
other hand said, “I don’t think so. It was a murder!” Who do you think is right?
Source: https://www.youtube.com/watch?v=bboDwVP9cDs&t=46s

What is your opinion about the mystery case above? Is it really an accident or a
murder?

Actually, all of us can have our own opinion depending on how we perceive the case. However,
voicing out different opinions can lead to heated arguments. This usually happens especially when
we fail to understand the point of view of the other party. Expressing opinions and making a stand is
not bad. We just need to listen, respect, and accept other people’s views.
Engaging in a healthy discussion and exchange of views could actually help explore the different
angles of an issue. This will lead us to formulate or come up with a wise decision or conclusion. For
example, you and your friend might take different stance on the mystery case given. You might argue
that detective 1 is right while your friend might also assert that detective 2 is right and not detective 1.
When the two of you will listen to each other’s side, both of you will understand where each of you is
coming from. With that, you can come up with a final conclusion after assessing both of your views.
So who do you think is right? Is it detective 1 or detective 2? The answer is detective 2. It is a murder
case. Figure it out yourself why is it a murder case (Study the picture).
Lesson Proper:
     When you make a stand and exchange views with other people, you are actually engaging
yourself to argumentation. There are many ways in engaging into an argumentation such as debate
(more systematic or structured way). One can also use argumentation in the editorial section of a
newspaper, in an argumentative essay, and position papers.
     Argumentation as a way of expressing one’s view entails responsibilities. In expressing our views,
we must not fabricate information, promote discrimination and hatred, and violate one’s right to
privacy, as cited by Suarez (2018), (Burton, 1999).
     Now, how do we assert our argument? We assert our argument by formulating our thesis
statement. Thesis statement, as defined by Excelsior Online Writing Lab (2020), is a one-to-two
sentence statement that presents the main idea and makes an assertion about your issue.
Remember that your thesis statement is very important in making your assertion. It identifies and
organizes the content and the direction of your key ideas. It also indicates your stand and the reason
that supports it. It has two parts: the general subject (what you are talking about) and the specific
focus (what you want to say about it.) For example, you may claim that studying abroad is more
difficult (general subject) because it entails adjusting to a new culture and educational system
(specific focus, controlling idea) (Suarez, 2018 ).
     How do you argue with other people? Do you argue like those two people in the picture below?
Take note that arguing does not necessarily mean quarrelling and yelling with the other party. We can
have a peaceful and logical way of arguing by following the steps provided below.
HOW TO ARGUE LOGICALLY
(Suarez, 2018)
1.        Examine an issue by doing relevant research on its different dimensions.
2.        Choose the side you would like to support.
3.        Formulate your argumentative thesis by identifying the general subject and the
specific focus or controlling idea.
4.        Present your arguments and their corresponding evidence.
5.       Listen to your opponents arguments and weigh their evidence. Acknowledge their
valid points and point out the weaknesses in weaknesses in their claims. Rebuild your
arguments based on the counter-claims.
6.       Make a summary of the key arguments. Conclude with a call to action.
      Doing a research about your topic or issue will help a lot in establishing your stance; by
researching you can gather evidences that will help you prove your point. Remember that asserting
your point/ claim without evidence is useless. It is like erecting a building without a solid foundation.
     Now let’s go back to the mystery case given in the introduction part of this module. How will you
prove that detective 2 is right - that indeed it was a murder? Of course as discussed above, you have
to gather evidences. In short, you have to investigate. You have to look into clues and evidences that
will prove your point that detective 2 is indeed right. You have to build a solid foundation that could
back up your claim or argument. You cannot just claim that detective 2 is right just because you feel
that he is right. Thus, a sound argument is evidenced-based and factual.
     Solving the mystery case is like combining the missing pieces of a picture. Now, what does it take
for a detective to analyse a scenario and solve a crime? What do you usually use in analysing?
If your answer is critical thinking, then you are correct!
CRITICAL THINKING
(Suarez, 2018)
        The foundation of argumentation is critical thinking. As cited in the Critical Thinking Community
(2015), Francis Bacon avowed in 1605 that “Critical thinking is a desire to seek, patience to doubt,
fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in
order; and hatred for every kind of imposture” (Suarez, 2018).  It simply means that critical thinking
involves being discerning, skeptical and meticulous.
How do you know that you are thinking critically? You are a critical thinker if you:
      Question ideas first before you accept them.
      See beyond the information that is given to you.
      Open your mind to different possibilities.
      Listen to what the others have to say.
      Examine and re-examine an issue’s various dimensions before making conclusions.
      Substantiate your conclusions with valid and reliable proofs.
When you think critically, you use your higher order thinking skills. You usually use the
questions “How? Why? How come?” You ask for validations, either on other people’s claims or your
own claim.
 Now, in the process of critical thinking, a significant thing that one must use in order to arrive
with a sensible and sound argument is logic. Logic must come together with rhetoric in
argumentation. What does it mean?
LOGIC AND RHETORIC
(Suarez, 2018).

        Logic refers to the science of thinking methodically while rhetoricrefers to the art of

communicating persuasively. Both are important in arguing a point effectively. For example, a
speaker or writer may sound convincing with his use of catchy statements and moving narratives, but
his argument may not be valid or relevant (involves rhetoric only). On the other hand, another
speaker or writer may offer sound claims, but he lacks the skill to establish rapport with his audience,
his arguments fall flat (involves use of logic only). What does this imply? It means that we need both
logic and rhetoric to make a sound argument that is effective to convince our audience and prove our
point.  
DEDUCTIVE AND INDUCTIVE REASONING
(Suarez, 2018) 
      Aside from logic and rhetoric, another significant process in critical thinking and argumentation is
the skill of reasoning. Reasoning, according to Cavander and Kanahe (2010), is the essential
ingredient in problem solving. When you reason, you present a particular argument which has two
parts: the conclusion that reflects the main idea, the claim, thesis, or the proposed idea (Rudinow
and Barry, 2008), and the premise that indicates the basis of the conclusion and shows the reason
behind it and/or the evidence to prove it (Cavender and Kanahe, 2010).
Look at the examples below:
Sample A
Premises:
Air pollution is a big problem that should be reduced in Tuguegarao City.
Smoking cigarettes is a major cause of air pollution.
Conclusion/ Thesis/ Claims:
Therefore, smoking should be banned in Tuguegarao City.
Sample B
Premises:
Leading companies across the globe hire many USL graduates.
Established higher education institutions accept many USL graduates.
Conclusion:
Therefore, USL produces top quality graduates.
As mentioned above critical thinking also involves skills in reasoning. Under this, we have the
deductive and inductive reasoning. Now, look again at the given examples above and study them
closely. So what do you think is the difference between Sample A and Sample B? Which argument is
under deductive? And which argument is under inductive? If your answer is, sample A is under
deductive reasoning and sample B is under inductive reasoning, then you are right! Let’s differentiate
then deductive from inductive reasoning.
 Deductive reasoningis when you arrive at a conclusion based on a general idea that leads to
a more specific idea. For example in Sample A, the main idea implied in the premises is that,  there is
a need to reduce air pollution ( general idea) and it leads to the specific idea that to reduce pollution,
smoking must be banned in University A. On the other hand, inductive reasoning is when you look
at specific details and use them as bases of your conclusion. For instance in sample B, the specific
details given are: leading companies hire many University A students, and established higher
education accept them. These two specific details will lead you to the general conclusion (idea) that
University A produces top quality graduates.
In short, deductive reasoning is from general to specific while inductive reasoning is from
specific to general. Take note, you have to be very keen in identifying whether an argument is
presented through deductive reasoning or inductive reasoning. You have to evaluate well the given
premises and conclusion. 
Moving on, you can use the three types of rhetorical appeals or Aristotle’s modes of proof
(Weida and Stolley 2013; McCormack, 2014) in expressing and defending your arguments:
     Logos(logical appeal) – uses deductive and/or inductive thinking in presenting your view,
makes use of examples, consequences, and comparisons and contrasts, and uses academic
or formal language
     Ethos(ethical appeal) – finds strength in the authority and credibility of the sources of
information, requires to present different sides of the argument and declare personal interest in
the issue,uses language that is suitable for a particular audience
      Pathos(emotional appeal) – involve audience by sharing specific narratives that can move
them, use of rhetorical questions and figurative language to catch attention and provoke insight
about an issue, use language that evokes strong feelings
We can use the combination of logos, ethos, and pathos in developing arguments.
Oftentimes, we confidently think that our arguments are strong enough to prove our point.
However, we sometimes overlook the simple things that make our arguments faulty or erroneous. We
call those faulty arguments or statements fallacies. Suarez (2018) defined fallaciesas the statements
that reflect flaws and inconsistencies in your reasoning. In short, it involves weak reasoning in raising
arguments. Here are the different types of fallacies you might commit unknowingly:  

FALLACIES
Sources:https://writingcenter.unc.edu/tips-and-tools/fallacies/    https://
academicguides.waldenu.edu/writingcenter/writingprocess/logicalfallacies
https://www.mesacc.edu/~paoih30491/ArgumentsFallaciesQ.html

     1. Hasty generalization

    Making assumptions about a whole group or range of cases based on a sample that is inadequate
(usually because it is atypical or too small).
     For example: "My roommate said her philosophy class was hard, and the one I'm in is
hard, too. All philosophy classes must be hard!"
      Example 2:Two out of three patients who were given green tea before bedtime reported
sleeping more soundly. Therefore, green tea may be used to treat insomnia.  
    Two people's experiences are, in this case, not enough on which to base a conclusion. 

      2. Missing the point

    The premises of an argument do support a particular conclusion—but not the conclusion that the
arguer actually draws.
      For example: "The seriousness of a punishment should match the seriousness of the
crime. Right now, the punishment for drunk driving may simply be a fine. But drunk driving is a
very serious crime that can kill innocent people. So the death penalty should be the
punishment for drunk driving."
    The argument actually supports several conclusions."The punishment for drunk driving should be
very serious," in particular--but it doesn't support the claim that the death penalty, specifically, is
warranted.

      3. Post Hoc, ergo propter hoc(after this, therefore because of
this)
    Also called false cause
    Assuming that because B comes after A, A caused B.
      For example: "President Duterte raised taxes, and then the rate of violent crime went up.
Duterte is responsible for the rise in   crime.
     The increase in taxes might or might not be one factor in the rising crime rates, but the argument
hasn't shown us that one caused the other.
     Example 2:Drop-out rates increased the year after NCLB was passed. Therefore, NCLB is
causing kids to drop out.

      4. Non- Sequitur (it does not follow)

    This fallacy is revealed when you jump to conclusions.
     For example: Just because an anti-dengue campaign worked in one region, it does not
mean it will work for all regions.
       Remember that one incident may not necessarily lead to another.
 Example 2: Professor Berger has published numerous articles in immunology. Therefore, she
is an expert in complementary medicine.

      5. Slippery slope

     The arguer claims that a sort of chain reaction, usually ending in some dire consequence, will take
place, but there’s really not enough evidence for that assumption. The arguer asserts that if we take
even one step onto the “slippery slope,” we will end up sliding all the way to the bottom; he or she
assumes we can’t stop partway down the hill.
      For example: "Animal experimentation reduces our respect for life. If we don't respect life,
we are likely to be more and more tolerant of violent acts like war and murder. Soon our
society will become a battlefield in which everyone constantly fears for their lives. It will be the
end of civilization. To prevent this terrible consequence, we should make animal
experimentation illegal right now."
    Since animal experimentation has been legal for some time and civilization has not yet ended, it
seems particularly clear that this chain of events won't necessarily take place.
     Example 2:If you continue to watch professional wrestling, your grades will drop, you will
become violent, and eventually you will end up in jail. 
     6.  Weak analogy
   Many arguments rely on an analogy between two or more objects, ideas, or situations. If the two
things that are being compared aren’t really alike in the relevant respects, the analogy is a weak one,
and the argument that relies on it commits the fallacy of weak analogy.
     For example: "Guns are like hammers--they're both tools with metal parts that could be
used to kill someone. And yet it would be ridiculous to restrict the purchase of hammers--so
restrictions on purchasing guns are equally ridiculous."
  - While guns and hammers do share certain features, these features (having metal parts, being
tools, and being potentially useful for violence) are not the ones at stake in deciding whether to
restrict guns. Rather, we restrict guns because they can easily be used to kill large numbers of
people at a distance. This is a feature hammers do not share--it'd be hard to kill a crowd with a
hammer. Thus, the analogy is weak, and so is the argument based on it.

    7.  Appeal to authority

    Often we add strength to our arguments by referring to respected sources or authorities and
explaining their positions on the issues we’re discussing. If, however, we try to get readers to agree
with us simply by impressing them with a famous name or by appealing to a supposed authority who
really isn’t much of an expert, we commit the fallacy of appeal to authority.
     For example: "We should abolish the death penalty. Many respected people, such as actor
Guy Handsome, have publicly stated their opposition to it." - While Guy Handsome may be an
authority on matters having to do with acting, there's no particular reason why anyone should
be moved by his political opinions--he is probably no more of an authority on the death penalty
than the person writing the paper.
     Example 2:“Bruce Willis supports Save the Whales International, so it must be a good
cause.”

     8.  Ad populum

    The Latin name of this fallacy means “to the people.” There are several versions of the ad populum
fallacy, but in all of them, the arguer takes advantage of the desire most people have to be liked and
to fit in with others and uses that desire to try to get the audience to accept his or her argument. One
of the most common versions is the bandwagon fallacy, in which the arguer tries to convince the
audience to do or believe something because everyone else (supposedly) does.
     For example: “Gay marriages are just immoral. 70% of Americans think so!”
    While the opinion of most Americans might be relevant in determining what laws we should have,
it certainly doesn’t determine what is moral or immoral: there was a time where a substantial number
of Americans were in favor of segregation, but their opinion was not evidence that segregation was
moral. The arguer is trying to get us to agree with the conclusion by appealing to our desire to fit in
with other Americans.
     Example 2:"The majority of Americans think we should have military operations in
Afghanistan, therefore it’s the right thing to do." 

    9.   Ad hominem and tu quoque

     Like the appeal to authority and ad populum fallacies, the ad hominem (“against the person”) and
tu quoque (“you, too!”) fallacies focus our attention on people rather than on arguments or evidence.
In both of these arguments, the conclusion is usually “You shouldn’t believe So-and-So’s argument.”
The reason for not believing So-and-So is that So-and-So is either a bad person (ad hominem) or a
hypocrite (tu quoque). In an ad hominem argument, the arguer attacks his or her opponent instead of
the opponent’s argument.
     For Example(Ad hominem): “Andrea Dworkin has written several books arguing that
pornography harms women. But Dworkin is just ugly and bitter, so why should we listen to
her?”
   Dworkin’s appearance and character, which the arguer has characterized so ungenerously, have
nothing to do with the strength of her argument, so using them as evidence is fallacious.  
     For Example(Tu Quoque): Imagine that your parents have explained to you why you
shouldn’t smoke, and they’ve given a lot of good reasons—the damage to your health, the
cost, and so forth. You reply, “I won’t accept your argument, because you used to smoke when
you were my age. You did it, too!”
    The fact that your parents have done the thing they are condemning has no bearing on the
premises they put forward in their argument (smoking harms your health and is very expensive), so
your response is fallacious.

      10. Ad Misericordiam(Appeal to pity)

    The appeal to pity takes place when an arguer tries to get people to accept a conclusion by making
them feel sorry for someone.
     For example: “I know the exam is graded based on performance, but you should give me
an A. My cat has been sick, my car broke down, and I’ve had a cold, so it was really hard for
me to study!”
     Example 2: A woman applies to college. When the Admissions Director asks about her
grades, test scores, and extracurricular activities, she states that she didn’t have much time to
study because her mother has been sick for several years and she has had to work through
almost all of high school.
    The arguers simply express their misery and uses emotion to convince people to accept their
stance.

     11.  Appeal to ignorance

    The arguer basically says, “Look, there’s no conclusive evidence on the issue at hand. Therefore,
you should accept my conclusion on    this issue.”
      For example:
1.      “People have been trying for centuries to prove that God exists. But no one has yet been
able to prove it. Therefore, God does not exist.”
2.       Taking vitamin X is good for you since nobody taking it has become sick.
      Not proven, therefore false.

     12.  Straw man

    It occurs when someone takes another person’s point or argument, distorts it or exaggerates it in
some kind of extreme way, and then attacks the extreme distortion, as if this is really the claim the
person is making.
       For example:
 Person 1: I think pollution from humans contributes to climate change.
Person 2: So, you think humans are directly responsible for extreme weather, like hurricanes, and
have caused the droughts in the southwestern U.S.? If
that’s the case, maybe we just need to go to the southwest and perform a “rain dance.”
    Notice that the second person’s argument overstated the argument of the first person, and began
attacking it using his overstatement.

   13.    Red herring

    Partway through an argument, the arguer goes off on a tangent, raising a side issue that distracts
the audience from what’s really at stake. Often, the arguer never returns to the original issue.
     For example: “Grading this exam on a curve would be the most fair thing to do. After all,
classes go more smoothly when the students and the professor are getting along well.”
    When we lay it out this way, it’s pretty obvious that the arguer went off on a tangent—the fact that
something helps people get along doesn’t necessarily make it more fair; fairness and justice
sometimes require us to do things that cause conflict. But the audience may feel like the issue of
teachers and students agreeing is important and be distracted from the fact that the arguer has not
given any evidence as to why a curve would be fair.
     Example 2:"Air bags in cars do not really increase safety, and, besides, most cars with air
bags are Japanese imports. We all know that foreigners cannot be trusted."

  18.     False dichotomy

    The arguer sets up the situation so it looks like there are only two choices. The arguer then
eliminates one of the choices, so it seems that we are left with only one option: the one the arguer
wanted us to pick in the first place. But often there are really many different options, not just two—and
if we thought about them all, we might not be so quick to pick the one the arguer recommends.
     For example: "Caldwell Hall is in bad shape. Either we tear it down and put up a new
building, or we continue to risk students' safety. Obviously we shouldn't risk anyone's safety,
so we must tear the building down." - The argument neglects to mention the possibility that we
might repair the building or find some way to protect students from the risks in question--for
example, if only a few rooms are in bad shape, perhaps we shouldn't hold classes in those
rooms.
    Example 2: “To stop the spread of AIDS we must either quarantine all infected people or
ban same sex marriage. Since the first option is clearly impossible, we should make same sex
marriage illegal.” 

   18.    Begging the question (Circular Argument/ Circular

reasoning)
    It occurs when an argument’s premises assume the truth of the conclusion, instead of supporting it.
    It is also called arguing in circle.
     For example: “Active euthanasia is morally acceptable. It is a decent, ethical thing to help
another human being escape suffering through death.”
   If we “translate” the premise, we’ll see that the arguer has really just said the same thing twice:
“decent, ethical” means pretty much the same thing as “morally acceptable,” and “help another
human being escape suffering through death” means something pretty similar to “active euthanasia.”
So the premise basically says, “active euthanasia is morally acceptable,” just like the conclusion
does. The arguer hasn’t yet given us any real reasons why euthanasia is acceptable; instead, she
has left us asking “well, really, why do you think active euthanasia is acceptable?” Her argument
“begs” (that is, evades) the real question.
     Example 2:Special education students should not be required to take standardized tests
because such tests are meant for non-special education students.

  19.    Equivocation
    Equivocation is sliding between two or more different meanings of a single word or phrase that is
important to the argument.
     For example: “Giving money to charity is the right thing to do. So charities have a right to
our money.”
   The equivocation here is on the word “right”: “right” can mean both something that is correct or
good (as in “I got the right answers on the test”) and something to which someone has a claim (as in
“everyone has a right to life”). Sometimes an arguer will deliberately, sneakily equivocate, often on
words like “freedom,” “justice,” “rights,” and so forth; other times, the equivocation is a mistake or
misunderstanding. Either way, it’s important that you use the main terms of your argument
consistently.
   So how do I find fallacies in my own writing?

 Hereare some general tips for finding fallacies in your own

arguments:
(The Writing Center • University of North Carolina at Chapel Hill, 2020)
     Pretend you disagree with the conclusion you’re defending. What parts of the argument
would now seem fishy to you? What parts would seem easiest to attack? Give special attention
to strengthening those parts.
     List your main points; under each one, list the evidence you have for it. Seeing your claims
and evidence laid out this way may make you realize that you have no good evidence for a
particular claim, or it may help you look more critically at the evidence you’re using.
     Learn which types of fallacies you’re especially prone to, and be careful to check for them in
your work. Some writers make lots of appeals to authority; others are more likely to rely on
weak analogies or set up straw men. Read over some of your old papers to see if there’s a
particular kind of fallacy you need to watch out for.
     Be aware that broad claims need more proof than narrow ones. Claims that use sweeping
words like “all,” “no,” “none,” “every,” “always,” “never,” “no one,” and “everyone” are
sometimes appropriate—but they require a lot more proof than less-sweeping claims that use
words like “some,” “many,” “few,” “sometimes,” “usually,” and so forth.
     Double check your characterizations of others, especially your opponents; to be sure they
are accurate and fair.
Key Take-Aways:
     Argumentation involves critical thinking and evidences to prove your point.
     Critical thinkinguses higher order thinking skills.
     Deductive reasoningis from general to specific while inductive reasoning is from specific
to general.
     Fallacies are common errors in reasoning that will undermine the logic of your argument
(The Writing Lab & The OWL at Purdue and Purdue University, 2020).
 The Art of Selling your Ideas and Convincing your
Topic:
Audience

Introduction:
            Last week’s lesson familiarized you with the different principles, techniques, and strategies of
persuasion and handling objections. We now live in a world where communication has seemingly
become complicated amidst the advent of technology with which human communication is somewhat
at stake.  Everyone experiences speaking before an audience; and speaking to a target audience has
its primary goal of convincing the crowd. Speaking may be easy; but convincing may spell out the
difference. Not all speakers and authors may have a successful engagement with the target
audience. Many believe that effective speaking is a talent as many others, too, believe it to be a skill.
Hence, there is a need to acquire and master the art of selling ideas and convincing audience. BE
PATIENT that you may learn the art and skills of selling ideas and convincing audience through this
module; and who knows you will become one of the great speakers and authors of the time!
              When we speak of the art of selling ideas and convincing audience, it is not just closing
contracts and pushing products; but there is something we mass-market more than anything else
--- the ideas. While intangible ideas are “sold” with nearly every interaction we have, we persuade
people of the merits of our opinions in conversation. By catering the conversation to your audience,
you establish a stronger bond between what you are selling and what they need. Everyone wants to
know what is in it for them and how your idea is going to deliver value.   
              Stay Connected and Enjoy learning amidst this pandemic!
Lesson Proper:
People communicate for a number of reasons – to teach/educate, to entertain, to inform, to
express feelings or emotions, to elicit reactions from another person, and ultimately to
convince/persuade the target audience.
 You learned from the previous lessons the different means/instruments that are used to
communicate ideas through oral and written discourses. You may have been very successful and
effective with these communication tasks primarily because you knew well your purpose, target
audience, and context.
          Communicating with people or target audience does not end up with just expressing and
sharing your ideas and opinions with them; but how would you sell your ideas as well as how would
your audience buy your ideas may form the greater part of communication task. Hence, the lesson-
discussion on “The art of selling ideas and convincing audience”.  
Lesson 9-10: The Art of Selling Your Ideas and Convincing Your Audience
        It is crucial to master the art of selling your ideas and convincing your audience. Hence, your
ultimate goal when you communicate with people verbally and non-verbally as an author or a speaker
is to persuade/convince them. But how would you be able to know if you were able to convince your
readers/audience?  
       Your audience must have been convinced when they consider, support, promote, use, and
apply the ideas you are sharing or the products you are selling.
In selling your ideas, remember the following:
1. Know what you are talking about.
 Always remember this: “You CANNOT GIVE what you DO NOT HAVE as you CANNOT BE
AN AUTHORITY on a SUBJECT/ISSUE that you DO NOT KNOW.”
2. Prepare
Study all features of your product, proposal, or presentation.
           If you are well prepared, you gain more confidence and it is easier for your audience to
believe you.
3. Anticipate the needs, questions, concerns and expectations of your audience.
You are well-prepared with the topic you are sharing because you have explored it; thus, you
are ready with solutions and answers to questions/concerns/doubts of your audience – that
you have already prepared for answers and solutions that you believe will satisfy your
audience. 

       Sincerity and Honesty: these are two important points in selling an idea. 

When selling an idea: 
 
1. Acknowledge the drawbacks to avoid people feel that they are cheated and shortchanged.
           2. Make them aware of the constraints… As this may have an impact on your trustworthiness
and credibility.
When selling product:
Emphasize the benefits of the product.
            (or what it can do)
Identify the limitations of the product.
            (or what it cannot do)
Apply the principle of integrity
(how credible you are as a promoter of an idea or a product)
 
TAKE NOTE always of this:
“Communication is vital to outstanding service…
And in order to communicate,
you’ll first have to win TRUST.”
Isadore Sharp, Founder of Four Seasons Hotel chain

Be sensitive to Verbal and Non-verbal cues

Examples:
1. Clients giving short, noncommittal responses like “I’ll see” = this means that clients
feel disinterested in what you are talking about.
2. Clients suppressing yawns frequently = it may mean you are boring them with your speech.
3. Clients asking for more questions regarding the idea = it implies that they may be engaged in what
you are talking about.
 
Maintain respect at all times; hence, when you sell or share your ideas/thoughts
about a topic or an issue, please do take note of the following:
1. you are not there to argue with your audience but to sell your ideas to them.
2. listen first to their views - see it from their perspective.
3. acknowledge their valid points as they, themselves, have good ideas to share.
4. express empathy with them (audience). 
         THEN after having listened to your audience, it’s your turn to explain your side and as
you do this, you have to be guided by the following:
 
1. Show your audience your perspective about the issue;
2. explain further your stand/side/point of view about the topic;
3. And encourage audience to see/consider your ideas/opinions  from your point of view.
 IN THAT WAY,
1. You are able to negotiate ideas with your audience;
2. Expand your view about the topic to make your audience get satisfied with your claim;
3. And with such, you would convince your audience in the end.
Know and use the language they are most comfortable with. 
1. take into account the culture of the audience.
2. know and understand who you are talking to and establish rapport with them.
3. find a common ground that will help you create ties with them.
4. Present your ideas persuasively, acknowledge their limitations, give your audience to weigh
the pros and cons and allow them to draw conclusions for themselves.
 After presenting your ideas, observe the following rules/standards:
1. let your audience breath and think about it.
2. give them time to let the ideas sink in.
3. simply let them know that you are right there if they need further information or guidance on the
matter.
In the previous lessons, you learned about the many ways or means of presenting/disseminating
ideas which include multimedia, power-point, overhead projector presentation, graphics, etc. Another
means of presenting/disseminating information or ideas is through launching a campaign.

Lesson 10: LAUNCHING A CAMPAIGN

What is campaign?
            Campaign is an organized effort which seeks to influence the decision making progress within
a specific group or audience and which may further make the audience accept your claims/views. It is
also with this means where you have the ability to relate to others in a way that it creates a level of
trust and understanding; thus, making the audience feel comfortable and relaxed… then eventually
making the audience persuaded/convinced of your claim/views.

When you launch a campaign, do get focused with the following elements:
1.Theme or topic – this serves as the basis for developing campaign materials and for choosing
campaign endorsers.
           Example: “Unity in Diversity”
 2.Materials – these are the instruments/media through which the campaign/presentation of a
particular issue, topic, product is communicated or disseminated.
           Examples: posters, videos, radio broadcast, TV, multimodal materials, etc.
3.Campaign Endorsers – these could be technology or famous persons that have strong appeal to
attract/convince the audience so as to “BUY” the idea/product you are selling.
           Example: Icons and celebrities who can best represent the campaign
4.Campaign duration – this refers to how long should the campaign be undertaken. Campaign
duration depends on the length of the project and other factors; e.g. is budget.
            Selling ideas and convincing audience may either be a talent or a skill; though, it could be
both

How to Make a Campaign Poster

1. Launch Canva
Open the Canva app or launch a new web page. If you’re new to Canva, sign up using your
Google or Facebook account. Otherwise, just log in. After that, type “campaign poster” using
the search tool to start designing.
2. Choose a template
Don’t want to start from scratch? No problem. You can browse hundreds of campaign poster
templates for any theme that fit what you’re looking for. Use the search tool to filter by color
scheme, layout, or style.
3. Experiment with features
Access professionally designed stock photos, illustrations, images and other graphics. Use the
drag-and-drop tool to move design elements and layouts and transform your election,
awareness, or environment campaigns.
4. Customize your design
Personalizing your campaign poster design is easy. Upload your photos, branding elements,
charts, and other graphics to fill out your design. Don’t forget to stick to your campaign goal
or mission!
5. Share or print
Once your campaign posters are finished, it’s time to share them with the world. You can post
them online directly through social media, share them via email or make high-quality prints
with Canva Print.

Example of Poster Campaign

Planning a Successful Promotional Campaign

By Laura Lake/ Updated October 28, 2019

A promotional plan is a valuable marketing tool when it comes to launching a new service or product
or expanding your market reach into new verticals or demographics. When planning a promotional
campaign, keep in mind that a successful campaign achieves all of the following desired outcomes
and goals:
 Your promotional message reaches your intended and targeted audience.
 Your audience understands your message.
 Your message stimulates the recipients, and they take action.

The question is how you achieve these outcomes with your campaign. The process is natural, but it
takes "planning" time. Here are seven steps that will get your campaign off to the right start.
Assess Marketing Communication Opportunities
It's essential to examine and understand the needs of your target market. Who is your message going
out to? Current users, influencers among individuals, decision-makers, groups, or the general public?
What Communication Channels Will You Use?
In the first step of planning, you should have defined the markets, products, and environments. This
information will assist you in deciding which communication channels will be most beneficial. Will you
use personal communication channels such as face to face meeting, telephone contact, or perhaps a
personal sales presentation? Or will the nonpersonal communication such as newspapers,
magazines, or direct mail work better?
Determine Your Objectives
Keep in mind that your objectives in a promotional campaign are slightly different from your marketing
campaign. Promotional objectives should be stated regarding long or short-term behaviors by people
who have been exposed to your promotional communication. These objectives must be stated,
measurable, and appropriate to the phase of market development.
Determine Your Promotion Mix
This is where you will need to allocate resources to sales promotion, advertising, publicity, and, of
course, personal selling. Don't withhold on either of these areas. You must create awareness among
your buyers for your promotional campaign to succeed. A well-rounded promotion will use all these
methods in some capacity.
Develop Your Promotional Message
You will need to sit down with your team and focus on the content, appeal, structure, format, and
source of the message. Keep in mind that appeal and execution always work together in promotional
campaigns.
Develop the Promotion Budget
You must now determine the total promotion budget. This involves determining cost breakdowns per
territory and promotional mix elements. Take some time to break down allocations and determine the
affordability, percent of sales, and competitive parity. By breaking down these costs, you will get a
better idea of gauging the success potential of your campaign.

Determine Campaign Effectiveness

After marketing communications are assigned, the promotional plan must be formally defined in a
written document. In this document, you should include situation analysis, copy platform, timetables
for effective integration of promotional elements with elements in your marketing mix. You will also
need to determine how you will measure the effectiveness once it is implemented. How did the actual
performance measure up to planned objectives? You'll need to gather this information by asking your
target market whether they recognized or recall specific advertising messages, what they remember
about the message, how they felt about the message, and if their attitudes toward the company were
affected by the message.
Lesson 11: PERSUADING YOUR AUDIENCE AND HANDLING OBJECTIONS STRATEGICALLY
Introduction:
            With the unprecedented event that has happened in the world today which has
tremendously disturbed the semester last school year until now, our university is all prepared to meet
the academic challenges amidst this pandemic for this school year. Though it may be difficult to
convince you about this reality as you may have some, if not many objections, we cannot do
otherwise but to accept the challenges brought about by this pandemic reality. To persuade/convince
people to rally behind you and to stand with you for a cause without any objection at all is no easy
task – that you have to possess the necessary persuasive skills to do the task. Actually, this is the
focus of this chapter’s lessons. Hence, with these lessons on “persuasion” and “handling objections”,
you will be familiarized with the different tips and techniques on how to handle objections
strategically and on how to become an effective, influential, and inspiring speaker. So please follow
through the discussion of these lessons through this module very patiently.     
Be ready and Enjoy!
Lesson Proper:
You learned from the previous lessons the different means/instruments that are used to
communicate ideas through written texts, communication tools that include audio-visual aids which
may be developed through digital means. You may have been very successful and effective with
these presentations because you knew well your purpose, target audience, and context.
In the academic context, one form of communication you have learned to express and share
views with other people is through written mode (1.e. writing effective communication); and other
than this, you could also share your opinions and ideas by way of multimedia presentations.
However, it is not just enough that you were able to express and share your ideas and opinions with
people, what must also be important is you were able to influence or persuade them. Hence, the
lesson on persuasion. 

What is persuasion?
Persuasion is the act/process by which the speaker aims to convince the target audience to accept
his/her point of view about a particular topic/issue; which may be either to accept all or part of
his/her expressed view. It is to make the target audience believe in what the speaker says, to stand
with the conviction of the speaker, to rally behind the speaker in support of the speaker’s stand, and
lastly to convince the audience to do something.
How can the speaker be persuasive? Actually, there are 3 types/techniques that could help the
speaker become persuasive in his/her communication presentations. These are the following:
 Ethos or ethical appeal. It is a means to persuade the target audience with the use of the
author’s/speaker’s character, credibility, or authority.
 Examples:
A. Buy my old car because I am Tom Magliozi. (you may search on “who is Tom Magliozi)
B. A commercial about specific brand of toothpaste says that four out of five dentists use it.
 Pathos or the emotional appeal. It is a way of persuading the target audience by appealing to
their emotions. It is trying to persuade audience of something.
Examples:
A. A teenager begging for a brand name jeans so as not to feel left out by peers.
B. I like very much my friend though many hate him.
 Logos or appeal to logic. It is a means of convincing the target audience by use of logic or
reason.     It uses facts, data, statistics, citations, etc. to back up claims, ideas, opinions, and views.
Examples:
A. World Health Organization has affirmed that COVID cases have already been in millions.
B. Based on the data provided, the earnings of the company has gone beyond 25% as projected
in January 2020.
Indeed, each of these three principles plays a crucial role in persuading audience and the use of these three in
an argument may make persuasion work better.  

The author/speaker may have been effective in expressing and sharing ideas or views with the
target audience; undeniably, objections are always expected to be raised by the audience. This must
be a natural phenomenon; but to handle these objections properly and strategically will surely make
the communication task work well toward an effective and a successful persuasive communication.
So please follow through still the discussion of the topic, “Handling Objections strategically.”
How do you understand “objection”?

Objection is a reason refuting against a premise, an argument, a conclusion, an idea/an

opinion/view about a particular topic/issue with which the audience would like to be satisfied about
by the response of the speaker/author. Objections, if not handled properly, disturb or distract or
impede persuasion goal/objective that will likely to result to disagreement. Hence, handling
objections properly or strategically is deemed necessary.
 How should objections of the audience be handled? 

The following are some tips to handle objections strategically:

1. Let the audience feel they are heard . Listen to their ideas as if their ideas were as brilliant as it is
thought of by them – this is giving them (as person) and their ideas equal importance.
2. Explain to them how your solution helped others. Point out with them how could they be
possibly benefited as others have already been benefited.
3. Do not force them. Do not make them immediately believe you but through the process they will
realize that there is truth in what you say; thereby, influencing them to support your claim. Explore
ideas with them.
4. Highlight strengths. Acknowledge weaknesses. You need to appreciate their brilliant ideas as
well as to empathize with their weaknesses. Learn to respond properly with all humility and respect.
5. Sell. Don’t Argue. If the audience oppose your ideas, don’t be too defensive; maintain respect at all
times because your purpose is to SELL your ideas; not to ARGUE with the audience.
6. Start with the end. Let them speak out freely their ideas but not to disrupt them at the very start of
their objections.
 7. Prepare for every kind of conversation. You should be able to provide answers/solutions to every
question/objection raised by the audience and be sure they get satisfied with your responses. This can
only be done when you are well-prepared with the topic/issue to discuss. More importantly, when you
are well-prepared with what you do or say/share, you have the confidence that you can share much
even beyond the expectation of the audience.
8. Establish rapport. It is relating to the audience in a way that it creates a level of TRUST and
understanding; thus, making the audience feel comfortable and relaxed-open to suggestions and
explanations will eventually make them accept your claim/ideas/views.
To put everything in a nutshell, the following are the key terms to remember when handling
objections:
   LEARN TO: LISTEN, ACKNOWLEDGE, EXPLORE, RESPOND, PREPARE, BE CONFIDENT
     With all mentioned above, as an author or speaker, there is no doubt that you would be able to
negotiate ideas, expand views, and eventually persuade/convince your audience in the end.

Topic: Obtaining and Disseminating Information

Introduction:
               In learning, obtaining information is very significant since it is the first stage of cognitive or
learning process. After obtaining information, a learner can continue the cognitive process to varying
levels.  For instance, he or she may accomplish basic cognitive processes by taking in information
and simply storing it in the memory for later recall or remembering.
 
            Significantly, providing information plays a vital role in the field of education, career, life,
business, etc.  As educators, one of the most important things is to provide relevance for students.
This would give them a context within which they can develop into engaged, motivated and self-
regulated learners because relevance can help students realize how useful all knowledge can be. 
Similarly, as a speaker, as a person, as a learner and as a businessman, the information provided
should be sufficient, reliable, valid and accurate.  In this way, the listeners and receivers of the
message would believe the information given which may intellectually direct his or her actions and
decisions.
In like manner, disseminating information is equally important in learning, in life, in business and in
communication. The purpose of dissemination it to influence people’s behavior so that they will adopt
or at least become aware of a new idea, product or service which is being disseminated. The use of
various kinds of methods supporting each other is important when planning dissemination.  
Lesson Proper:
Obtaining Information from Available Sources
Obtaining information today using technology grants us access to secondary sources
such as websites, books, television, and radio programs. The information from these
kinds of media may be just too handy. As such, you have to be responsible and
prudent in choosing, using, and spreading the information you get from these sources.
Characteristics of Information
 Relevant information is capable of making a difference in making a decision.
  Valid information is more in-depth information that allows greater insight.
 Reliable information is authentic, consistent, infallible, or information that suggests
dependability of judgement or result.
 Factual information is something documented, established, confirmable, supportable,
sustainable, indisputable, irrefutable, undeniable, unquestionable and undoubted.
Aside from these, the five characteristics of high-quality information are accuracy, completeness,
consistency, uniqueness and timeliness. Information needs to be of high quality to be useful and
accurate as well.
What To Do With Information That We Receive
1. Be sure that the sources you rely on are credible and accurate. Effective sources usually have been
reviewed and validated by experts on the topic. The number of relevant references is also adequate
and the author/s belong/s to a trustworthy organization. While Wikipedia and blogs provide much
information online, you cannot always rely on them because anyone can contribute to the
information too easily given their nature. When in doubt, check the background of the publishers and
the authors through online articles. For instance, there are a lot of online trolls who give misleading
information.
Fortunately, there are various fact-checking websites that identify the sources of fake news or clarify
false information:
 snopes.com
 FactCheck.org
 Politifact )             
2. Check that the information you have is current. The date of publication or posting is significant. If it
is dated, then the information you have may no longer be relevant or accurate, unless you need a
historical background or account of a particular subject. For example, citing archival records of
firsthand accounts of the Bataan Death March in 1942 may be effective for a history paper. However,
citing a 1942 study on how young Filipino males talk to their female counterparts to explain
relationships today may not be an accurate or relevant set of information.
3. Consider the perspective or worldview of your sources. While some particular information may seem
objective, sources of information tend to have a particular slant. For instance, when it comes to
election surveys, some newspapers may focus on figures that favor a particular party or candidate,
reflecting a hidden bias in their reports. Some authors may also choose to gloss over significant
moments in history. For instance, the holocaust or genocide committed against the Jews during
World War II and the brutal crimes that were suffered by political prisoners and activities during
Martial Law in the Philippines may be covered up or denied by some writers to provide a one-sided
view of history. The truth has many sides, and, as a reader, viewer, and listener, you have the duty
to look at these various dimensions to evaluate them more carefully and decide whether they are
worth studying further and sharing.
4. When you do share the information that you have learned through various media platforms, you must
cite and acknowledge your sources. Identify the author/s, the publisher/s, and the title of the article,
magazine, book, website, periodical, or journal. Doing this establishes your credibility and indicates
your integrity. These original works warrant recognition, and your readers deserve to know that your
ideas came from various sources.
Indeed, you are bombarded with information every day on social media. Often, the clever use of
language and deliberate choice of words lead you to believing all too readily what you receive from
various sites and outlets. Evaluate messages constantly and diligently. This skill of evaluation is
necessary when you need to disseminate certain information yourself.
 
For starters, beware of chain emails, text messages, and status updates that compel recipients or
addressees to pass them to a bigger group of people. Usually, they are laced by desirable
promises ("If you pass this message, expect a good thing to happen to you in the next 20
minutes"), dire warnings ("If you do not pass this message, you will encounter misfortunes
next week"), or disturbing messages ("If you don't pass this on, it means you don't care about
people who suffer from depression").
 
If you do receive chain messages, do not pass it on. There is no scientific or logical basis for
following their hidden coercions. Similarly, avoid online click baits that lure you with intriguing,
controversial, and sensational images and texts that are only meant to sell you certain
products and services. In addition, some advertisements of these products and services may
be misleading or downright false. Falling into these online traps only dulls the mind and takes
away time for more productive accomplishments.
 
When you are engaged in more constructive and creative activities in school, you are expected
to craft announcements about specific events. You may also hold positions that require you to
disseminate important information. As such, you have to be accountable for the information
you spread.
 

Information Dissemination
Information dissemination means spreading of information, knowledge, opinions widely to a certain
person, people or to a bigger group of audience. The purpose of dissemination is to influence
people’s behavior, so that they will adopt or at least become aware of a new idea, product or service
which is being disseminated. The use of various kinds of methods supporting each other’s is
important when  planning dissemination.
Information dissemination is important when lives are affected. For example, public service
announcements during natural calamities such as typhoons can save lives. When you face an
opportunity to help address the general public, you have to use simple language that readers,
listeners, and viewers may grasp right away (Silver 2014).
Ulmer, et al (2015) suggests the following when informing the public in moments of crisis (58):
1. Inform the community immediately, acknowledge uncertainty, and assure the public that they
will receive regular updates on current and future risks.
2. The public needs useful and practical statements of managing difficulties during a crisis.
The impact of poor information dissemination may be illustrated in 2009 during the onslaught of
Typhoon Ondoy that resulted in death and devastation in the National Capital Region. Many
government officials learned much from this experience and, consequently, became more organized
and efficient in disaster management. As one official stated, "The most important thing is
communication. We have redundancy of communication so that down to the lowest level, we will be
able to inform these people” (Howard 2010).
 
When you disseminate information, your message should be correct, clear, and concise. Accuracy is
important. Avoid using vague terminologies that are open to various interpretations. Moreover,
instead of using lengthy paragraphs, use numbers or bullet points to make it easier and faster to
read. 
Consider also the levels of communication involved in disseminating information. For instance, there
is the barangay or community level, the city level, the regional level, and the national level. Within
these levels are different types of audiences who use different types of languages and various modes
of communication. Point persons and specific organizations in charge of spreading information should
be identified. In addition, they have to coordinate their messages consistently.
Consider the following sample
Sample A:
The University of Knowledge needs student volunteers to help in packing relief goods for the typhoon
victims in Albay. If you would like to give donations, you are welcome to do so.
Sample B:
The University of St. Louis has organized a help center at Bulwagang Teodulfo Domingo for reaching
out to the typhoon victims in Albay. The help center welcomes donations (cash, medicine, and relief
goods) and student volunteers who would like to help in the packing of relief goods for the victims.
The center will be open for one week for this purpose from 8am-7pm. You may contact Mr. Cabrido
at 09267755553 if you have questions. Thank you

Message A lacks clarity because it has insufficient details, while Message B provides specific details
that may enable students to respond to the call for help promptly. In Message B, the 5 Ws (what,
where, when, who, why) and H (how) are answered:
What: A help center has been organized by the University of St. Louis.
Where: The help center is at Bulwagang Teodulfo Domingo.
When: The help center is open for one week from 8am-7pm
Who: Mr. Cabrido may be contacted for details.
Why: There is a need to support victims in Albay.
How: Students may give donations and/or do volunteer work.
Thus, when you disseminate information, include all the essential details. Conversely, if you receive a
message, evaluate it first based on the guidelines given previously. If you are not certain about its
reliability, trace the source of the message. Consult other credible sources of information such as
school authorities, radio stations, TV networks, online publications, and newspapers to verify the
message you received. Disseminate only when you are certain of the truthfulness of the message and
the credibility of its source. In addition, in simplifying a message that you wish to share, be sure not
to omit important details nor include additional information that may be inaccurate.
In some events, you may be expected to provide directives or instructions to organize and mobilize
groups of people through public service announcements or PSAs. Public service announcements
(PSAs) inform people about a particular event, raise awareness for a certain issue, and/or promote a
campaign. Campaigns are organized movements that boost and support a particular cause or
advocacy such as the preservation of the environment, the promotion of children's rights, or gender
equality. PSAs may be in various modes and presented through various media. In developing them, it
is important to consider your audience, context, and purpose.
PSAs promoting awareness campaigns may be shown through videos. These can make use of
powerful words and images to move an audience and encourage them to take concrete action in
support of the advocacy.
Methods in Disseminating Information
Information should be disseminated properly and accurately. Exact and sufficient information are only
the things to be provided to the proper authority or person. The following are some methods for
disseminating information.
1. News release is a written or recorded communication directed at members of the news media
for the purpose of announcing something ostensibly newsworthy.
2. Blog is a regularly updated website or webpage, typically one run by an individual or small
groups, that is written in an informal or conversational style.
3. Emails are messages distributed any electronic means from one computer user to more
recipients via a network.
4. Text messages is a written message, often containing short forms of words, sent from one
mobile phone to another.
5. Social networking websites or social media in an online platform which people use to build social
networks or social relations with other people who share similar personal or career interests,
activities, backgrounds or real-life connections.
6. Public service announcement is a message in a public interest disseminated without charge,
with the objective of raising awareness of, and changing public attitude and behavior toward a
social issue.
7. Door to door is a canvassing technique that is generally used for sales, marketing, advertising
or campaigning in which the person or persons walk from the door of one house to the door of
another trying to inform, announce, sell, or advertise a product or service to the general public
or gather information. 

1. The Greek name of ad populum means to the people. False

2. In a debate, you took things personally with your opponent who is your real life
enemy. Your speech is now centered on him instead of the proposition given. Ad
hominem
3. You have a classmate who is none as the son of a murder. You always avoid him
and get yourself away from him so much as possible. This is because your mindset
is, if he is the son of a murderer, then he will also become like that. Non sequitur
4. The speaker wants to show the different sides of the people as to the lowering the
age of criminal liability. Ethos
5. If you continue to watch professional wrestling, your grades will drop, you will
become violent, and eventually you will end up in jail. Slippery slope
6. The speaker uses metaphorical speech to gain the interest of the audience. Pathos
7. As a student, you were not serious during the second term. when you knew that
you your grade is lower from what you have expected, you will approach the
teacher and tell her to at least make it a little bit higher since you value your
scholarship so much. ad misericordiam
8. This is the type of source where first-hand information this given. Primary
9. A teacher said, students always cheat during examinations. hasty generalization
10. a person may possess this quality of he or she questions ideas first before
accepting them. Critical thinker
11. the following are corrected sticks of a critical thinker except:
i. accepts ideas immediately
ii. open your mind to different possibilities
iii. listen to what the others have to say
iv. see beyond the information that is given to you
12. equivocation is sliding between two or more different meanings of a single word
or phrase that is important to the argument. TRUE
13. What is the foundation of argumentation? Critical thinking
14. Francis Bacon avowed in 1605 that critical thinking is a desire to seek, patience
to doubt, fondness to meditate, slowness to assert, readiness to consider,
carefulness to dispose and set in order; and ___ For every kind of imposture.
Hatred
15. The goal of the speaker is to present the information that is direct to the point
and based on facts to make it more reliable. Logos
16. Deductive reasoning is from general to specific while inductive reasoning is from
specific to general. TRUE
17. Since conflict will likely arise due to the differences of beliefs what then is or are
the solutions to avoid it?
i. Negotiation
ii. Compromise
iii. Perpetration
iv. Both A and B
18. On your way home, you saw a black cat on the road. Few minutes later, your
crashed because you bumped into another car. Then you blamed the black cat as
the reason why you were in danger. Post hoc
19. Listening, according to Cavander and Kanahe (2010), is the essential ingredient
in problem solving. True
20. Logic refers to the art of thinking but additionally while rhetoric refers to the
science of communicating persuasively. False
21. AUS marketing manager is irritated that his counterpart in Japan had limited eye
contact during a recent visit to his facility. A sign of attentiveness to one represents
 in appropriate behavior to the other. this is an example of what type of barrier?
Cultural
22. Which of the following best describes what barriers do to communication?
Misrepresent or avert communication within the group
23. Which of the following scenarios shows the psychological or emotional barrier in
the communication? Ashley knows that Tyler is a swindler, thus he fakes his
attention.
24. Verbal communication uses written words; Non-verbal communication uses oral
language. False
25. The interactive model of communication provides which of the following insights
about human communication?
i. The communication is both a sender and receiver at the same time
ii. Fields of experience can significantly affect the understanding of messages
transmitted
iii. Communication has an impact on all parties involved in the communication
iv. All the responses are correct
26. Which of the following shows the effective use of paralanguage supports a
conveyed message? The actor stuttered, stammered and use the weak voice
to get the sympathy of the audience
27. The students have shown a silent protest against the tuition fee hike by wearing
a black shirt. What type of nonverbal communication did they use? Artifacts
28. Which of the following clearly manifests the use of kinesics in a non-verbal
situation? The manager projected a defiant chin thrust to show authority
29. The way you dress, fix your hair tells a lot about your personal branding. TRUE
30. When a woman talks, the speech is located in both hemispheres and in one
specific location. False
31. Communication as a process means that we can understand messages from
other individuals by carefully examining the message, the channel and
giving the appropriate feedback
32. Which of the following scenarios does not manifest the language barrier in
communication? Marco explained the situation using a man’s rationale, so
his wife did not get the point
33. In a business meeting, the CEO just stared at the supervisor to give him a stem
warning. What type of nonverbal communication was used? Oculesics
34. Perpetual barriers exist because we see the world differently; we have different
preferences, values, attitudes
35. Thumbs up is an example of hand gesture that has a universal meaning. False
36. Verbal cue like nodding would mean satisfaction toward the speech and the
speaker. TRUE
37. The principle of effective persuasion suggests the effectiveness of
overstatement. False
38. Ideas about a particular topic or issue is considered to be convincing when it is
backed up with evidences. TRUE
39. language plays a vital role in selling ideas and convincing audience, hence, the
use of complex and ambiguous language is encourage. False
40. When objections arise from the audience a good approach to handle such
situation is to argue with the audience. False
41. Verbal response like of I’ll try from the audience Sanchez a feeling of
interestedness on what speaker is talking about. False
42. materials play a crucial role in launching a company of a particular cause or
advocacy. TRUE
43. In the context of selling ideas and convincing audience, preparation emerges
from confidence. False
44. A movie is an example of live multimodal text. TRUE
45. Verbal cues like asking more questions regarding an issue or a topic manifests
audience active participation. TRUE
46. Which of the following articles is the most reliable one? Technology today
from www.googlescholar.com
47. There will be a continuous increase of active cases in the Philippines in the
coming months of 2021 as affirmed by the data provided by the Department of
Health. Logos
48. The following are secondary sources, except
i. Television
ii. Eyewitnesses
iii. Books
iv. Websites
49. In disseminating information effectively, the following must be followed except
i. Use their jargons to make your message more professional
ii. Include the five W’s and one H
iii. Choose the appropriate language in composing your message
iv. Check the correctness clarity and conciseness of your message
50. I won’t resign my job even though it is really hard to work during this pandemic.
It is my joy to work as a health care provider. I love serving other people with the
utmost health care I can give. Pathos
51. Tuguegarao city is still under strict compliance of the general community
quarantine protocols due to increasing number of COVID cases which surged up to
83 active cases as of this week. Logos
52. Many residents of Tuguegarao City Had experienced lack of food and clean water
supplies during the horrible flood last November. Children and adults alike were
crying for help. Pathos
53. Clinical face masks are preferred over other brands of face masks because
majority of the doctors recommend it so. Ethos
54. The how much effort we exert to improve our life this time of pandemic if we
don’t follow the pandemic protocols we will all soon perish. Logos
55. Nicole cried incessantly because she wanted her parents to buy her the latest
edition of Tala necklace. Pathos
56. Noam Chomsky the father of transformational generative grammar was
applauded in an international seminar workshop in teaching language and
grammar. With this, the participants immediately adopted TGG as an approach to
the teaching of language and grammar in their respective schools and they found
chomsky’s teaching approach to be practical beneficial and effective. Ethos
57. What should be the quality of someone who disseminates information?
Knowledgeable
58. 95 out of 100 farmers claim that hybrid rice, Especially PHB 78, yields the
greatest harvest. Hence the recommend this variety for any of the planting seasons
this year and even in the rears to come. Logos
59. How can one obtain a reliable information from various sources? Check the
background of publishers and authors of the articles
60.The second hand scooter which was advertised as for sale in the motorcade’s
Facebook page was bought in less than an hour after its posting because it is a
Yamaha brand. Ethos