GEN 001: Purposive Communication

Student Activity Sheet Lesson #12

Name: __________________________________________________ Class number: _____

Section: ____________ Schedule: _______________________ Date: ____________

Lesson title: Applying Slanted Language Materials:

Lesson Objectives: ​At the end of the lesson, students will:
a. Write statements in positive slant and in negative slant; References:
b. Identify details that make a statement positive or negative

Horray for a new day! How are you feeling lately? Are you having any difficulty? It’s the best time to seek for
assistance or support; ask for help when you need it. There’s no shame in asking for help. If you can’t find
the answer from your notes or from references available in your home, don’t hesitate to ask your teachers or
parents. They’ll be more than willing to assist you.

A. LESSON PREVIEW/REVIEW
Introduction
You have just completed writing an opinion essay. Today, is a follow-up encounter on slanted language and
the opinion essay. Allow yourself to be enriched as you answer the different activities prepared for you in this
session.

Activity 1: What I Know Chart, part 1

For this activity, think about the 3 questions found in the second column. Write your answers in the first

😊
column, ​What I Know. ​ Leave the third column blank at this time. There is no need to read ahead to find
answers – the purpose of Activity 1 is to answer the questions with what you know now. ​

What I Know Questions: What I Learned

1. What is a positive
slant language?

2. What is a negative
slant language?

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 GEN 001: Purposive Communication
Student Activity Sheet Lesson #12

Name: __________________________________________________ Class number: _____

Section: ____________ Schedule: _______________________ Date: ____________

3. How do these
languages help you in
your future career?

B.MAIN LESSON

Activity 2: Content Notes

Read and understand. Highlight important details to help you keep track of information.

Remember:
- Be careful when you are reading or listening to information. First: be careful if it is a fact or an opinion.
- Second: Watch out for the positive or the negative slant when people judge or interpret a fact.
Ex. Clingy partner vs. Affectionate partner
Non-participative student vs. Quietly reflecting student

- Make sure you are aware when people are expressing their own thoughts or their own understanding
and feelings toward a topic or issue. Their statements are not necessarily facts. Most people have
hidden agendas – they want to influence how you think.
Ex. The team leader was bossy. (disgruntled member; leader-wanna-be)
The team leader showed good leadership skills. (favor-seeking member; best friend)
The team leader made decisions. (neutral)

- Research more about the facts before making conclusions.

Ex. “Gay student’s University application revoked.”
– Implies that the basis for no allowing her/him to enroll is because of his gender. Real reason
could be that the student failed the entrance test. S/he just happens to be gay too.

“Government scholars protest instead of attending classes.”

– implies that protesters choose between attending protest rallies and attending classes when
one event does not preclude the other.

Activity 3: Skill-building Activities

Let’s begin! Do these two sets of activities.
A. Negative to positive

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 GEN 001: Purposive Communication
Student Activity Sheet Lesson #12

Name: __________________________________________________ Class number: _____

Section: ____________ Schedule: _______________________ Date: ____________

1. Underline the details that make the statement negative.

2. Explain why it has a negative slant.
3. Rewrite the following sentence with a positive slant.

Sentence #1: The volleyball team was slaughtered last Saturday.

Why is that word/are those words negative? ______________________________________________
Positive slant: ______________________________________________________________________

Sentence #2: He’s too dumb to pass the test.

Why is that word/are those words negative? ______________________________________________
Positive slant: ______________________________________________________________________

B. Positive to negative.
1. Underline the details that make the statement positive.
2. Explain why it has a positive slant.
3. Rewrite the following sentence with a positive slant.

Sentence #3: The crowd became very excited when the band started to play.
Why is that word/are those words positive? ______________________________________________
Negative slant: _____________________________________________________________________

Sentence #4: The professor shared his ideas for an entire hour.
Why is that word/are those words positive? ______________________________________________
Negative slant: _____________________________________________________________________

​Check your answers using the ​Key to Corrections​ found in the last pages of this SAS. Give yourself 1 point
for each correct answer. Write your score here: _____

Activity 4: News Headlines!

Write down 3 news headlines from newspapers, tv, or radio. Analyze what slant it has.
Headline: Source: Slant:

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 GEN 001: Purposive Communication
Student Activity Sheet Lesson #12

Name: __________________________________________________ Class number: _____

Section: ____________ Schedule: _______________________ Date: ____________

1.

2.

3.

Activity 5: What I Know Chart, part 2

😊
For this part, return to Activity 1: What I Know Chart. This time, answer the questions again and write your
responses in the third column: What I Learned. You can track how your understanding has changed. ​

Activity 6: Check for Understanding

Let’s do the final activity. Column A is composed of words that have a negative slant. Match each word that
suggests its positive slant in column B by drawing a line.

A B

1. Kill a. Loyal

2. Collateral damage b. Childlike

3. Blindly obedient c. Eliminate

4. Garbage Collector d. Civilian casualties

5. Immature e. Sanitation Engineer

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 GEN 001: Purposive Communication
Student Activity Sheet Lesson #12

Name: __________________________________________________ Class number: _____

Section: ____________ Schedule: _______________________ Date: ____________

​Check your answers using the ​Key to Corrections​ found in the last pages of this SAS. Give yourself 1 point
for each correct answer. Write your score here: _____

C. LESSON WRAP-UP
Activity 7: Thinking about Learning
A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

B. Think about your Learning

Get in touch with your facial expressions. Draw -
a happy face a worried face an angry face a bored face a shy face

FAQs
Q: Do I have to use neutral or positive slant language always?
A: As much as possible, yes, because your goal is to communicate clearly. When you use negatively slanted
language, the implied criticism will not be received well and may cause misunderstanding. That said, it is
important to use negatively slanted language when expressing displeasure at injustices, mistreatment,
corruption, and the like.
​ : How can we know if a writer is using slanted language?
.Q
A: One tip to find out if a writer is using slanted language is to ask yourself what you feel after reading the
statement. If the statement makes you feel light or happy – then it must be slanted positively. If the statement

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 GEN 001: Purposive Communication
Student Activity Sheet Lesson #12

Name: __________________________________________________ Class number: _____

Section: ____________ Schedule: _______________________ Date: ____________

angers you or upsets you – then it must be slanted negatively. Another way is to find out if there is a more
factual, objective, or neutral way to say a statement – then you know the original statement is slanted.

Q: Why do I need to know if a writer is using slanted language?

A: It’s important to be aware if what you are reading is using slanted language because the writer is trying to
influence your thoughts and opinions. You need to know why the writer is trying to pursuade you. There are
important reasons to use slanted language – like convincing citizens to use less plastic or save the
environment. But there are also many self-serving reasons to use slanted language – to sell products, to ruin
someone’s reputation, to plant distrust, to ruin relationships, etc.

KEY TO CORRECTIONS
Activity 3:
Sentence #1: The volleyball team was ​slaughtered​ last Saturday.
Why is that word/are those words negative? Slaughtered means mercilessly killed which implies that the volleyball
team was completely defeated. Positive slant: The volleyball team tried their best but lost their game last Saturday.

Sentence #2: He’s ​too dumb​ to pass the test.

Why is that word/are those words negative? “Too dumb” is an attack on his intelligence.
Positive slant: He needs to study really hard to pass the test.

Sentence #3: The crowd ​became very excited​ when the band started to play.
Why is that word/are those words positive? “Became very excited is a mild term, not really describing actions.”
Negative slant: The crowd became unruly and uncontrollable when the band started to play.

Sentence #4: The professor ​shared his ideas ​for an entire hour.
Why is that word/are those words positive? “shared his ideas” implies that the professor is generous.
Negative slant: The professor boasted non-stop about his expertise for an entire hour.

Activity 6:

A B

1. Kill a. Loyal

2. Collateral damage b. Childlike

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 GEN 001: Purposive Communication
Student Activity Sheet Lesson #12

Name: __________________________________________________ Class number: _____

Section: ____________ Schedule: _______________________ Date: ____________

3. Blindly obedient c. Eliminate

4. Garbage Collector d. Civilian casualties

5. Immature e. Sanitation Engineer

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