Professional Documents
Culture Documents
Propaganda DevicesLECSSHS
Propaganda DevicesLECSSHS
1. Direct Quoting
2. Paraphrasing
3. Summarizing
- must be identical to the original
-they must match the source document word
for word
- must be attributed to the original author.
Evaluative Statements
When you judge an action or behavior to be
good or bad, moral or immoral, right or wrong.
Your judgment about the positive or negative
worth or value of an act, behavior, object, or
event.
Be knowledgeable
make sure your facts are straight. RESEARCH!
Remember, every topic has two sides to it.
Be extra vigilant when looking for sources.
There should be a reputable source behind any
claim,
Back it all up
surround them with your research findings.
Formulating Evaluative Statements
Assertions
a claim and/a definition of the side you want to argue.
There are a few authentic teaching materials available for public
speaking specifically for teaching persuasive speech.
Back it all up
Authentic (as compared to instructor- created) materials
provide a much richer source of lexical and syntactic input for
students to notice (Gilmore, 2007), and is more conducive to
developing students communicative competence (Gilmore,
2007), and increases student motivation (Clarrel- Arroitia
&Fuster- Marquez, 2014; Peackock, 1997).
Formulating Evaluative Statements
Assertions
a claim and/a definition of the side you want to argue.
Because of the dirth of authentic speech examples in textbooks,
many teachers have turned to TED talks for dynamic speech
models.
Back it all up
TED talks seem to have become new pillars of public speaking
excellence (Leopold, 2016).
Integration of video clips in teaching materials has recently
attracted more attention in academic research. The outcomes of using
supplementary videos are increasing student activity and efficiency of
the teaching process. (Kay, 2012).
Formulating Evaluative Statements
COUNTERCLAIMS- a statement that argues against the claim
given
Be clear and concise
• Keep things clear and concise.
• State your claim during the introduction, but don’t elaborate extensively
yet. Just keep everything short and to the point.
an assertion is only one sentence long, much like a thesis
statement.
Be thematic
This means that most of the things you write afterwards should support
and corroborate your assertions, and not contradict them.
Assertions
a claim and/a definition of the side you want to argue.
DETERMINING TEXTUAL EVIDENCE:
POINTS to CONSIDER
Vocabulary- wide- ranging, field specific –
specialized words that are exclusive to a specific field
of study such as psychology, medicine, linguistics, and
sciences.
Mechanics- follow the guidelines for language
use and mechanics for well-written texts.
Citation and referencing- essential elements for
academic writing
ACADEMIC WRITING
A. ARTICLE CRITIQUE
Structure of a Book Review or Article Critique
Introduction
REFER TO THE SAMPLE
Title of the book/ article
Writer’s name
Writer’s thesis statement
Summary
Writer’s objective or purpose
Methods used (if applicable) / Elements of the story
Major findings or claims/ Plot
Review/ Critique
Appropriateness of methodology to support arguments
Theoretical soundness
Soundness of explanation in relation to other available information and experts
Sufficiency of explanation
Other perspectives in explaining the concepts and ideas
Coherence of ideas
ACADEMIC WRITING
A. ARTICLE CRITIQUE
Structure of a Book Review or Article Critique
Conclusion of ideas
REFER TO THE SAMPLE
Overall impression of the work
Scholarly value of the reviewed article/ book
Benefits to the intended audience
Suggestion for future directions
ACADEMIC WRITING
A. ARTICLE CRITIQUE
Structure of a Book Review /Article Critique
FORMAT: 1 page
spacing- single
font- 12/ TNR, A, C
long bond paper
ACADEMIC WRITING
B. Review of Related Literature
1: The study explored the links between attitude and students’ behavior in bullying
situations, such as bullying others, assistance and encouragement of the bully, defending
the victim, or staying out of bullying situations. Five hundred (500) high school students
from three public schools participated in the study. It was found that attitude was a key
component in inciting bullying situations, and it was also a major factor in the actions
one would undertake when faced with bullying situations.
2: The research was conducted to assess teachers’ concept of bullying and their attitude
towards victims of bullying. Eighty (80) teachers from six private schools in the city were
involved in the study. Based on the statistical data from surveys, 68% of those surveyed
view bullying as something affected mostly by students’ attitudes, 24% viewed it as a
result of social class differences, and only 8% attributed it to the gender of the bullies
and the victims. Knowledge of the student seemed essential to teachers’ sympathy
toward victims, as 86% of those surveyed felt more sympathy toward the victims if they
had them under their class. Only 64% felt the same for students not directly under their
class.
ACADEMIC WRITING
B. Review of Related Literature
1. What are the central themes in Sample 1?
2. What are the central themes in Sample 2?
3. Can the sample research studies be related to one another?
In what way?
When preparing a major research paper , you will be exposed
to a wealth of information from various scholarly resources. If
you are not equipped with the necessary skills and knowledge in
processing the information, a struggle in selecting, reviewing, and
consolidating the references will ensue. Moreover, you might
suffer from information overload. This is precisely why it is
important for you to learn how to make a literature review.
ACADEMIC WRITING
B. Review of Related Literature
Literature Review
provides an overview of a specific topic.
It surveys scholarly work such as academic books (but not
textbooks), computerized databases, conference
proceedings, dissertations/thesis, empirical studies,
government reports, historical records, journal articles,
monographs, and statistical handbooks.
Critically analyzes the relationship among different scholarly
works and the current work.
Reviews a significant number of scholarly work to identify
what is known and not known about a topic.
ACADEMIC WRITING
B. Review of Related Literature
Literature Review
provides an overview of a specific topic.
It surveys scholarly work such as academic books (but not
textbooks), computerized databases, conference
proceedings, dissertations/thesis, empirical studies,
government reports, historical records, journal articles,
monographs, and statistical handbooks.
Critically analyzes the relationship among different scholarly
works and the current work.
Reviews a significant number of scholarly work to identify
what is known and not known about a topic.
ACADEMIC WRITING
B. Review of Related Literature
Functions of a Literature Review
1. Justifies a research question, method, or theoretical and
conceptual framework
2. Establishes the relevance of the topic
3. Provides necessary information to better understand a
specific topic or study
4. Shows reviewers familiarity and mastery of the topic
5. Establishes the niche of the study.
6. Resolves conflict among contradictory studies
ACADEMIC WRITING
B. Review of Related Literature
Structure
Introduction
Purpose & importance of the topic being reviewed.
Scope of the review
Body
Historical background
Relevant theories
Relationship between and among the studies, and how each study
advanced a theory
Conclusion
Restatement of the main argument or thesis
Main agreements and disagreements in the
literature
Linking of the literature review to the research
questions
Overall perspective on the topic
ACADEMIC WRITING
B. Review of Related Literature
Making the Repertory Grid to Present the RRL
Title and Statement of Methodology Salient Recommendat
Author the Problem Used Findings ions