REMEMBER:

• LISTEN
• PARTICIPATE
• COMMUNICATE
OBJECTIVES:
Students should be able to:
 T A M
HA
W
I?
INSTRUCTIONS:
• YOU WILL GUESS THE OBJECT OR IDEA USING CLUES
WHICH WILL BE UNFOLDED ONE AFTER THE OTHER.
• YOU WILL WORK AS A TEAM – 1 GROUP (STUDENTS ON
THE RIGHT SIDE) AND 1 GROUP (STUDENTS ON THE
LEFT SIDE) OR DEPENDING ON THE SEATING
ARRANGEMENT OF THE CLASS.
• -IF THE STUDENT ALREADY HAS AN IDEA OF THE
WORD, HE OR SHE WILL STAND UP TO BE
ENTERTAINED. IF HE OR SHE GIVES THE CORRECT
ANSWER, A POINT WILL BE GIVEN TO THE GROUP. IF A
WRONG ANSWER IS GIVEN, THE OTHER TEAM MAY
STEAL. THE TEAM WHO WILL GET MOST POINTS WILL
BE DECLARED THE WINNER.
WHAT
AM I?
I SLEEP IN THE CRIB.
I DRINK FROM A BOTTLE.
I CANNOT WALK OR
TALK.
WHO AM I?
WHAT AM I?
YOU NEED ME BEFORE YOU CAN MAIL
A LETTER.
PASTE ME ON AN ENVELOPE.
WHAT AM I?
WHAT AM I?
I LOOK LIKE A BABY.
YOU CAN GIVE ME A NAME.
CHILDREN LIKE TO PLAY
WITH ME.
WHAT AM I?
WHAT AM I?
I GROW ON AN EAR. COOK ME IN HOT
OIL.
I WILL PUFF UP AND TASTE GOOD.
SOME PEOPLE MICROWAVE ME.
WHAT AM I?
WHAT AM I?
I AM WHITE.
YOU NEED ME EVERYDAY.
YOU DRINK ME WHEN YOU ARE
THIRSTY.
I CAN MAKE A MUSTACHE.
WHAT AM I?
WHAT AM I?
• WITH POINTED FANGS IT SITS IN WAIT,
WITH PIERCING FORCE ITS DOLES OUT
FATE,
OVER BLOODLESS VICTIMS
PROCLAIMING ITS MIGHT,
ETERNALLY JOINING IN A SINGLE BITE.
WHAT AM I?
WHAT AM I?
•WHEN I POINT UP IT'S
BRIGHT,
•BUT WHEN I POINT
DOWN IT'S DARK.
WHAT AM I?
I can be cracked,
I can be made.
I can be told,
I can be played.
What am I?
WHAT AM I?
• I COVER WHAT'S REAL,
• HIDE WHAT IS TRUE,
• BUT SOMETIMES BRING OUT THE
COURAGE IN YOU.
• WHAT AM I?
 WHAT AM I?
• GIVE ME AN X, I'LL STAND TO
FACE YOU.
GIVE ME A CROSS, I'LL TURN MY
BACK ON YOU.
WHAT AM I?
ANALYSIS QUESTIONS!
WERE YOU ABLE TO DECIPHER THE
WORD USING THE FIRST CLUE?
WHAT IS THE EFFECT OF THE
UNFOLDING OF EACH CLUE?
WITHOUT OTHER CLUES, WOULD
YOU BE ABLE TO GUESS THE WORD?
WHAT DOES IT IMPLY IN WRITING?
 OBJECTIVES
• GUESS THE OBJECT OR IDEA USING
CLUES,
• DISCUSS THE CHARACTERISTICS OF
EFFECTIVE LANGUAGE; AND
• EXPLAIN THE ESSENCE OF A
CORRECT LANGUAGE THROUGH
“THE OTHER SIDE OF THE COIN”
PARKING LOT
• CONSIDERING LANGUAGE USE
AS A PROPERTY OF A WELL-
WRITTEN TEXT, WHAT DO YOU
THINK IS ERRONEOUS IN
EACH TEXT?
CHARACTERISTI
CS OF
EFFECTIVE
LANGUAGE
•HE IS A BAD
VAGUE AND
ROOMMATE.
ABSTRACT
ARE THESE BETTER OPTIONS?
• HE IS LAZY AND DISCOURTEOUS.
• HE IS UNTIDY AND UNCLEAN.
• HE DOESN’T CLEAN UP HIS OWN
MESSES.
• HE LEAVES HIS DIRTY DISHES IN THE
KITCHEN COUNTER
1. CONCRETE AND SPECIFIC
CONCRETE LANGUAGE INCLUDES
DESCRIPTIONS WHICH CREATE
TANGIBLE IMAGES WITH DETAILS THE
READER CAN VISUALIZE. ABSTRACT
LANGUAGE IS VAGUE AND OBSCURE,
AND DOES NOT BRING TO MIND
SPECIFIC VISUAL IMAGES.
• BEFORE MAKING A DECISION ABOUT
WHETHER THE PERSON ON TRIAL IS

TOO
GUILTY OR INNOCENT IN THIS CASE, THE
MEMBERS OF THE JURY SHOULD BE SURE
TO CAREFULLY THINK ABOUT, PONDER
VERBOSE
AND REFLECT ON ALL OF THE
IMPORTANT AND RELEVANT TESTIMONY
IN THE CASE.
CONSIDER THESE:
• THE PHRASE "...SHOULD BE SURE TO CAREFULLY
THINK ABOUT, PONDER AND REFLECT ON..."
• NOTICE THE EXCESSIVE WORDINESS IN THE
FOLLOWING PHRASE: "BEFORE MAKING A
DECISION ABOUT WHETHER THE PERSON ON
TRIAL IS GUILTY OR INNOCENT IN THIS CASE ..."
THIS SENTENCE COULD SIMPLY READ: "BEFORE
DETERMINING THE DEFENDANT'S GUILT OR
INNOCENCE..."
2. CONCISE LANGUAGE
A HALLMARK OF EFFECTIVE WRITERS
IS THE ABILITY TO EXPRESS THE
DESIRED MESSAGE IN AS FEW WORDS
AS POSSIBLE. GOOD WRITERS, IN
OTHER WORDS, USE LANGUAGE
WHICH IS STRAIGHTFORWARD AND
TO-THE-POINT.
• "THE PRESENTLY ASSIGNED PAPER
NECESSITATES AN ELOQUENTLY
ARTICULATED ANALYSIS OF THE
UNFAMILIAR,
EXISTENTIALIST PERSPECTIVE AS IT
OBSCURE
PERTAINS TO CONTEMPORARY LIVING.
YOU SHOULD ADUMBRATE THE POINTS
WHICH REPRESENT THE SINE QUA NON
OF YOUR ANALYSIS."
3. FAMILIAR LANGUAGE
FAMILIAR LANGUAGE IS THAT WHICH THE
READERS EASILY RECOGNIZE AND
UNDERSTAND BECAUSE THEY USE IT ON A
REGULAR BASIS. ONE OF THE MOST
IMPORTANT FUNCTIONS OF LANGUAGE IS
TO BUILD "HOMOPHILY" OR A SENSE OF
COMMONALITY WITH ONE'S READERS.
 • “INCLUDE YOUR CHILDREN
WHEN BAKING COOKIES”
AMBIGUOUS!
• “SAFETY EXPERTS SAY SCHOOL
BUS PASSENGERS SHOULD BE
BELTED”
4. PRECISE AND CLEAR LANGUAGE
WORDS CAN BE INTERPRETED IN DIFFERENT
WAYS BY DIFFERENT PEOPLE IN DIFFERENT
SITUATIONS. FOR THIS REASON, IT IS IMPORTANT
TO CHOOSE LANGUAGE WHICH IS AS PRECISE
AND CLEAR AS POSSIBLE. THE MORE PRECISE
AND CLEAR ONE'S USE OF LANGUAGE BECOMES,
THE FEWER THE NUMBER OF POSSIBLE
INTERPRETATIONS FOR A MESSAGE.
• STUDENT TO INSTRUCTOR: "YOU HAVE CONFUSED ME
SO BADLY WITH YOUR LECTURES THAT I DON'T KNOW
WHAT TO DO. I AM CONSIDERING DROPPING OUT AND
TAKING THE CLASS NEXT QUARTER FROM DR.

HARSH,
JOHNSTONE, WHO CAN EXPLAIN THE INFORMATION
MUCH MORE CLEARLY. I DON'T WANT TO DROP OUT, BUT
I HAVE NEVER BEEN SO FRUSTRATED WITH AN
DESTRUCTIVE
INSTRUCTOR IN MY WHOLE LIFE.“
• INSTRUCTOR TO STUDENT: "I HAVE NEVER HAD A
STUDENT WHO WAS SO CONFUSED WITH THIS MATERIAL.
PERHAPS YOU SHOULD TAKE AN EASIER COURSE FROM
5. CONSTRUCTIVE LANGUAGE

CONSTRUCTIVE LANGUAGE PHRASES

A POTENTIALLY NEGATIVE MESSAGE
IN A POSITIVE WAY, WHEREAS
DESTRUCTIVE LANGUAGE DIRECTS
BLAME AND CRITICISM TOWARD THE
READER, CREATING DEFENSIVENESS.
READERS ARE LIKELY TO BECOME DEFENSIVE
WHEN THE WRITER'S LANGUAGE EXPRESSES ANY
OR ALL OF THE FOLLOWING:

• SUPERIORITY OVER THE READER

• INDIFFERENCE OR APATHY ABOUT AN ISSUE OF IMPORTANCE
TO THE READER
• NEGATIVE EVALUATION OR JUDGMENT OF THE READER (AS
OPPOSED TO NEUTRAL DESCRIPTIONS OR OBSERVATIONS)
• COMMAND OR CONTROL OVER THE READER
• SKEPTICISM OR DOUBT ABOUT THE READER'S CREDIBILITY
OR THE LEGITIMACY OF THEIR CLAIMS
• DIDJA LIKE THE MOVIE?
• THE RESEARCH PROJECT WON’T
INFORMAL
CONTINUE NEXT YEAR.
• OMG! THEY ARE HHWW. THE GUY IS
TANDER.
6. FORMALITY OF LANGUAGE
• VERY FORMAL: EXCEEDINGLY LARGE SEGMENTS OF THE
POPULATION ARE EXPRESSING THEIR DISCONTENT WITH
MEDICAL PRACTITIONERS WHO APPEAR TO MORE
ENGROSSED IN AMASSING FINANCIAL ASSETS THAN IN
PROVIDING EFFICACIOUS CARE TO PEOPLE WITH HEALTH
DISORDERS.
• FORMAL: A LARGE NUMBER OF CONSUMERS ARE
COMPLAINING ABOUT MEDICAL DOCTORS WHO ARE
APPARENTLY MORE INTERESTED IN MAKING MONEY THAN
IN PROVIDE EFFECTIVE HEALTH CARE.
• INFORMAL: A LOT OF PEOPLE ARE UNHAPPY WITH THEIR
DOCTORS WHO ONLY SEEM TO CARE ABOUT HOW MUCH
MONEY THEY MAKE, AND NOT ABOUT GIVING THEIR
 WHICH SET OF WORDS IS
FORMAL?
• UTILIZE • USE
• FACILITATE • HELP
• TRANSPIRE • HAPPEN
• COMPREHEND • UNDERSTAND
ACTIVITY: THE
OTHER SIDE OF
THE COIN!
 INSTRUCTIONS: ACTIVITY: THE OTHER SIDE OF THE
COIN
• 1. EACH GROUP MUST THINK OF TWO SCENES SHOWING
CHARACTERISTIC OF LANGUAGE ASSIGNED TO THEM. IT MUST
ALSO HIGHLIGHT THE ESSENCE OF CORRECT LANGUAGE BOTH IN
WRITING AND SPEAKING.
• GROUP 1: CONCRETE AND SPECIFIC LANGUAGE
• GROUP 2: CONCISE LANGUAGE
• GROUP 3: FAMILIAR LANGUAGE
• GROUP 4: PRECISE AND CLEAR LANGUAGE
• GROUP 5: CONSTRUCTIVE LANGUAGE
• GROUP 6: FORMALITY OF LANGUAGE
• 2. THEY WILL WRITE THEIR DIALOGUES, LINES, DESCRIPTIONS IN
A ONE-HALF CROSSWISE.
• 3. THEY WILL PRESENT IT CREATIVELY.
• CONTENT – 10 PTS.
• CREATIVITY – 10 PTS.
• FROM THE STUDENTS _________________ - 10 PTS.
HOOK-UP QUESTION:
•AS A WRITER, WHAT IS
IMPORTANT: TO THINK
ABOUT WHAT YOU SAY, OR
HOW YOU SAY IT? EXPLAIN
YOUR THOUGHTS.
•EVALUATION:
DEAR MRS. PRIMA,
• I’M WRITING TO FIND OUT WHETHER YOU
HAVE ANY JOBS IN YOUR COMPANY THIS
SUMMER.
• AT THIS MO, I’M STUDYING ECONOMICS AT
UNI.
• I HAVE BEEN WORKING PART-TIME IN A SHOP
AND RECENTLY THEY PROMOTED ME THE
ROLE OF MANAGER.
• I AM ENTHUSIASTIC. I WORK HARD. I PAY
•EVALUATION:
DEAR MRS. PRIMA,
• I’M WRITING TO INQUIRE WHETHER YOU
HAVE ANY VACANCIES IN YOUR COMPANY
THIS SUMMER.
• CURRENTLY, I’M STUDYING ECONOMICS AT
UNIVERSITY.
• I HAVE BEEN WORKING PART-TIME IN A SHOP
AND RECENTLY I AM PROMOTED AS A
MANAGER.
• I AM ENTHUSIASTIC, HARD-WORKING AND