Northeastern Mindanao Academy

“The School that Trains for Life”

P10, Los Angeles, Butuan City

ENGLISH Statement of Vision

Northeastern Mindanao Academy has

greatly envisioned transforming the students,
into exemplary citizens, and leaders by

8
providing them, with physical, mental and social
and spiritual trainings.

Statement of Mission

By making Christ the Bedrock of

Education, Northeastern Mindanao Academy is
committed to prepare students, for higher
academic pursuits, by consistently providing
enhanced learning experiences that will promote
the maximum development of the mind, body,
and soul. And to inspire them to gain the highest
possible capacity for usefulness and service in

QUARTER 3 the life that now is and in the life of the better
world.

Statement of Philosophy

Northeastern Mindanao Academy

conforms to the Seventh – day Adventist belief,
that the students are God’s heritage and their
teachers are His servants. NEMA adheres the
commission, to educate the young, for a true
knowledge of God and experience His
companionship, in study and service. Primarily,
its purpose is to put in effect, the Divine Plan,
“to restore in man the lost image of God”.

Name of Learner:
BLONDE L. YOLDAN
Grade Level:
Teacher
Section:

Address: 09383667807
[email protected]
Date:
This module is for Grade 8 students designed to highlight the relevance of language and literature in life. It develops
critical thinking skills through activities and exercises in listening, speaking, grammar, writing and viewing. These
activities also aim to develop skills in both technical language and social communication within the learner’s
environment and around their personal experiences. The reading and literature components of the book signify the
platform for tackling issues about people and society. The spiral progression of concepts discussed in the book is
intelligently aligned with the students’ capabilities, making sure that the development of skills suits the intended
learners. All these aptly presented to adhere to the standards of the K to 12 curriculum.

With the following components, grade 8 students are ushered towards self-discovery and understanding of people
and society.

 ENERGIZE engages the students in activities that elicit their prior knowledge about the lesson theme.
Informational reading texts across different fields are provided and listening and viewing exercises are used as a
springboard for the development of each lesson.

 READ develop the students’ reading skills through the main reading of the selection from Afro-Asian
Literature. This selection is introduced by questions that set expectations from its content, and students are guided
as to what the goal of reading should be. It also includes processing activities that allow students to relate ideas to
personal, emotional, cultural, and social backgrounds.

 VOCALIZE includes relevant activities that enhance students’ listening and speaking skills.

 EXPRESS hones students’ self-expression by showing the relationships of words with other elements of the
English language and by using them in technical and social contexts.

 STRATEGIZE discusses techniques for developing study skills and reinforcing reading competencies.

 UTILIZE reinforces the mastery of the English grammar through effective drills and tasks as applied in
relevant situations.

 COMPOSE introduces various text types and discusses the different techniques in writing coherent texts.

 QUARTER DIGEST reviews the quarter theme by making students reflect on situations challenging their
perspectives and individual choices.

QUARTER 3 - MODULE 1

Identifying an Author’s
Bias
 MOTIVATE

“A wise son heeds his father’s instruction, but a mocker does not respond to rebukes.” Proverbs 13:1

After going through this module, you are expected to:

A. Examine biases (for or against) made by the author;

B. Judge the relevance and worth of ideas presented in the material viewed; and
C. Determine the issue and stand presented in the material viewed.

Let’s Check!
Which would you rather prefer over the other? Check the box of your preference.

A B

Cat Dog

Black White

Dark Light

Cake Ice cream

Coffee Tea

Why do you prefer one over the other? Sometimes our preference of one thing over the other may lead us to being
biased. Read the following sentences:

'Cats and dogs can both make good pets. Dogs can be affectionate, but they are extremely difficult to care for. Cats,
on the other hand, are also very lovable, cuddly animals, and they require only moderate care that isn't too time
consuming.'

Take a closer look at the writer's choice of words. Which animal does the writer prefer? Cats or dogs? If you said
cats, you are correct, and you have just identified a bias!

ORGANIZE

AUTHOR’S PURPOSE: WHY DO AUTHORS WRITE?

1. Inform

2. Persuade

3. Entertain

 To inform - explain, give directions, illustrate, or present information

Example:
“Making a peanut butter and jelly sandwich is really easy. First, gather your ingredients (bread, peanut butter,
jelly) and two knives. Spread the peanut butter on one slice of bread and your jelly on the other. Put the bread
together and enjoy!”

 To persuade - by expressing an opinion to convince readers to think/feel/act a certain way

Example:
“Art class should be longer than all other specials. There never seems to be
enough time to get our pictures done. If we had more time in art class everyone
would do a better job on their pictures and we would learn more. Art is very
important, and we should have the time we need to finish a project.”

 To entertain - is to illustrate a theme, event or story that conveys a

mood.

Example:

“Once upon a time there was a little boy who loved to play soccer. He would run as fast as he
could to the ball, but every time he got there and tried to kick it he would miss. He started to think he wasn't very
good at soccer, but he didn't give up. His hard work paid off and one day he scored the winning goal for his team.”’

What is the author’s purpose?

Entertain
1. If the author is telling a story, his purpose is probably to

2. If the author is giving opinions, his purpose is probably to Persuade

3. If the author is telling facts, his purpose is probably to Inform

4. If the author is giving sensory details, his purpose is probably to

Describe

BIAS IS USED TO SWAY AN AUDIENCE ONE WAY OR ANOTHER!

Author’s Bias

Author’s bias is a personal and largely unreasoned judgment either for or against a particular person, position, or
thing: a prejudice.

Types of Bias

 Neutral - it is when an author reports the facts, no opinions at all.

 Negative - it is when an author attempts to convince you that something is BAD.
 Positive - it is when an author attempts to convince you that something is GOOD.

Clues that an author is using Bias

1. States Opinions
2. Word Choice
3. Uses Loaded Words

 Words that express emotions

 Creates images (lots of juicy words)

4. Faulty Reasoning
 Coming up with crazy reasons for things
 Making things up

Where do we see bias most often?

1. Commercials
2. Columns in the newspaper or on the internet
3. Opinion Blogs

Reliable vs. Unreliable Sources

What are sources?

Sources are references and evidence a writer uses in his or her

research that influence and support their work.

Examples of Sources:

 Books – Autobiography of Benjamin Franklin by Benjamin Franklin

 Articles – The LA Times, Time Magazine
 Journals
 Interviews
 Pictures

Why Cite?

 To provide authenticity/credibility to research

 To provide compelling support for one’s topic or argument
 Organized citing allows one’s sources to be verified by the readers
 Citation limits plagiarism
 Proper citation saves the writer lots of academic and legal problems

Where do we find sources?

1. Libraries
2. Online Scholarly Journals
3. Internet Websites
4. Newspapers
5. Video Collections (ex. Documentaries)
6. The Community (ex. Local government offices like city hall)

What makes a source reliable?

 Known author
 Part of a respected academic community

Ex. Associated with Universities

 Rely on research
 Printed by established publishing companies
 Objective
 Part of information centers
What can make a source unreliable?

 Are extremely biased

 No author
 Independent blogs (not all of the time)
 Though convenient, .com and .org websites can often be unreliable but there are exceptions (ex. Time
Magazine)
 Lack evidence and are purely opinion based
 Do not cite their own sources
 Anyone can add information to it – Wikipedia

Source: https://www.wsfcs.k12.nc.us/

What are the Author's Biases?

Every author holds opinions that affect his or her discussion of an issue, opinions that you as a reader must try to
recognize and understand. Even the most seemingly factual report, such as an encyclopedia article, can carry an
understated or implied judgment. Such judgments reflect an author's bias or preference for one side of an issue over
another.

As you evaluate a source, consider whether the author's bias affects his or her presentation of information and
opinions. Ask whether this results in one side of an issue being treated more favorably than another. To explore an
author's biases, you must ask where his or her allegiances lie. Is the bias hidden or stated? Ask yourself if you need
to look for a balancing viewpoint or approach?

Just because an author has a strong bias does not mean that he or she has written something invalid. However, in the
interest of being prepared to fend off attacks from those who want to challenge your analysis or argument, it is best
if you recognize, early on, to what biases an author does hold. Source: https://writing.colostate.edu/guides/page.cfm?
pageid=226&guideid=15

An important part of evaluating an author’s ethos is identifying that author’s bias. Bias is any opinion that
influences a person’s thoughts, feelings, or actions. A person can be biased against something or have a bias for
something. An author’s bias is any opinion or prejudice that affects that author’s writing and prevents the author
from being completely neutral about the topic or issue about which s/he is writing.

How to determine what an author’s bias is:

The author may state directly some of his/her biases by telling the reader his/her opinions on certain topics or
admitting that s/he has a conflict of interest or preference. But when an author does not acknowledge his/her own
bias, a skilled reader can infer what an author’s bias may be by looking at the author’s diction and use of evidence.

When looking at the author’s use of evidence, ask yourself:

 Does the author present more positive evidence for one side of an issue than the other?
 Does the author present more negative evidence for one side of an issue than the other?

These are both clues that the author may be biased for or against a particular side.

When looking at the author’s diction, ask yourself:

 Does the author use words with more negative connotations when referring to one side of an issue or
particular people?
 Does the author use words with more positive connotations when referring to one side of an issue or
particular people?

These connotations are another clue to what or whom the author may be biased for or against.

Source: https://webcache.googleusercontent.com/search?q=cache:vUmcqH8iaD4J:https://sjsu.edu/faculty/mary.warner/ENED
%2520365%2520handouts/Identifying%2520Bias%2520Activity.docx+&cd=11&hl=en&ct=clnk&gl=ph

What is a bias?
Bias occurs when one displays a partiality for or prejudice against someone, something, or some idea. Sometimes
biases are readily identifiable in direct statements. Other times a writer's choice of words, selection of facts or
examples, or tone of voice reveals his or her biases.

We all have biases that reflect our opinions and our outlooks about life. That is perfectly normal and simply part of
being human. Therefore, nearly every piece of writing exhibits some sort of bias. A reader's job is to recognize
biases and think critically about them to determine how much they affect a writer's presentation of his or her
subject.

Source: https://study.com/academy/lesson/recognizing-biases-assumptions-stereotypes-in-written-works.html

What is Bias in Writing?

Bias in writing can be defined as:

 A prejudice against something an author is writing about.
 Favoritism for something an author is writing about.
 An author letting feelings or emotions cloud his/her objectivity with regard to something he/she is
writing about.

Recognizing Bias
• Look for loaded words – words that are charged with emotion (whether positive or negative) can reveal an
author’s opinion about his/her topic.
• Watch out for stereotypes – if the author labels an entire group, the writing is probably biased.
• Notice vague language or generalizations – if the author isn’t using specific language, this could be an
indicator of bias.
• Be on the lookout for one-sided arguments – if the author only presents one side of an argument, his/her
writing is probably biased.
• Does the author present facts or opinions? Facts are what they are – the truth. But opinions can be based on
feelings, emotions, or prejudices, which aren’t objective.

An Example of Bias:

When I met with Mayor Geovelli, I noticed that he had the appearance of a hobo (a loaded, negatively charged
word). He was unshaved and wearing dirty clothes (one sided – notice that the author doesn’t tell us why the Mayor
was dressed this way. Maybe there was a good reason). He spoke to me about his horrible plan to fix our city’s
roads (vague language – what specifically is horrible about it?). Anyone who knows the plan will tell you that it
will bankrupt our city (is this a fact or opinion? The author offers no supporting evidence). The plan to fix our
roads mostly benefits friends of the Mayor. He plans to pay his buddies in the construction business thousands of
dollars over the next two years. I do not want to insult anyone, but the Mayor is of Italian decent, and we all know
what reputation they have in this part of the country. Need I remind you of Al Capone and other Italian Mafia
members? (This is clearly a stereotype – not all Italians are mobsters).

Source: https://www.wcpss.net/cms/lib/NC01911451/Centricity/Domain/3855/Authors%20Bias%20Notes.pdf

VALIDATE

Identify Me!
Directions: Read each paragraph; then, choose the best answer to the question that follows to find out if
you can identify bias.

1. New cars are not built as well as they used to be. Owners of new cars in 2002 have more complaints about their
automobiles than in past years. In fact, the recalling of new cars by their makers is becoming a routine practice in
America. Instead of insisting upon safe, well-designed products, car makers seem more concerned with throwing
together shoddy automobiles and making a profit. Invariably, new cars need parts replaced almost as soon as the
warranty expires. Unfortunately, people need transportation, so they continue to buy new automobiles.
The author shows bias against
a. new car owners
b. foreign car manufacturers
c. car repair shops
d. automobile manufacturers
2. Everyone who cooks should own a food processor. This marvelous invention is now being used by over 12
million vegetarians, compared with only half that number a couple of years ago. Vegetarians rarely have a weight
problem since most vegetables are low in calories and contain little or no fat. They do not suffer a build-up of
cholesterol in the bloodstream as they grow older. Some doctors have suggested a link between vegetarianism and
longevity. As Americans become more health-conscious, vegetarianism will certainly become more popular.

The author show bias for

a. eating more vegetables
b. avoiding cholesterol
c. eating “health foods”
d. becoming a vegetarian

3. America is certainly a strong military power; it now has the nuclear power to destroy the entire world. We are not
the only country that has this capacity. The threat of nuclear war affects all of us.
The author seems biased against
a. American military power
b. other countries
c. nuclear arms
d. the world

4. An independent insurance agent works directly for you, not for a large, anonymous organization. The agent must
provide you with the best policy at the lowest price if he is to remain in business. The agent’s job is to help you find
a policy that suits your needs. This may cover your life, health, home, or automobile. Independent insurance agents
are free to recommend the best policy, regardless of which insurance company provides it.

The author show bias in favor of

a. using an independent insurance agent
b. selecting an insurance policy on your own
c. avoiding low-cost insurance policies
d. buying insurance from a well-known company

5. The entire so-called science of parapsychology is simply a clever fraud. The attention of parapsychologists is
focused on false claims that fall outside the bounds of normal human experience, including extrasensory perception.
These parapsychologists know about as much about real science as the town drunk. In truth, their experiments have
been shown to be impossible to replicate, which is a fundamental qualification for a science.

The author shows bias against

a. scientists
b. experimentation
c. parapsychologists
d. the town drunk

6. Citizens of the Fairlawn Park area look with alarm at the diabolical plot to change a beautiful spot into a baseball
park. If this malicious plan is carried out, the lovely trees in the park will be chopped down. Values of the property
within the area will drop sharply as the park fills with the filth and debris of the bulldozers and other equipment.
Later the shrieks of the young ruffians who take over the park will destroy the peace and quiet of the neighborhood.
Obviously, no one cares about the poor citizen who has slaved to pay for his home and to keep up with his taxes.

The author shows bias against

a. homeowners and taxpayers
b. citizens of the Fairlawn Park area
c. a baseball field in the park
d. more trees in the park

ENGAGE
 Identify the Bias
Directions: Identify the authors’ biases by reading the excerpts below. For each set of paragraphs, determine what
the author’s bias is by looking for patterns in that author’s diction and use of evidence. Summarize your ideas and
write your answer in the spaces provided.

Excerpt # 1:
The following paragraphs are from an article by Amy Alkon that examines the effects of beauty on people’s
(particularly women’s) lives. As you read these paragraphs, try to determine what Alkon’s biases are. How does she
feel about feminists? About people who try to improve their physical appearance?

Men's looks matter to heterosexual women only somewhat. Most women prefer men who are taller than they are,
with symmetrical features (a sign that a potential partner is healthy and parasite-free). But, women across cultures
are intent on finding male partners with high status, power, and access to resources—which means a really short
guy can add maybe a foot to his height with a private jet. And, just like women who aren't very attractive, men who
make very little money or are chronically out of work tend to have a really hard time finding partners. There is some
male grumbling about this. Yet, while feminist journalists deforest North America publishing articles urging women
to bow out of the beauty arms race and "Learn to love that woman in the mirror!", nobody gets into the ridiculous
position of advising men to "Learn to love that unemployed guy sprawled on the couch!"

Now, before you brand me a traitor to my gender, let me say that I'm all for women having the vote, and I think a
woman with a mustache should make the same money as a man with a mustache. But you don't help that woman by
advising her, "No need to wax that lip fringe or work off that beer belly!" (Because the road to female
empowerment is...looking just like a hairy old man?)

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Excerpt # 2:
The following paragraphs are from the beginning of an article by Hara Estroff Marano that looks at current trends in
parenting and their effects. As you read these paragraphs, try to determine what Estroff Marano’s biases are. How
does she feel about the situations she describes? How can you tell?

Maybe it's the cyclist in the park, trim under his sleek metallic blue helmet, cruising along the dirt path...at three
miles an hour. On his tricycle.

Or perhaps it's today's playground, all-rubber-cushioned surface where kids used to skin their knees. And..wait a
minute...those aren't little kids playing. Their mommies--and especially their daddies--are in there with them, co –
playing or play-by-play coaching. Few take it half-easy on the perimeter benches, as parents used to do, letting the
kids figure things out for themselves.

Then there are the sanitizing gels, with which over a third of parents now send their kids to school, according to a
recent survey. Presumably, parents now worry that school bathrooms are not good enough for their children.

Consider the teacher new to an upscale suburban town. Shuffling through the sheaf of reports certifying the
educational "accommodations" he was required to make for many of his history students, he was struck by the
exhaustive, well-written--and obviously costly--one on behalf of a girl who was already proving among the most
competent of his ninth-graders. "She's somewhat neurotic," he confides, "but she is bright, organized and
conscientious – the type who'd get to school to turn in a paper on time, even if she were dying of stomach flu." He
finally found the disability he was to make allowances for: difficulty with Gestalt thinking. The 13-year-old
"couldn't see the big picture." That cleverly devised defect (what 13-year-old can construct the big picture?) would
allow her to take all her tests untimed, especially the big one at the end of the rainbow, the college-worthy SAT.

Behold the wholly sanitized childhood, without skinned knees or the occasional C in history. "Kids need to feel
badly sometimes," says child psychologist David Elkind, professor at Tufts University. "We learn through
experience, and we learn through bad experiences. Through failure we learn how to cope."

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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____________________________________________________________________________
___________________________________________________________________________

s
What are your realizations as you journey through this lesson? Before moving forward, reflect on the important
points that you found helpful and challenging by completing the sentences.

Today I learned…
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

I realized…
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

I believe I can deepen my understanding through…

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

References

https://study.com/academy/lesson/recognizing-biases-assumptions-stereotypes-in-written-works.html

https://www.wcpss.net/cms/lib/NC01911451/Centricity/Domain/3855/Authors%20Bias%20Notes.pdf

https://www.wsfcs.k12.nc.us/

https://writing.colostate.edu/guides/page.cfm?pageid=226&guideid=15

https://webcache.googleusercontent.com/search?q=cache:vUmcqH8iaD4J:https://sjsu.edu/faculty/mary.warner/ENED
%2520365%2520handouts/Identifying%2520Bias%2520Activity.docx+&cd=11&hl=en&ct=clnk&gl=ph

QUARTER 3 - MODULE 2

Propaganda
Techniques
 MOTIVATE

“When pride comes, then comes disgrace, but with humility comes wisdom.” Proverbs 11:2

After going through this module, you are expected to:

A. Recognizing propaganda techniques used in a given text

When a piece of writing tries to persuade you to think or feel a certain way, it is called propaganda. Sales talk and
political speeches are obvious examples of propaganda, aimed at persuading you to buy a product or vote for a
certain candidate. One of the most widespread forms of propaganda is advertising.

Advertising calls the attention of the public to a product or business, especially to promote sales. You, the youth, are
the most common targets of advertising. The power of advertising leads you to believe that one brand of rubber
shoes is better than another, or that it is “cool” to sport a T-shirt with a designer label on it. From newspaper and
magazines, from radio and TV, and especially from the billboards we see as we walk down the street, we encounter
advertising countless times every day.

As an intelligent reader and writer, you should not believe everything you read, see, and hear. You must learn to
examine what is presented to you and ask yourself if it is true. In this lesson, advertisements will be used to help
you learn and recognize the common propaganda techniques.

ORGANIZE

Fill Me Up!
Directions: Cut out two magazines’ ads or select two radio or TV ads. Analyze the ads you have selected using
the form below. Fill out form per advertisement.

1. Title of the Ad: ______________________________________

Taken from: ____magazine _____radio ____TV

Brand Name and Product: _______________________________________________________

Medium: ______________________________________________________________________
Basic Message: _________________________________________________________________
Visual Message: (if is taken form magazine or TV) ______________________________________
Catchy Words: _________________________________________________________________
Propaganda Technique Used and How: ____________________________________________
Persuasion Rating: (to what extent from scale of 1-5, you are convinced) ____________________
(1 - Yawn; 5 - I’m sold on this product.)

2. Title of the Ad: ______________________________________

Taken from: ____magazine _____radio ____TV

Brand Name and Product: _______________________________________________________

Medium: ______________________________________________________________________
Basic Message: _________________________________________________________________
Visual Message: (if is taken form magazine or TV) ______________________________________
Catchy Words: _________________________________________________________________
Propaganda Technique Used and How: ____________________________________________
Persuasion Rating: (to what extent from scale of 1-5, you are convinced) ____________________
(1 - Yawn; 5 - I’m sold on this product.)

PROPAGANDA TECHNIQUES

Propaganda is a modern Latin word, ablative singular feminine of the gerundive

form of propagare, meaning to spread or to propagate, thus propaganda means for
that which is to be propagated. Originally this word derived from a new administrative body of the Catholic Church
(congregation) created in 1622 as part of the Counter-Reformation, called the Congregatio de Propaganda Fide
(Congregation for Propagating the Faith), or informally simply Propaganda. Its activity was aimed at
"propagating" the Catholic faith in non-Catholic countries.

From the 1790s, the term began being used also to refer to propaganda in secular activities. The term began taking
a pejorative or negative connotation in the mid-19th century when it was used in the political sphere . Source:
https://en.wikipedia.org/wiki/Propaganda

There are seven different types of propaganda techniques. This includes:

1. Bandwagon Propaganda
As human beings, we have this innate desire to fit in. And that’s exactly the kind of follow-the-herd mentality this
technique follows.

Bandwagon propaganda is all about persuading the target audience to take action. It’s about creating an urge
amongst people to become a part of the “in crowd”.

To enforce such a feeling, advertisers typically use phrases like, “join the crowd” or “trending now” for their
products and services.

Propaganda Examples:
Have a look at these examples right here:

Notice how Maybelline uses the phrase “America’s Favorite”?

That’s a way of persuading people to use the product because it is loved by all of America. Pretty smart, isn’t
it?

2. Card Stacking Propaganda

Now, this technique is perhaps most popularly used. It involves the deliberate omission of certain facts to fool the
target audience. The term card stacking originates from gambling and occurs when players try to stack decks in
their favor. A similar ideology is used by companies to make their products appear better than they actually are.

Most brands use this propaganda technique to downplay unsavory details about their products and services. For
instance, some companies may cleverly conceal “hidden charges” and only talk about the benefits of their products
and services’

Examples of Propaganda
For instance, take a look at this advertisement by Burger King. Notice how they’re (almost desperately) trying to
highlight their “low calorie” fries. Assuming they are low calorie, fried food is bad for your health, anyway.

https://advergize.com/advertising/examples-of-propaganda/

Also, they’ve clearly left out details about how these fries still taste good despite the low trans-fat content.

3. Plain Folks Propaganda

Have you ever noticed how some brands use ordinary folks to promote their products and services as opposed to
celebrities?

The ultimate goal here is to demonstrate how the product is meant for everybody and will provide value to
everyone. This method is commonly used in the world of advertising as the general public has started to grow
skeptical towards paid celebrity endorsements. Today, buyers are on the lookout for REAL experiences instead of
the glossy images portrayed on television.
Propaganda Examples:
Take a look at this advertisement right here. It uses a sweet-looking girl to appeal to the audience. The main purpose
of the ad is to promote healthy and simple living.

https://advergize.com/advertising/examples-of-propaganda/
4. Testimonial Propaganda
Testimonial propaganda is popular advertising technique that uses renowned or celebrity figures to endorse
products and services. Now in this case, when a famous person vouches for something, viewers are likely to take
account of the credibility and popularity of that person.

This establishes trust and boosts the credibility of that brand. Consequently, some brands may also use figures like
doctors and engineers (basically experts) to promote their products and services.

Example of Testimonial Propaganda

Here’s an example:

https://advergize.com/advertising/examples-of-propaganda/

Similarly, PepsiCo has continued to use big names such as Shakira, Kanye West, Beyoncé and many more to
endorse Pepsi.

5. Glittering Generalities Propaganda

Glittering generalities is a propaganda technique where propagandists use emotional appeal or/and vague statements
to influence the audience.

Advertising agencies thus use of phrases like as “inspiring you from within” or “to kick-start your day” to create
positive anecdotes. This makes the product look more appealing, resulting in better sales.

For better effect, brands may use hyperboles, metaphors, or lyrical phrases to attract more attention.

Example of Glittering Generalities Propaganda

https://advergize.com/advertising/examples-of-propaganda/
6. Name Calling Propaganda
Now, this type of propaganda uses a completely opposite approach to glittering generalities. As the name suggests,
this propaganda technique involves using derogatory phrases to create a negative opinion about someone or some
other brand.
Consequently, the brand may also speak negatively about an idea. For instance, a company that sells plant-based
products may talk about how inhumane it is to kill animals. For this purpose, they may also criticize fast food
chains businesses.

Example of Name Calling Propaganda

https://advergize.com/advertising/examples-of-propaganda/
7. Transfer Propaganda
This type of propaganda uses a technique to project certain qualities (this can either be positive or negative) of a
person, ideology or object to other things and people.

This kind of propaganda uses many different symbols to achieve a favorable outcome.

Examples of Propaganda
For example, major soft-drink brands were accused of having traces of pesticides a couple of years ago. While these
allegations were on the rise, the entire carbonated-drink industry took a hit. During this same period, fruit juices and
other drinks were able to do great business.
Source: https://advergize.com/advertising/examples-of-propaganda/

8. Red Herring
A red herring is a fallacy argument that distracts from the original topic. Some may refer to this type of argument as
a "smoke screen."

Red herrings are frequently used in:

1. mystery, thriller and dramatic novels
2. political speeches
3. children’s conversations with their parents
4. business announcements
5. government information releases
6. controversial conversations

Common Red Herrings

1. In business, arguing against giving raises – “Sure, we haven’t given raises in over five years to our employees.
You know, we work really hard to make a good product. We try to ensure the best customer service, too.”
2. In government, arguing for raising taxes – “We need more revenue to support the programs that we have.
Children are our future. Let’s support children.”
3. In politics, defending one’s own policies regarding public safety – “I have worked hard to help eliminate criminal
activity. What we need is economic growth that can only come from the hands of leadership.”
3. In conversation, in arguing against gay marriage rights – “I don’t think that there should be marriage among
homosexuals. Anyway, taxes on married people are high. I think that taxes on the married are just ridiculous.”
4. In a mystery novel – Vivid descriptions are given of a masked intruder who enters the room where the murdered
person is ultimately found. These descriptions lead the reader to assume that this masked intruder was the killer.
5. In business, defending layoffs – “Unfortunately, we have to lay 5% of the workforce. It’s important for us to note
that the product we create is exceptionally flawless and we thank our manufacturing department for that.”
6. In government, to avoid discussing a delicate topic – “I understand you want to know what happened in the
embassy. What is really important is to talk about whether the government has enough cash flow to stay open
through the month.”
7. In politics, to defend one’s voting past – “While you may have concerns about my votes about the environment, I
can assure you that I am open-minded individual. What we should really discuss is my record on votes that
expanded educational opportunities for all children.”
8. In conversation – “I am pretty sure that evolution is not a very good explanation for human life. Anyway, I am
pretty offended that anyone would suggest that I came from a monkey.”
9. In business, arguing in favor of an increased health care contributions from employees – “We are going to be
forced to increased the amount of your contribution to your health care costs y 10%. Do note that we continue to
provide lunches at a standard cost in the cafeteria, and we know what a huge benefit that is for most workers!”
10. In government, defending one’s in action in regards to increased crime – “The crime in this city, has, in fact
increased lately. However, let’s consider that the weather has changed as well. Things h=change over time.
Sometimes they are linked, sometimes they are not, but only time will tell.”
11. In conversation – “When you start saying things to me like I need to eat healthier or get more exercise, that says
to me that you think I’m fat. I like me, and I like the way I look and more people should have better self-esteem.”

Additional Source for the type of propaganda:

9. Loaded Words
Loaded words, also known as weasel words, are words that are very descriptive and filled with emotion. These
words are used to capture the consumers’ attention and influence their actions. They can be used in both a positive
and negative way and appear in all sorts of advertisements.

Using words with strong positive or negative connotations, or associations. These words make you feel a certain
way.

Use “loaded” words like new, improved, and best

Use of words that will make people feel strongly about something that will make people feel strongly about
something or someone: hate and love

VALIDATE

Propaganda Techniques
PROPAGANDA TECHNIQUES
Glittering Generalities: Use words Card Stacking: Using Plain Folks: Making voters feel like you
and phrases that sound appealing and only those facts that are just like them, an ordinary person with
that everyone agrees with. support your argument. similar needs.

Name Calling: Attach negative Bandwagon: Appeal to Transfer/Symbol/Endorsement:

labels to your opponent. the desire to follow the Connect yourself to a respected person,
crowd. group, or symbol.

Directions: Use the chart above to determine what propaganda techniques is used for the following examples.
Although more than one technique may apply to an ad, the propaganda technique is more prominent for each
ad. Each technique will only be used once. List the technique used and how it was used in the ad.

1. Head & Shoulders Shampoo

Propaganda Technique used: ____________________________

Reasoning:
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

2. Sun Cellular Prepaid

Propaganda Technique used: ____________________________

Reasoning:
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

3. Oxi Clean Detergent

Propaganda Technique used: ____________________________
 Reasoning:
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

4. With MSG or without?

Propaganda Technique used: ____________________________

Reasoning:
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

5. Whisper
Propaganda Technique used: ____________________________

Reasoning:
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

ENGAGE

Generalization
Answer the following questions:

1. Why is it important to know how to balance if a propaganda is right to believe or not?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Among all the propaganda techniques, what technique you will be easily convinced? Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

s
What are your realizations as you journey through this lesson? Before moving forward, reflect on the important
points that you found helpful and challenging by completing the sentences.

Today I learned…
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
I realized…
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

I believe I can deepen my understanding through…

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________

References

https://en.wikipedia.org/wiki/Propaganda
https://advergize.com/advertising/examples-of-propaganda/burgerking
https://advergize.com/advertising/examples-of-propaganda/bellmansmayonnaise
https://advergize.com/advertising/examples-of-propaganda/pepsico
https://advergize.com/advertising/examples-of-propaganda/mccafe

QUARTER 3 - MODULE 3

Southeast Asian Literature: An

Overview

MOTIVATE

“The law of the LORD is perfect, converting the soul: the testimony of the LORD is sure, making
wise the simple.” Psalm 19:7

After going through this module, you are expected to:

A. Determining the various social, moral, and economic issues discussed in the text listened to ;
B. Identifying literary genres contributed by Southeast Asian writers;
C. Identifying the distinguishing features of notable poems, short stories, dramas and novels contributed by
Southeast Asian writers; and
D. Appreciate literature as a mirror to a shared heritage of people with diverse backgrounds.

INTRODUCTION

Lesson 3 is about distinguishing fact from opinion. Being able to know whether something is a fact or an opinion, is
very important when reading the newspaper or watching and listening to an advertisement for example. This skill in
identifying whether a certain idea is a fact, or an opinion is particularly essential because of the proliferation of
altered truths circulating the Internet through email and website propaganda that too many people take as fact
because it is written when, in reality, it is merely opinion. While bias is personal and sometimes unreasoned
judgment that gives a settled and often prejudiced outlook.
In this lesson, you will find out how critical understanding and appreciation of Afro-Asian literary pieces can help
you recognize the Southeast Asian writers in response to the challenges of modernity.
 ORGANIZE

Southeast Asia consists of eleven countries that reach from eastern India to China and is
generally divided into “mainland” and “island” zones. The mainland (Burma, Thailand,
Laos, Cambodia, and Vietnam) is an extension of the Asian continent. Muslims can be
found in all mainland countries, but the most significant populations are in southern
Thailand and western Burma (Arakan). The Cham people of central Vietnam and
Cambodia are also Muslim.

Island or maritime Southeast Asia includes Malaysia, Singapore, Indonesia, the Philippines, Brunei, and the new
nation of East Timor (formerly part of Indonesia). Islam is the state religion in Malaysia and Brunei. Although 85
percent of Indonesia’s population of over 234,000,000 are Muslims, a larger number than any other country in the
world, Islam is not the official state religion. Muslims are a minority in Singapore and the southern Philippines.

The following countries belong to the Southeast Asia:

PHILIPPINES
Even before the Spaniards and other foreigners set foot on Philippine shores, Filipino forefathers already had their
own literature stamped in the history and culture. The Ancient Literature of the Philippines shows forefathers'
customs and traditions in everyday life when traced with their folk stories, old plays and short stories. Filipino
ancestors also had their own alphabet which was different from that brought by the Spaniards. The first alphabet
used by our ancestor was similar to that of the Malayo-Polynesian alphabet.

Songs and verses were composed from their early religious practices to express devotion, to atone for sins, to
minister to the sick, and to bury the dead. Verses were said to pray for abundance and happiness: in the home, on
the farm, on the sea, and elsewhere. The presence of the Spaniards triggered the liberal ideas and an
internationalism that influenced Filipino forefathers' intellect and motivated the writers to emphasize the meanings
of liberty and freedom.

Philippine literature in English has its roots in the efforts of the United States, then engaged in a war with Filipino
nationalist forces at the end of the 19th century. By 1901, public education was institutionalized in the Philippines,
with English serving as the medium of instruction. That year, around 600 educators in the S.S. Thomas (the
"Thomasites") were tasked to replace the soldiers who had been serving as the first teachers. Outside the academe,
the wide availability of reading materials, such as books and newspapers in English, helped Filipinos assimilate the
language quickly.

Notable Philippine literary authors

Nicanor Abelardo (1893-1934) N. V. M. Gonzalez (1915-1999)
Estrella Alfon (1917-1983) Nick Joaquin (1917-2004)
Francisco Arcellana (1916-2002) F. Sionil José (b. 1924)
Liwayway A. Arceo (1920-1999) Peter Solis Nery (b. 1969)
Francisco Balagtas (1788-1862) Ambeth R. Ocampo (b. 1961)
Lualhati Bautista (b. 1945) José Rizal (1861-1896)
Cecilia Manguerra Brainard (b. 1947) Jose Garcia Villa (1908-1997)
Carlos Bulosan (1913-1956)
Gilda Cordero-Fernando (b. 1932)
Genoveva Edroza-Matute (1915-2009)
Zoilo Galang

Notable Hiligaynon and Ilonggo literary authors

Stevan Javellana (1918-1977)

Magdalena Jalandoni (1891-1978)
Peter Solis Nery (b. 1969)

Here are more examples of literary genres in the 21st century Philippine literature:
1. Creative nonfiction 5. Speculative Fiction
2. Hyper poetry 6. Flash Fiction
3. Mobile phone text tula 7. Blog
4. Chick lit 8. Graphic Novels
SINGAPORE
Singaporean literature in English started with the Straits-born Chinese community in the colonial era; it is unclear
which was the first work of literature in English published in Singapore, but there is evidence of Singapore
literature published as early as the 1830s. The first notable Singaporean work of poetry in English is possibly
F.M.S.R., a pastiche of T. S. Eliot by Francis P. Ng, published in London in 1935. This was followed by Wang
Gungwu's Pulse in 1950.

With the independence of Singapore in 1965, a new wave of Singapore writing emerged, led by Edwin Thumboo,
Arthur Yap, Robert Yeo, Goh Poh Seng, Lee Tzu Pheng and Chandran Nair. It is telling that many critical essays on
Singapore literature name Thumboo's generation, rightly or wrongly, as the first generation of Singapore writers.
Poetry is the predominant mode of expression; it has a small but respectable following since independence, and
most published works of Singapore writing in English have been in poetry.

Singaporean Poem
A Letter to Lee Choon Seng
By: Khoo Seok Wan

In my humble hut Cooking meals to carry me

These cold, dismal days Through inclement weather

Sleepless And more,

As the rain creates The comfort of your presence
Its endless rhythms And the flow of your wine
Settled in the pavilion
You Here at my side.
A friend in times of need

The following are the literary genres of Singapore:

1. Poetry
2. Children
3. Drama
4. Fiction

Notable Singaporean writers (to name a few)

Alfian bin Sa'at, playwright, poet and fiction writer

Gopal Baratham, neurosurgeon and writer
Boey Kim Cheng, poet
Don Bosco, writer and publisher of children's fiction books
Kamaladevi Aravindan, Tamil fiction writer, Malayalam and Tamil playwright
Colin Cheong, poet and novelist
Felix Cheong, poet, fiction writer
Christine Chia, poet

BURMA
The literature of Burma (or Myanmar) spans over a millennium. Burmese literature was historically influenced by
Indian and Thai cultures, as seen in many works, such as the Ramayana,The Burmese language, unlike other
Southeast Asian languages (e.g. Thaj, Khmer), adopted words primarily from Pali rather than from Sanskrit. In
addition, Burmese literature has the tendency to reflect local folklore and culture.

Burmese literature has historically been a very important aspect of Burmese life steeped in the Pali Canon of
Buddhism. Traditionally, Burmese children were educated by monks in monasteries in towns and villages. During
British colonial rule, instruction was formalized and unified, and often bilingual, in both English and Burmese
known as Anglo-Vernacular. Burmese literature played a key role in disseminating nationalism among the
Burmese during the colonial era, with writers such as Thakin Kodaw Hmaing, an outspoken critic of British
colonialism in Burma. Beginning soon after self rule, government censorship in Burma has been heavy, stifling
literary expression.

According to Countries and Their Cultures: "The focus of writing within Burmese society was, and to a large extent
still is, focused on writing for theater performances (pwe) and producing texts relating to Buddhism. In addition,
since the nineteenth centurythere is a fair amount of popular fiction."

The stone inscription is the oldest form of Burmese literature; the date of the earliest extant specimen is 1113.
During the next 250 years, more than 500 dedicatory inscriptions similar in pattern but more developed in style
were engraved on stone. Many of these inscriptions contain eloquent prayers and poems composed by royal ladies.
Later inscriptions from the 14th to the 19th century were in a similar vein. Imaginative literature scratched on a
palm leaf with a stylus or written on folded paper in steatite pencil originated under the auspices of Buddhist
monarchs in Myanmar and flourished from the 14th century until after printing became prevalent in the 19th
century.
The authors were Buddhist monks, monastery-trained courtiers, and a few court poets. This literature's most notable
features were Buddhist piety and a courtly refinement of language. Historical ballads, panegyric odes, metrical
versions of Buddhist stories, and various other types of poetic forms, along with exhortatory letters, constitute this
literature. Prose works written in Burmese during this long period are comparatively few.

The introduction of printing into southern Myanmar led to a change in Burmese literature. From 1875 onward,
under British rule, the owners of printing presses began to publish popular works such as plays, complete with
songs and stage directions. The tragic dramas of U Ku were extremely popular and dominated the period between
1875 and 1885. In 1904 the first Burmese novels appeared.

The emergence of literary magazines in the 1910s stimulated the popularity of short stories and serialized novels.
Nationalist and anticolonial themes were common in literature from the 1920s to the 1940s. Following Burmese
independence in 1948, many writers tried to use literature to help create an egalitarian society. After the military
coup led by U Ne Win in 1962, however, the government pressured writers to adapt the themes and style of
Socialist Realism, and freedom of expression continued to erode through the turn of the 21st century.

The literary genres of Burma:

1. Folklore
2. Poetry
3. Prose
4. Fiction stories

Notable Burmese writers and authors (to name a few)

Ludu U Hla (1910–1982) 
Hmawbi Saya Thein (1862–1942)
James Hla Kyaw (1866-1919)
U Ottama (1879–1939)
Thakin Kodaw Hmaing (1876–1964)
P Moe Nin (1883-1940)
Pe Maung Tin (1888–1973) 
Po Kya (1891–1942)
Theippan Maung Wa (1899–1942)
Dagon Khin Khin Lay (1904–1981)
Saya Zawgyi (1907-1990)
Htin Aung (1909–1978)
Min Thu Wun (1909-2004) 
Thukha (1910–2005) 
Chit Maung (1913–1945)
Thein Pe Myint (1914–1978) who wrote the classic The Ocean Traveller and the Pearl Queen, 
Richard Bartholomew (1926–1985)
Taw Phayar Galay (1926–2006).

LAOS
The people of Laos have a rich literary tradition which has evolved over thousands of years. Traditions, migrations,
trade and warfare among neighboring peoples in China, Myanmar, Vietnam, Thailand and Cambodia shaped the
earliest storytelling among the Lao, and continue to influence their culture today. Laos is very ethnically diverse
despite its low population density.

There are over fifty recognized ethnic groups within Laos, with the Lao Loum comprising the majority group. The
Lao trace their linguistic, cultural, and political history to the Kingdom of Lan Xang (1353-1707). The oral
traditions and storytelling of its peoples which are uniquely Lao or follow the traditions of Southeast Asian peoples
are much older.

Literature in Lao Society

Traditionally literature is held high regard in Lao society. Lao thematic elements often combine the religious and
secular with folklore, so the written word is generally kept in high regard and stored according to specific cultural
taboos (i.e. never on the ground, and must be stored in a way that demonstrates respect).
Traditionally texts were kept as palm leaf manuscripts (bailan), which were prepared from dried palm leaves which
had been cut, incised, covered over with ink or charcoal and subsequently cleaned to reveal the written words.
Royal documents or important religious texts may also be written on paper reported from trade with China or
locally produced mulberry papers (saa).

Theravada Buddhist religious texts were generally written in Pali, or transcribed into Lao using Tham script.
Animist traditions were generally oral, if they were transcribed a variation of Khmer script was commonly used.
Secular texts including histories, royal documents, and trade reports were written in Lao scripts or Tai vernacular
which formed the common languages among the Lao.

The literary genres of Laos: Notable authors of Laos (to name a few)
1. Epic Thongbay Photisane
2. Fiction Viset Savaengseuksa
3. Folktale Pakian Viravong
4. Poetry Duangdeuan Viravong
5. Prose Dara Viravong

INDONESIA
Indonesian literature includes the poetry and prose writings in Javanese, Malay Sundanese, and other languages of
the peoples of Indonesia. They include works orally transmitted and then preserved in written form by the
Indonesian peoples, oral literature, and the modern literatures that began to emerge in the early 20th century as a
result of Western influence.

Many of the Indonesian songs, or poems, that were orally transmitted by professional priest-singers embody
traditions that have a religious function. Improvisation played a great part in this kind of poetry, and there is reason
to believe that in its present form much of it is of no great age. Indonesian orally transmitted prose forms are highly
varied and include myths, animal stories and "beast fables, fairy tales, legends, puzzles and riddles, and anecdotes
and adventure stories. The divine heroes and epic animals of these tales show the influence of Indian literature and
the written literatures of other neighboring cultures.

Written literature in Indonesia has been preserved in the various languages of Sumatra (Acehnese, Batak, Rejang,
Lampong, and Malay), in the languages of Java (Sundanese and Madurese as well as Javanese), in Bali and
Lombok, and in the more important languages of South Celebes (Makassarese and Buginese). By far, the most
important in both quantity and quality are the literatures in Javanese and Malay.

The earliest extant examples of Javanese literature date from the 9th or 10th century. An important position in this
early literature is occupied by Javanese prose and poetic versions of the two great Hindu epics, the Mahabharata and
the Ramayana. The Javanese also borrowed from India's sophisticated court poetry in Sanskrit, in the process of
making it Javanese in expression, form, and feeling.

When Islam reached Java in the 15th century, the mystical tendencies in it were incorporated by the Javanese into
their own markedly mystical religious literature. Muslim influence was especially fertile during the early 17th
century in Aceh, where Malay for the first time became an important written literary language.
In Java, Muslim legends of saints were combined with Hindu-derived mythologies and cosmologies to produce
imaginative works of historical narrative in which magico-mystica elements play a prominent role.

The Javanese and Malay literatures declined under the impact of Dutch colonial domination in the 18th and 19th
centuries. Only in the 20th century did a modern Indonesian literature arise, closely linked as it was to the
nationalist movement and to the new idea of a national language, Bahasa Indonesia. After 1920 a modern
Indonesian literature rapidly came into existence. Muhammad Yamin and other prominent poets at this time were
influenced by the forms and expressive modes of Romantic, Parnassian, and Symbolist verse from Europe.

The first Indonesian novels also appeared in the 1920s and '30s; these were typical regional works by Abdul Muis
and others in which the central theme is the struggle between the generations, between the stifling burden of
traditionalism and the impulse for modern progress.

In 1933, with the appearance of the review Pudjangga Baru ("The New Writer"), a new generation of intellectuals
began to assess whether to maintain traditional values consciously accept Western norms in the effort to establish a
modern but genuinely Indonesian culture. This discussion was interrupted by the Japanese occupation of Indonesia
in 1942, which eventually broke up a generation that was still closely bound to Indonesia's colonial situation. With
the Indonesian nationalist revolution of 1945, a new generation of fervently nationalistic and idealistic young
writers who professed a universal humanism came to the forefront. Their inspiration and leader was the great poet
Chairil Anwar, who died in 1949 at age 27.

The political climate changed radically after the violent events that surrounded Suhartos assumption of power in
1965-1966. Strict government censorship was introduced, and many writers were either imprisoned or silenced.
Continued restrictions on freedom of expression limited literary activity during the following decades, although
these restrictions were eased somewhat after Suharto's resignation from the presidency, in 1998.
The literary genres of Indonesia:
1. Poetry
2. Prose
3. Fable
4. Folklore
5. Epic
Note: In written poetry and prose, a number of traditional forms dominate, mainly: —
 syair (traditional narrative poetry)
 pantun (quatrains made up of two seemingly disconnected couplets)
 gurindam (brief aphorisms)
 hikayat (stories, fairy-tales, animal fables, chronicles)
 babad (histories or chronicles)

Notable authors of Indonesia

Merari Siregar (1896-1941)
Marah Roesli (1889-1968)
Muhammad Yamin (1903-1962)
Nur Sutan Iskandar (1893-1975)
Tulis Sutan Sati (1898-1942)
Djamaluddin Adinegoro (1904-1967)
Abas Soetan Pamoentjak
Abdul Muis (1886-1959)

CAMBODIA
THE EARLY CAMBODIA LITERATURE
From the earliest times in Cambodia, epic poems and folk tales were transmitted orally; spontaneous literature of
this type may still be found today amongst certain ethnic minority communities of the north and north east of the
country.
The earliest written works took the form of Sanskrit verses inscribed on palm leaf manuscripts during the
Angkorian era (9th-13th centuries). By the 11th century Buddhist treatises and jataka were being produced on a
regular basis.

The oldest work written in Khmer is the Reamker, the Cambodian version of the ancient Ramayana epic, which
appears on bas-reliefs and frescos at temples and pagodas throughout the country. For centuries it has provided the
raw material for many traditional performance genres, and it is taught in high schools to this day. The earliest extant
versions of the Reamker date from the 16th to the 18th centuries, though these are believed to originate from
manuscripts of the early Angkorian era.

From the 17th century onwards poems known as chbap (‘codes of conduct’) were written by Buddhist monks to
teach novices about morality. These poems, written in the precise metre demanded of Khmer poetry with colourful
compounds and complex rhyme patterns, subsequently became set texts in wat schools. The same period also
witnessed the appearance of satra lbaeng (‘works for pleasure’), lengthy verse-novels which recounted the ancient
jataka stories. Some of these works, written on palm-leaf manuscripts, were cleaned and microfilmed with aid
funding for the National Library in the early 1990s. Many popular folktales were not formally recorded but are
well-remembered and re-told. These include stories with a moral, animal tales such as those about Judge Rabbit,
traditional riddles, and sayings. From the 1950s to the 1970s some of these were collected and published by the
Buddhist Institute, and more recently some NGOs have also produced illustrated versions of the old stories for
children.

Myths and legends passed down orally through the generations form the heart of Cambodian literature. These
popular legends are based on the great epics of ancient India, the Mahabharata and the Ramayana, and on the Jataka
tales, stories about the previous lives of the Buddha. Episodes from the Reamker have been portrayed throughout
history in all Cambodian arts, from scenes carved in stone at Angkor to mural paintings on the enclosure wall of the
Royal Palace at Phnom Penh. Cambodia’s earliest written documents are stone slabs inscribed in Sanskrit (dating
from the 6th century) and Khmer (dating from the early 7th century), which provide a genealogy of Khmer kings
and their endowments to the temples.

The first Cambodian novel, Suphat, by Rim Kin, was published in 1938 after the French introduced printing
techniques to Cambodia. During the Khmer Rouge regime, literature was restricted to poems, written on themes of
peasant and agricultural development, and revolutionary songs. Most Cambodian literary works published during
the late 20th century were written by Cambodian refugees living abroad, mainly in France and Thailand.

The literary genres of Cambodia:

1. Epic
2. Folklore
3. Verse novels
4. Cbap (codes of conduct)

Notable authors of Cambodia (to name a few)

Ang Duong Santel Phin
L'Okhna Suttantaprija ind Sam Rainsy
19th century 21st century
Krom Ngoy Peuo Tuy
Preah Botumthera Som Vann Nath
Kong Bunchhoeun
Nhek Dim

Yim Guechse
Nou Hach
Hang Thun Hak
Hak Chhay Hok
L'Okhna Suttantaprija ind
Rim Kin
20th century
Krom Ngoy
Mao Samnang
Vann Nath
Chath Piersath
Soth Polin
Preah Botumthera Som
Khun Srun
You Bo

THAILAND
Thai literature was traditionally heavily influenced by Indian culture. Thailand's national epic is a version of the
Ramayana called the Ramakien. A number of versions of the epic were lost in the destruction of Ayutthaya in 1767.
Three versions currently exist: one of these was prepared under the supervision (and partly written by) King Rama
I. His son, Rama II, rewrote some parts for khon drama. The main differences from the original are an extended role
for the monkey god Hanuman and the addition of a happy ending.

There is no tradition of spoken drama in Thailand, the role instead being filled by Thai dance. This is divided into
three categories - khon, lakhon and likay - khon being the most elaborate and likay the most popular. Nang drama, a
form of shadow play, is found in the south.

The most important poet in Thai literature was Sunthorn Phu, who is best known for his romantic adventure story
Phra Aphai Mani and nine travel pieces called Nirats.

20th century Thai writers have tended to produce light fiction rather than literature for a burgeoning literature
market. But increasingly, individual writers are being recognized for producing more serious works, including
writers like Kukrit Pramoj, Kulap Saipradit, (penname Siburapha), Botan, and others. Some of their works have
been translated into English. The Isan region of Thailand has produced two notably sociocritical writers in
Khamsing Srinawk and Pira Sudham. Notably, Pira Sudham writes in English.

Thailand has had a wealth of expatriate writers in the 20th century as well. The Bangkok Writers Group is currently
publishing fiction by Indian author G.Y. Gopinath, the fabulist A.D. Thompson, as well as non-fiction by Gary Dale
Cearley.

The literary genres of Thailand: Notable Thai writers and authors (to name a few)
1. Fiction Phraya Anuman Rajadhon Pintip Dunn
2. Non-fiction Anusorn Mongkolkarn Nidhi Eoseewong
3. Epic Bhisadej Rajani Khamsing Srinawk
4. Poetry Chote Praepan
5. Nirat Poems

VIETNAM

Vietnamese literature is literature, both oral and written, created largely by Vietnamese-speaking people, although
Francophone Vietnamese and English-speaking Vietnamese authors in Australia and the United States are counted
by many critics as part of the national tradition. For a millennium before the 11th century, Vietnam was dominated
by China and as a result, much of the written work during this period was in Classical Chinese. Nom characters,
created around the 10th century, allowed writers to compose in Vietnamese using modified Chinese characters.
Although regarded as inferior to Chinese, it gradually grew in prestige. It flourished in the 18th century when many
notable Vietnamese writers and poets composed their works in Nom characters and when it briefly became the
official written script.

While the Quoc Ngu, the script was created in the 17th century, it did not become popular outside of missionary
groups until the early 20th century, when the French colonial administration mandated its use in French Indochina.
By the mid-20th century, virtually all Vietnamese works of literature were composed in Quoc Ngu.

THE MODERN VIETNAM LITERATURE

The Vietnamese literary tradition has evolved through multiple events that have marked the country’s history. New
literary movements can usually be observed every ten years but in the last century, Vietnamese literature underwent
several literary transitions.

The revolutionary campaign occurred at the beginning of Romanized Vietnamese literature, in an attempt to
standardize its styles such as prose, poetry, and criticism. All the writings produced had one thing in common: the
authors were using a powerful and flexible style to update events and trends and therefore predict social events.

The Vietnamese people fought two wars of resistance, and at the present time, are in a period of construction,
industrialization and modernization. In this situation, in Vietnamese literature, movement and vital force currently
exist.

THE FOLK LITERATURE

The Vietnamese literature has been rich in folklore and proverbs; tales that have been handed down from generation
to generation, gradually becoming valuable treasures.

The Muong ethnic group in northern has an epic poem called giving birth to the earth and water”, the white Thai
ethnic group in the north-west has “seeing off and instructing the loving heart”. This list could go on for quite some
time.

The folk literature grows during the processes of activity, labour, construction and struggle of the people. It is the
soul and vital power of the nation. At the present time, all kinds of artistic and folk literature from each ethnic group
are being collected and maintained.

Like literature in other countries around the world, Vietnam literature consists of two parts, namely folk and written
literature. Folk literature is oral literature; meanwhile, written literature includes kanji, “chu Nom” (Nom letters)
and “chu Quoc ngu” (national language) literature.

Vietnam folk literature is fairly abundant and diverse. To preserve precious national traditions, to converse life
experiences, manufacturing experiences of Vietnamese generations, an informal oral folk literature was born and
passed down from generation to generation in Vietnam. It insists of mythologies of ethnic minorities, epics of E De
ethnic people, legends of the Vietnamese, fairies, fables, jokes, proverbs, and folk songs....Folk literature often
praises talents and the courage of people against the harsh nature, praises the kindness, generosity to help each
other, praises the love between men and women, faithful spouses, praises to love people, the nature, and village
neighbors.

In Vietnam written literature, kanji and “chu Nom” (Nom letters) literature had been used for a long time. Oldest
literary works still remaining nowadays were composed in 11th century with the theme of praising the beauty of the
nature and human. From 13th century many works on history, geography and location in kanji letters were
appeared. Then, when the system of Nom letters fully completed in 13th century, many literary works written in
Nom letters were continuously born. Earliest works in Nom letters left today had to name poems of Nguyen Trai,
Doan Thi Diem, Ho Xuan Huong and especially the Tale of Kieu by Nguyen Du.

The literary genres of Vietnam: Notable Vietnam writers (to name a few)

1. Folklore Bà Huyện Thanh Quan

2. Proverbs Khái Hưng
3. Epic Nguyễn Thị Bích
4. Poetry Hoang Van Chi
5. Fiction Khái Hưng
6. Songs that depict aspects of traditional society LeUyen Pham

MALAYSIA

Malaysian Literature
Three Forms of Traditional Malay Poetry
1. Mantera - a sacred message of a text; repeated word or phrase in meditation (e.g., “Om”, “Om Namo”)
2. Pantu - a traditional oral form of expression.
- consists of a quatrain which employs an abab rhyme scheme.
3. Syair - can be a narrative poem, a didactic poem, or a poem used to convey ideas on religion or philosophy, or
even one to describe historical event

Fables in Malaysia
Kancil (mouse deer) serves as the main character in a number of stories and regards as the humble animal in the
highest esteem.
Famous Writers
 Abdullah Abdul Kadir
- Malayan writer of Indian origin
- Most cultured Malay who wrote one of the greatest innovators in Malay
- The father of modern Malay literature
- He wrote Hikayat Abdullah, an autobiography.

 Usman Awang
- Best poet in the Malay language.
- Did not produce a very large corpus of poetry, only about 200 of them
- His poems are simple, clear, often romantic, and beautiful
- A master at weaving words into striking phrases, sentences and verses that are of
exceptional classical beauty and sometimes appear to be nostalgic and even escapist.

 Huzir Sulaiman
- A Malaysian actor, director and writer based in Singapore.
- One of Malaysia's leading dramatists.
- His plays, often charged with dark humor, political satire, and surrealistic twists, have won
numerous awards and international recognition.

BRUNEI
There are a number of languages spoken in Brunei. The official language of the state of Brunei is Standard Malay,
the same Malaccan dialect that is the basis for the standards in Malaysia and Indonesia. This came into force on 29
September 1959, with the signing of Brunei 1959 Constitution.

LANGUAGES OF BRUNEI
• The Malay language is the standard language for many of the peoples of Maritime Southeast Asia and is spoken as
a lingua franca in Brunei.The official standard for the language, has been defined and agreed upon by the Language
and Literature Bureaus of Indonesia, Malaysia and Brunei.Standard Malay is also accepted in the printed form and
is used in all official Brunei government media.

STANDARD MALAY
• The local dialect, Melayu Brunei (Brunei Malay), is the most widely spoken language.It is spoken by about
266,000 people.About 84% of its words are cognate with Standard Malay, while 94% are reported to be cognate
with Kedayan. • Brunei Malay is also spoken as a lingua franca in some parts of East Malaysia such as the Federal
Territory of Labuan, the districts of Limbang and Lawas (Sarawak) and the districts of Sipitang, Beaufort, Kuala
Penyu and Papar (Sabah). It is expanding at the expense of the indigenous minority languages. • Although its lexis
is 84% cognate with Standard Malay, Brunei Malay is mostly mutually unintelligible with other dialects of Malay.
BRUNEI MALAY
• English is widely used as a business and official language and it is spoken by a majority of the population in
Brunei. There are two daily English language newspapers, Borneo Bulletin and The Brunei Times, but only one
daily newspaper in Malay, Media Permata, which is published six times a week (as there is no Sunday edition). •
The bilingual system of education was introduced in 1985, with the first three years taught in Malay while English
was the medium of instruction for most subjects from the fourth year of primary school onward,so all school
children have had substantial exposure to English since then. In 2008, the new SPN21 education system was
introduced, and from then on, math and science have been taught in English from the start of primary school, so the
role of English is even more firmly established.
ENGLISH
• One result of the promotion of both English and Malay in Brunei is that minority languages, such as Tutong and
Dusun, tend to get squeezed out. Noor Azam has described the situation using the Malay proverb: Gajah berperang,
pelanduk mati di tengah-tengah. ('When elephants fight, the mouse-deer between them dies.’) Some features of the
pronunciation of English in Brunei are: the TH sound at the start of words such as thin and think tends to be
pronounced as; vowel reduction is mostly avoided in function words such as of and that;and there seems to be an
increasing incidence of rhoticity.

The vocabulary of Brunei Malay has been collected and published by several western explorers in Borneo including
Pigafetta in 1521, De Crespigny in 1872, Charles Hose in 1893, A. S. Haynes in 1900, Sidney H. Ray in 1913, H.
B. Marshall in 1921, and G. T. MacBryan in 1922, and some Brunei Malay words are included in "A Malay-English
Dictionary" by R. J. Wilkinson. STUDIES:

• Brunei Darussalam is a multiethnic society in which one ethnic group, the Barunay, has a monopoly of political
power. Variations in tradition among other ethnic groups are not regional but cultural, social, and linguistic.
Indigenous Muslims usually are referred to as Brunei Malays even if they are not native speakers of the Malay
language. The Language and Literature Bureau promotes the development of literature and folklore and publishes
textbooks in Malay and English for use in primary and secondary schools. A form of poetry known as sajak is
popular with schoolchildren. A number of local authors have become well known. The most famous work of
traditional literature is the epic poem Sya'ir Awang Simawn , which recounts the exploits of the culture hero.

LITERATURE OF BRUNEI DARUSSALAM

• Simawn and constitutes a traditional history of the sultanate. Most literature in Brunei is either written in Malay or
in English.
• The most popular form of literature is a poetry style called sajak.
• Sajak is a Malay free-form style (meaning “rhyme” in English) that was full of nationalistic symbolism once used
as a means of propaganda during the days when the Japanese occupied the island during WWII. There aren’t a lot of
Bruneian writers that are well-known outside of the region, but the most famous work that came out of Brunei is the
epic poem called Sya’ir Awang Simawn, about a famous hero to their culture. However, there are a few books
mentioned which use Brunei as its setting. One is a book called Armageddon by Dan Brown.
• Another is an Anthony Burgess novel called Devil of a State. The Language and Literature Bureau is the country’s
main ministry in charge of the promotion and development of literature and folklore. This office produces a series
of textbooks in both English and Malay for use by students. The most popular form of traditional writing is a form
of poetry called sajak. Although a handful of local authors have become well known in the literary world, Brunei is
not very prolific.
• Brunei has, however, been the setting for a few modern novels by Western authors. Dan Brown’s novel
Armageddon takes place mainly in Brunei and details a fictional attack on the nation by the group of Islamic
fundamentalists. Another famous story featuring Brunei is Devil of a State by Anthony Burgess. In this novel, the
building of the Sultan Omar Ali Saifuddin’s mosque in the capital Bandar Seri Begawan is a major theme.

The literary genres of Brunei: Notable writers of Brunei (to name a few)
1. Folklore Hajah Norsiah binti Haji Abdul Gapar
2. Poetry Yura Halim
3. Epic poem Siti Kamaluddin
4. Fiction Hajah Norsiah binti Haji Abdul Gapar

TIMOR-LESTE or EAST TIMOR

The Democratic Republic of Timor-Leste is a South-East Asian country, bordering on Indonesian and Australian
territories. Centuries of European, Chinese and Indonesian colonizers, merchants and travelers have profoundly
influenced the cultural identity of this country, especially in terms of language and customs. The resulting multi-
ethnic cultural identity is visible especially during sacred and festive occasions when – above all in rural areas – its
rich folklore is expressed through singing and dancing to music dominated by the use of gongs.

Despite the persistence of widespread illiteracy, Timor-Leste (or East Timor as it is also known), has an extremely
rich tradition of literature, fed by popular tales passed on from one generation to the next, first orally and in the last
century through written poetry. Local architecture still preserves traces of the most traditional aspects of the island’s
central area, where the ancient Sacred Houses are still visible, built on pillars and still keeping alive the oldest
animist cults. Perhaps the most lacking part of East Timor’s literature is the number of it. This means it was
incredibly difficult to find anything for the literature, let alone the history of it.

Due to the Indonesian, Portuguese and Dutch influence on the country, which can be seen in the culture, it could be
plausible to say that the literature of East Timor could overlap from this culture. The Bible, which came from the
religion of Catholicism, is read in East Timor, after Catholicism was mostly brought in by the Portuguese.

Of the authors and poets who identify as (and pieces which are indentified as) East Timorese, the most famous
is Xanana Gusmão. He was the first president of East Timor, and one of the people most dedicated to the
independence of East Timor. Both domestically, by the Government and the people, as well internationally, he is
referred to as the most literary important person in the history of East Timor. Xanana Gusmão is recognised for his
poetry and is often called the Poet Warrior. Some of his most famous poetry include Grandfather Crocodile.

The most famous book published by East Timor would belong to Luís Cardoso. The book is called The Crossing.
Other famous writers is Jose Ramos-Horta and Bishop Carlos FX Belo, a Nobel Peace Prize Laureate who wrote
numerous peaces demanding the independence of East Timor.

The literary genres of Timor-Leste or East Timor:

1. ai-knanoik (folk tales, legends or fables, in prose or verse)
2. ai-knananuk (songs, verses to be sung at traditional parties)
3. hamulak (narrative poetry or prayers, to be performed solemnly in ritual ceremonies)
Notable writers of Timor-Leste or East Timor
Luís Cardoso
Emília Pires
Fernando Sylvan
Francisco Borja da Costa
Fernando Sylvan

Genres of literature are important to learn about. The two main categories separating the different genres of
literature are fiction and nonfiction. Genres are not wholly fixed categories of writing, but their content evolves
according to social and cultural contexts and contemporary questions of morals and norms.
Literary genre refers to a style or category of literary composition. Genre means a type of art, literature, or music
characterized by a specific form, content, and style. For example, literature has four main genres: poetry, drama,
fiction, and non-fiction. All of these genres have particular features and functions that distinguish them from one
another. Hence, it is necessary on the part of readers to know which category of genre they are reading in order to
understand the message it conveys, as they may have certain expectations prior to the reading concerned.

Types of Genres
There are five types of genres in literature, which include:

1. Poetry
Poetry is the first major literary genre. All types of poetry share specific characteristics. In fact, poetry is a form of
text that follows a meter and rhythm, with each line and syllable. It is further subdivided into different genres, such
an epic poem, narrative, romantic, dramatic, and lyric. Dramatic poetry includes melodrama, tragedy, and comedy,
while other poems includes ode, sonnet, elegy, ballad, song, and epic.

Popular examples of epic poems include Paradise Lost, by John Milton, The Iliad and The Odyssey, by Homer.
Examples of romantic poems include Red Red Rose, by Robert Burns. All these poetic forms share specific
features, such as they do not follow paragraphs or sentences; they use stanzas and lines instead. Some forms follow
very strict rules of length, and number of stanzas and lines, such as villanelle, sonnet, and haiku. Others may be
free-form, like Feelings, Now, by Katherine Foreman, which is devoid of any regular meter and rhyme scheme.
Besides that, often poetry uses figurative language, such as metaphor, simile, onomatopoeia, hyperbole, and
alliteration to create heightened effect.

2. Prose
This type of written text is different from poetry in that it has complete sentences organized into paragraphs. Unlike
poetry, prose focuses on characters and plot, rather than focusing on sounds. It includes short stories and novels,
while fiction and non-fiction are its sub genres. Prose is further categorized into essays, speeches, sermons, and
interpretations.

3. Drama
Drama is a form of text that is performed in front of an audience. It is also called a play. Its written text contains
dialogues, and stage directions. This genre has further categories such as comedy, tragedy, and tragicomedy.
William Shakespeare is known as the father of English drama. His well-known plays include Taming of the
Shrew, Romeo & Juliet, and Hamlet. Greek playwrights were the pioneers in this field, such as Sophocles’
masterpiece Oedipus Rex, and Antigone, while modern dramas include Death of a Salesman, by Arthur Miller.

4. Fiction
Fiction has three categories that are, realistic, non-realistic, and semi-fiction. Usually, fiction work is not real and
therefore, authors can use complex figurative language to touch readers’ imaginations. Unlike poetry, it is more
structured, follows proper grammatical pattern, and correct mechanics. A fictional work may incorporate fantastical
and imaginary ideas from everyday life. It comprises some important elements such as plot, exposition,
foreshadowing, rising action, climax, falling action, and resolution. Popular examples of literary fiction include,
James Joyce’s novel A Portrait of an Artist as a Young Man, Charles Dickens’ A Tale of Two Cities, Jane
Austen’s Pride and Prejudice, and Harper Lee’s To Kill a Mockingbird.

5. Non-Fiction
Non-fiction is a vast category that also has sub-genres; it could be creative like a personal essay, or factual, like a
scientific paper. It may also use figurative language, however, not unlike poetry, or fiction has. Sometimes, non-
fiction may tell a story, like an autobiography, or sometimes it may convey information to readers.

Other examples of non-fiction include biographies, diaries, memoirs, journals, fantasies, mysteries, and romances.
A popular example of non-fiction genre is Michael Pollan’s highly celebrated book, The Omnivore’s Dilemma: A
Natural History of Four Meals, which is an account of the eating habits of Americans.

VALIDATE
 Great Names to Names
Directions: Read about these writers and be ready to name each one. Write the name of the writer in the
space provided.

Ludu U Hla James Hla Kyaw

https://en.wikipedia.org/wiki/Ludu_U_Hla https://en.wikipedia.org/wiki/James_Hla_Kyaw

Francisco Baltazar José Rizal

https://www.poemhunter.com/franciscobaltazar/biography https://www.google.com/searchLifeandworksofJoseRizal

1. He was a prominent Filipino poet and is widely considered as the Tagalog equivalent of William Shakespeare for
his impact on Filipino literature. The famous epic, Florante at Laura, is regarded as his defining work.

Answer: ___________________________________________________________________________

2. A pioneer Burmese novelist and author of the first Burmese novel titled Maung Yin Maung, Ma Me Ma.
Burmese novels had existed before, but they were written in verse not in prose. Most of these novels were based on
Buddhism, myth and legend and history of Burma; therefore, there were no novels that were based on everyday
lives like Maung Yin Maung, Ma Me Ma.

Answer: _____________________________________________________________

3. He is widely considered one of the greatest heroes of the Philippines and has been recommended to be so
honored by an officially empaneled National Heroes Committee. However, no law, executive order or proclamation
has been enacted or issued officially proclaiming any Filipino historical figure as a national hero. He was the author
of the novels Noli Me Tángere and El filibusterismo, and a number of poems and essays.

Answer: _____________________________________________________________

4. He was a Burmese journalist, publisher, chronicler, folklorist and social reformer whose prolific writings include
a considerable number of path-breaking nonfiction works. A library of 43 volumes of folk tales, a total of 1597
stories, that he collected between 1962 and 1977 from most of the ethnic minorities of Burma was a truly Herculean
undertaking. Many of these have been translated into several languages. There are 5 other volumes of folktales from
around the world to his credit.

Answer: _____________________________________________________________

Definitions
Directions: Match the definitions to the terms. Encircle the letter only.

1. creative like a personal essay, or factual, a. William Shakespeare

like a scientific paper
2. authors can use complex figurative language b. Poetry
to touch readers’ imaginations
3. includes melodrama, tragedy, and comedy c. Non – Fiction
4. a form of text that is performed in front of an
audience d. Fiction
5. tell a story, like an autobiography, or sometimes
it may convey information to readers e. Dramatic Poetry
6. father of English drama
7. it has complete sentences organized into f. Genre
 ENGAGE

All About Myself

Directions: In an autobiography, a person tells his or her own life story. It describes the important events, people
and decisions in a person’s life from the one who actually had the experiences. Write a three-paragraph composition
describing your most interesting life story/experience. Remember the parts of a narration (the introduction, body
and conclusion).

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s
What are your realizations as you journey through this lesson? Before moving forward, reflect on the important
points that you found helpful and challenging by completing the sentences.
Today I learned…
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

I realized…
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

I believe I can deepen my understanding through…

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

References

Bautista, Melissa Marie Ed.D. Learning English Language and Afro-Asian Literature (Grade 8). UNIT 2: SOUTHEAST ASIA.
CAJ Publishing House. 2017
https://en.wikipedia.org/wiki/Ludu_U_Hla
https://en.wikipedia.org/wiki/James_Hla_Kyaw
https://www.poemhunter.com/franciscobaltazar/biography
https://www.google.com/searchLifeandworksofJoseRizal

QUARTER 3 - MODULE 4

Persuasive Speech

MOTIVATE

“The law of the LORD is perfect, converting the soul: the testimony of the LORD is sure, making
wise the simple.” Psalm 19:7

After going through this module, you are expected to:

A. using appropriate persuasive devices; and

B. using emphasis markers for persuasive purposes

Convince Me
Directions: Write at least 3 statements that proves, “life is beautiful.”
 1. ____________________________________________________________________________

2. ____________________________________________________________________________

3. ____________________________________________________________________________

ORGANIZE

PERSUASIVE SPEECH
A persuasive speech is a specific type of speech in which the speaker has a goal of
convincing the audience to accept his or her point of view. The speech is arranged in
such a way as to hopefully cause the audience to accept all or part of the expressed
view. Though the overarching goal of a persuasive speech is to convince the audience to
accept a perspective, not all audiences can be convinced by a single speech and not all
perspectives can persuade the audience.

Components of a Persuasive Speech

Persuasive speeches are composed of both logical and emotional appeals.

 Logic appeals are arguments that present a set of information and show why a conclusion must rationally
be true. For example, arguments heard in court are logical arguments.
 Emotional appeals are appeals that seek to make the audience feel a certain way so that they will accept a
conclusion. Negative political ads, for example, often incorporate emotional appeals by juxtaposing an
opponent with a negative emotion such as fear. Source: shorturl.at/akH57

Types of persuasive language techniques

1. Adjective
The first in the list of persuasive language techniques is “Adjective”. These are describing words, which are most
commonly used to make the audience feel a specific way regarding something.

For example: “Some TV shows make us feel an artificial version of the thrill one gets from chasing one’s
ambitions.”

2. Adverbs
The second one from the persuasive language techniques are “Adverbs”. These are the words which modifies verbs
or adjectives. Just like the adjectives, they are also chosen and used to make the audience or reader feel a certain
way about an issue.

For example: “In a latest essay she wrote about the street animals, dying from 1080 fox bait. The animals who died
ate it while a rally passed by. They had a horrible death.”

3. Appeals
Appeal is a persuasive technique in writing which is most often used by authors to touch different emotions. These
emotions include reader’s sense of justice, patriotism and fairness.

4. Anecdotes
Short, personal stories that help to illustrate a point.

For example: “For my three most recent books, on motherhood, cancer and nursing, I interviewed more than 300
people about the nuts and bolts of what our incredibly short time on this planet is really about – life, death, family
and love. If there is one thing I can guarantee, it’s that there will never be a person who lies on their deathbed,
shaking with rage, sobbing, ‘Dear God, I wish I’d spent more time watching that show.”

5. Everyday language
Writers will often use everyday language, sometimes called colloquial language, to make themselves seem down-to-
earth.
For example: “Fairness is the cornerstone of our constitution and our national identity. But as we head into an
election year, I think we need to ask ourselves whether we really believe in a fair go for all.”

6. Cliches
An overused expression. Although they should be avoided, cliches give writers an opportunity to express an idea to
their readers quickly.

Here are some examples of cliches:

• Absence makes the heart grow fonder.
• All is well that ends well.

7. Emotive words
Words that provoke an emotional reaction from the audience.

For example: “But no, people from the bush were saying it is cruel to kill foxes with a poison that causes a slow,
agonizing death.”

8. Exaggeration
Writers often exaggerate or overstate something to help persuade readers of their point of view.

For example: “Our experts will tell you a million reasons why it can’t or shouldn’t be done here. They have turned
excuse-making into an art form.”

9. Evidence
Writers will often use evidence – which might take the form of facts, figures, quotes or graphs – to help support
their argument.

For example: “According to the Australian Bureau of Statistics, males are 400 per cent more likely to commit an
offence intended to cause injury than are females.”

10. Imagery
Descriptive writing can be a powerful persuasive technique. Describing something vividly can persuade readers.

EMPHASIS
An emphasis is a form of exaggeration or amplification making things bigger in some way than they really are.

The use of emphasis in speech is very common and is an accepted way of talking that sends subtle (and sometimes
not so subtle) signals to tell the listener where the important parts are and so focus their attention. Use emphasis to
draw attention to things. However, beware of overusing it as this will lead people to ignore what you say and
possibly try to avoid you altogether. You can also use emphasis to draw attention away from other things that you
want to avoid.

Words and expressions that emphasize a point according to their categories and functions:

1. Contrast (Expressing opposition)

Examples:
• Instead (replace a previous idea)
• Yet, but, still, though, however, conversely, even so in contrast, on the contrary, on the other hand (disagree)
• Still, despite, nonetheless, nevertheless, notwithstanding, in spite of (present a logical idea)
• Otherwise (suggest contrasting result when a certain condition is not met)

2. Cause and Effect (Relationship between reason and outcome)

Examples:
• For, since, because, the reason why (stress the cause of something)
• So, thus, hence, therefore, accordingly, thereupon, subsequently, consequently, so that, after that, as a result, as a
consequence, for that reason, an account of (present an outcome)

3. Sequence (Chronology of Ideas)

Examples:
• First, second, third, .firstly, secondly, thirdly…initially, in the first place, then, next, later, eventually, finally,
lastly (denote order)
• Meanwhile, at the moment (present an action occurring at the same time with another action.

EMPHASIS WORDS
Among the most valuable signals for you to know are emphasis words, through which the writer tells you directly
that a particular idea or detail is especially important. Think of such words as red flags that the author is using to
make sure you pay attention to an idea. Look over the following list, which contains some typical words showing
emphasis.

important to note most of all

a significant factor a primary concern
a key feature the main value
especially valuable most noteworthy
remember that a major event
the chief outcome the principal item
pay particular attention to the chief factor
a vital force above all
a central issue a distinctive quality
especially relevant should be noted
the most substantial issue

VALIDATE

Emphasis Markers
Directions: Complete the sentences below with a word from the words inside the box.

it what reason happens all place what me

1. ____________ was my father who told me not to marry him.

2. ____________ I hate about Sundays is knowing you have to work the next day.
3. The ___________ why I want you to come early is so that we can have some time on your own before the
others arrive.
4. After you have sent in your CV, what ___________ next is that you get called for an interview.
5. It’s not my fault you can’t find them! ___________ I did was tidy up your desk a bit.

Make Me New!
Directions: Rewrite the sentences with the word given.

1. She left her husband because he cheated on her.

_____________________________________________________ he cheated on her. REASON

2. We stopped in an absolutely beautiful place for lunch.

_____________________________________________________ was absolutely beautiful. PLACE

3. We got stuck in an enormous traffic jam.

_____________________________________________________ we got stuck in an enormous traffic jam.

HAPPENED

4. They didn’t apologize for arriving late, which really annoyed me.

_____________________________________________________ they didn’t apologize for arriving late.

WHAT

5. A girl from my town won the silver medal.

_____________________________________________________ won the silver medal. IT

 ENGAGE

Let Me Join!
Directions:

1. Use your mobile phones or cameras in taking a video.

2. Take a video of yourself presenting a persuasive speech.
3. Make sure to observe proper intonation and stress, pitch and juncture while delivering your speech.
4. Submit your outputs to your teacher for reference.

RUBRICS:
Score Description
4 Demonstrate understanding on tasks given. All tasks are completed
3 Demonstrate understanding on tasks given. Most of the tasks are completed.
2 Demonstrate understanding on tasks given. Many of the tasks are completed
1 No response

s
What are your realizations as you journey through this lesson? Before moving forward, reflect on the important
points that you found helpful and challenging by completing the sentences.

Today I learned…
_____________________________________________________________________
_____________________________________________________________________
 _____________________________________________________________________
_____________________________________________________________________

I realized…
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

I believe I can deepen my understanding through…

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

References

Introduction to Persuasive Speaking | Boundless Communications (lumenlearning.com)

Types of persuasive language techniques: Alliteration, simile, metaphor.... (allassignmenthelp.com)
Emphasis and Attention (changingminds.org)
Recognizing Transitions or Signal Words (cpp.edu)