Module Title: Module in Purposive Communication

Course Title: Purposive Communication

Course Number: GE106
Course Description:

Purposive Communication is about writing, speaking, and representing to

different audiences and for various purposes. It is a 3- unit course that aims to develop
student’s communicative competence and enhances their cultural and intercultural
awareness through multimodal tasks that provide them opportunities for
communicating effectively and appropriately to a multicultural audience in a local or
global context. It equips students with tools for critical evaluation of a variety of texts
and focuses on the power of language and the impact of images to emphasize the
importance of conveying messages responsibly. The knowledge, skills, and insights
that students gain from this course may be used in their other academic endeavors,
their chosen disciplines and their future careers as they compose and produce relevant
oral, written, audio- visual and / or web-based output for various purposes.

Total Leaning Time: (3 hours lecture/week) 54hours

Pre-requisites: None
Overview:
The General Education Core Courses in the New General Education
Curriculum covered in this module on Purposive Communication are those required
by CMO 20, S.2013. In creating this book, the writers consulted the Purposive
Communication (PC) syllabus published by the Commission on Higher Education.
This book consists of twelve chapters: each chapter articulates learning
outcomes lifted from the CHED PC syllabus and each chapter consists of lessons with
specific learning outcomes that gear towards the attainment of the learning outcomes
of each chapter.

Learning Outcomes

1. demonstrate deep and principled understanding of public speaking;

2. acquire direct experience in the classroom (e.g. in-classroom composition and
delivery of speeches);
3. practice the professional and ethical requirements of a public speaker;
4. present ideas persuasively using appropriate language registers, tone, facial
expressions, and gestures;
5. write and present academic papers using appropriate tone, style, conventions, and
reference styles; and
6. appreciate the impact of communication on society and the world.
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MODULE 1

Communication in the Twenty-First Century

This chapter will introduce several concepts about communication beginning
from the Ancient Greeks until the twenty-first century. It will illuminate several
perspectives about communication, the most important one being that it is a
necessary and important skill that should be honed to become better citizens and to
help in building one's society.
It will explore the use of English in the world, as well as its usage in the
Philippines. It will also discuss the perils of language, and how we can find the seeds
of racism, sexism, and classism in the language that we use-and what one can do to
ensure that one's language is as academic and inclusive as possible.

Chapter Objectives:
By the end of this chapter, you should be able to:

 Understand the importance of communication in society;

 know the principles and processes of communication as embodied in the
communication models provided; and
 relate the communication models to their experiences and apply them to their
own communication processes.

Communication Models
In this lesson, students will be exposed to the different ways of looking at
communication. It should give the students a good understanding of why
communication should be studied at the tertiary level, and the potential of such a
course in helping them transform themselves and me society. It includes
communication models that students can use in the future, and may explain why
communication tasks in the past have either failed or succeeded. It is a good
introduction to the different processes, principles, and dimensions of communication
that students should be aware of, when they start communicating in the academe and
the professional world.
Before-Reading Questions:
1. Why is communication important to you?
2. Why is communication important to society?
3. Why do you think communication skills are considered to be essential in being
good citizens?

MODULE 1

INTRODUCTION
"The art of communication is the language of leadership." (James Humes)
It is a mistake to believe that communication is a simple process. Although
people communicate with one another every day, the real question is whether the
ideas one has expressed are truly understood by another. Communication breakdowns
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happen in every part of the globe and these have led to a plethora of problems.
Effective communication can breach peace, spark revolutions, and affect change in
government' However, to communicate properly, one cannot simply strive to express
oneself and leave understanding to fate; one must also learn how to organize one's
thoughts, control one's emotions, use one's words to articulate concepts and
arguments, and express oneself in the best war possible.
The art of one's communication reflects the art of one's thinking According to
James Berlin (1982), one of the major proponents of The New Rhetoric, "In teaching
writing, we are not simply offering training in a useful technical skill that is meant as
a simple complement to the more important studies of other areas. We are teaching a
way of experiencing the world a way of ordering and making sense of it" (776).
This is also true when it comes to all the language skills essential in
communication, whether this is in writing, reading, listening, or speaking They are
tools that help us analyze, critique, and negotiate with the world. To construct ideas
and bring people to believe in one's vision, it is important to be able to communicate
in an effective, articulate manner. On a personal level, honing one's communication
skills can also bring about success to one's personal and professional life.
To lead nations or corporations, communication skills are essential. To work
smoothly as a team, communication is indispensable. And to create a vision that
people will believe in, one needs to learn how to communicate purposefully in today's
society.
After-Reading Questions:
1. What problems can happen when there are communication breakdowns?
2. What does Berlin mean when he says "(In teaching writing), we are teaching a way
of experiencing the world, a way of ordering and making sense of it"?
3. Is this only true for writing? Explain.

COMMUNICATION MODELS
One way of thinking about communication processes is by looking at the
different communication models available. According to Denis Mcquail and Sven
Windahl (2013), in their book Communication Models for the Study of Mass
Communications, "a model seeks to show the main elements of any structure or
process and the relationship between these elements... it helps in explaining by
providing in a simplified way information which would otherwise be complicated or
ambiguous." (2)
Professor Ramona S. Flores (2016), in her book Oral Communication in
Context, discusses four models of communication in the chapter, "Explaining the
Nature of Communication." She discusses the different communication models as
follows (Aristotle, Shannon-Weaver, Schramm, and White, 2016):
The earliest model comes from Aristotle at around 5 B.C. In this model,
Aristotle explains that speakers should adjust their messages according to their
audience and the occasion to achieve a particular effect. Let us apply this to a modern
example. After the Japanese attacked Pearl Harbor on December 7, 1941, then US
President Franklin Roosevelt delivered a stirring speech to declare war on Japan on
December 8 (National Geographic, 2017). The speaker, in this case, was US President
 4

Franklin Roosevelt and his speech was crafted especially for the occasion, filled with
strong words that were crisp and straight to the point. The occasion was the US
President's response to the attack on Pearl Harbor; the main audience was the US
Congress; and the effect was to persuade members of Congress to declare war on
Japan, which they did, with only one dissenting vote. These components of speaker,
speech, occasion, audience, and effect should be considered when communicating
one's message.

The Shannon-Weaver model was created by Claude Shannon and bon mo

Warren Weaver (Flores, 2016). According to the website Communication
Theory.Org, in 1948, Shannon and Weaver wrote an article in the Bell System
Technological Journal entitled "A Mathematical Theory of Communication."
According to Flores (2016), this is also often called the "Telephone Model," since it
was developed because of the technology of the telephone and the experience of
"noise" coming from the switchboard.
The sender would be the person giving the message, while the encoder would
be the transmitter which converts the message into signals. Let us use the modern
example of the mobile phone. With our modern example, the encoder would be the
cellphone, and the sender, of course, would be the person calling. The decoder, on the
other hand, would be the reception place of the signal which converts signals into
message, which is why in modern parlance, when there is "no signal," there is
difficulty in decoding the message. The receiver would be the destination of the
message by sender which would be the person who is being called and when there are
 5

problems, or "noise," that interferes with the message, then the receiver would give
feedback, which is usually phrased as "choppy," when the message cannot be heard
because of the signal. The messages are transferred through the use of a channel; in
the case of the telephone, the channel would be the cables, while in the case of the
cellphone, the channel would be radio frequencies (Communication Theory.Org).
This model can also be used in other situations, and can tell us how the message may
sometimes get lost because of the noise, which can be physical or psychological, and
how feedback is an essential component of communication to ensure that the message
is successfully received.
On the other hand, when it comes to Schramm's model of communication,
there are two primary models involved. The first one is built on the theories of
Osgood, which is why this is also known as the Osgood-Schramm model.

Osgood-Scharmm Model of Communication

In this model, pay attention to the role of the interpreter. Encoding and
decoding are not automatic processes both go through the filter of the interpreter.
Therefore, the message may succeed or fail, based on the interpreter's appreciation of
the message. There are times when the sender and receiver may apply different
meanings to the same message, and this is termed "semantic noise" (Communicative
Theories.Org). His second model, on the other hand, builds this theory about the
interpreter into the different fields of experience of the sender and the receiver.
 6

The last model is Eugene White's Stages of Oral Communication According to

White, it is possible to begin at any of the stages in his model. People are under the
mistaken impression that when we communicate, we usually start with thinking, but
that is not ne the case. Since it is a circular model, it means that oral communication a
continuous process with no real beginning or end, The most important contribution
from Eugene White's model is the concept of feedback can only be processed by the
speaker if he or she has been monitoring the audience or the listener. Hence, the
speaker must also pay at to the listener's verbal and non-verbal cues (Flores, 2016).

White’s Stages of Oral Communication

In conclusion, communication is not a simple process that starts with the
speaker and ends with the listener—there are many factors that should be considered.
When it comes to the message, how the message is organized and what field of
experience it comes from should be taken into consideration. When it comes to the
sender, the best communication is the one that involves feedback. Furthermore, there
are several kinds of "noise" that may severely affect the reception of the message and
thus, should be considered and avoided. Cultural differences, technology, and

interpretation need to be considered as well. To be good communicators, one needs to

pay attention to how people are responding to the message, and adjust accordingly,
rather than being preoccupied with simple expressing oneself.

Activity 1: Active Listening Skills

Objective: To develop active listening skills for effective communication.

Activity Title: Active Listening Circle

Instructions:
1. Form a circle with all the participants.
2. Choose one participant to start as the "Speaker" and another as the "Listener."
3. The Speaker shares a short personal story or experience (1-2 minutes) with the
Listener, who practices active listening without interrupting.
4. After the story, the Listener paraphrases or summarizes what they heard to ensure
understanding.
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5. Rotate roles, and the next participant becomes the Speaker, while the previous
Listener shares their story with a new Listener.
6. Continue the activity until each participant has had a chance to be both the Speaker
and the Listener.

Discussion:

After the activity, gather the participants to discuss their experiences. Explore the
challenges and benefits of active listening, and highlight its importance in building
empathy and trust in communication.

Activity 2: Nonverbal Communication

Objective: To understand the impact of nonverbal cues on communication.
Activity: Nonverbal Charades

Instructions:
1. Divide participants into small groups (3-4 participants per group).
2. Prepare a list of emotions or actions (e.g., happy, angry, confused, dancing, eating)
on separate cards.
3. In each group, one participant draws a card without showing it to others and then
nonverbally acts out the emotion or action.
4. The rest of the group members try to guess the emotion or action based solely on
the nonverbal cues.
5. Rotate the roles, so each participant gets a chance to act and guess.

Discussion:

After the activity, discuss how nonverbal cues such as facial expressions, body
language, and gestures play a significant role in communication. Explore how
misinterpretation of nonverbal cues can lead to misunderstandings and the
importance of being mindful of our nonverbal behavior.

MODULE 2

Communication Ethics
In the previous lesson, you read a short introduction to communication. In this
lesson, you will find out that there are different guidelines in communicating in an
ethical manner.

Chapter Objectives:
By the end of this chapter, you should be able to:
 Know how to communicate in an ethical manner.
 Apply these ethical principles to their communication process.
Before-Reading Questions:
1. What is ethics?
2. Why do you think there should be ethics in communication?
3. What problems can arise when people are not ethical in their communication
practices?
It is important to understand that whatever we communicate should be guided
by certain ethical principles. The US National Communication Association (NCA,
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1999) discusses this in their Credo for Ethical Communication, stating that, "Ethical
communication is fundamental to responsible thinking, decision-making, and the
development of relationships and communities within and across contexts, cultures,
channels, and media. Moreover, ethical communication enhances human worth and
dignity by fostering truthfulness, fairness, responsibility, personal integrity, and
respect for self and others. We believe that unethical communication threatens the
quality of all communication and consequently the well-being of individuals and the
society in which we live.
While-Reading Question:
 Why does unethical communication threaten the quality of all communication,
and consequently the well-being of individuals and the society in which we live?
In their Credo, there are four ethical principles of communication that are especially
relevant for students today.
Firstly, they "advocate truthfulness, accuracy, honesty, and reason as essential
to the integrity of communication" (NCA, 1999). Nowadays, social media and
speeches in public have been so, filled with black propaganda and whitewashing that
there is a call to reiterate the need for truth and honesty. It is important to be accurate
when we communicate, and to have facts and figures to prove our assertions. It is
important to be reasonable, rather than to be too emotional or threatening when we
communicate.
Secondly, the NCA also endorses "freedom of expression, diversity of
perspective, and tolerance of dissent to achieve the informed and responsible
decision-making fundamental to a civil society" (NCA, 1999). In certain political
climates, people may feel threatened to the point that they no longer feel that it is safe
to express what they feel or think. This is not a good environment to live in. We fully
agree with the NCA that to have a vibrant democracy, we must be able to hear
different perspectives and have a high tolerance for views that are different from ours.
It is important to foster an environment where people feel safe enough to express what
they think and feel, and for these expressions to be met with reasonable dialogue and
debate, rather than outright censure or violence.
Thirdly, the NCA (1999) states that they "condemn communication that
degrades individuals and humanity through distortion, intimidation, coercion, and
violence, and through the expression of intolerance and hatred" (1999). This
condemnation is important because it safeguards society from racism, sexism, and
violence against oppressed peoples, History has shown us that a tolerance for hate
speech, as well as speeches that incite violence and the act of killing, have often
instituted such violence in society, whether this is in the context of slavery,
colonialism, or misogyny.
Lastly, the NCA (1999) states that communicators should "accept
responsibility for the short- and long-term consequences of our own communication
and expect the same of others." All too often, there have been people who do not feel
accountable for their actions. Therefore, if one risks to communicate maliciously,
spread false news, or incite hatred or violence, he or she should be ready to face the
consequences of such actions. States are beginning to realize this, especially in the
porous medium of social media.
Every time we communicate, we should consider the consequences of our
actions. If people were more responsible in their use of communication, there would
be less conflict in this world. Even though the four principles above are short and
concise, they are important, because they help us discern the difference between
ethical and unethical communicators.
After-Reading Questions:
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1) Why is it important to be ethical in communicating today?

2) Is honesty still a virtue valued today? Why or why not?
3) Can you give historical examples that show how intolerance of dissent has been a
problem for certain sectors of society?
4) Can you give historical examples that show why hate speech is a problem?
5) When you think of politicians today, would you say that they have been
communicating in an ethical manner?
6) Who comes to mind on the subject of violating the ethics of communication?
7) Why do people communicate in an unethical manner?
8) What consequences can you think of because of this?

EVALUATION FOR MODULE II

Activity: Ethical Dilemmas in Communication

Objective: To apply ethical principles to real-life communication scenarios.
Instructions:
1. Divide participants into small groups (3-4 participants per group).
2. Prepare a list of various communication scenarios that involve ethical dilemmas.
Ensure the scenarios cover different aspects of communication, such as honesty,
privacy, inclusivity, and transparency. For example:
- A coworker asks you to cover up their mistake in a report.
- A friend shares a secret with you, but you think it might harm someone else.
- Your team is working on a project, and one member consistently dominates
discussions, preventing others from contributing.
- Your company is launching a new product, and you are aware of potential safety
concerns, but the management decides not to disclose this information.
3. Assign one scenario to each group and provide them with a few minutes to discuss
the ethical aspects of the situation and come up with possible courses of action.
4. Each group presents their scenario, summarizes the ethical principles they
considered, and shares the decision they would make based on those principles.
5. After all groups have presented, encourage open discussions and debates among
participants to explore different perspectives and reasoning behind their choices.

Discussion:
After the activity, lead a comprehensive discussion about the ethical principles
applied in each scenario and the implications of different decisions. Facilitate
conversations that encourage participants to reflect on their own ethical values and
how they influence their communication process in real-life situations.

During the discussion, focus on the following ethical principles in communication:

1. Honesty and Truthfulness: Emphasize the importance of being truthful and

straightforward in communication, even when faced with difficult situations.
2. Respect and Inclusivity: Discuss the significance of respecting diverse perspectives
and ensuring that communication is inclusive and free from discrimination.
3. Confidentiality and Privacy: Address the importance of safeguarding confidential
information and respecting others' privacy.
4. Transparency and Openness: Explore the benefits of being transparent and open in
communication, especially in professional settings.
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5. Responsibility and Accountability: Encourage participants to take responsibility for

their communication choices and be accountable for their actions.
6. Empathy and Compassion: Highlight the role of empathy and compassion in
understanding others' feelings and perspectives during communication.
By engaging in this activity, participants will develop a deeper understanding of
ethical communication and its impact on relationships, trust, and overall
communication effectiveness. It also provides an opportunity for self-reflection and
the cultivation of ethical communication practices in various aspects of life.

MODULE 3
Communication and Globalization
This lesson focuses on the implications of globalization on communication.
You will read essays and expositions that will provide you with an awareness of the
role and status of English as a global language, the notion of World Englishes, and the
need for standard forms in academic and professional writing, and the importance of
culturally sensitive and bias-free language when communicating with people from
different cultures and discourse communities.
Lesson Objectives:
By the end of this lesson, you should be able to:
 understand the implications of globalization on communication;
 explain the notion of World Englishes in the context of English being a global
language; and
 use Standard English and bias-free language in writing.
Globalization
Globalization has affected us in numerous ways. Airfare has become cheaper,
and one can travel internationally more than one could in the past. Many Filipinos
have decided to work or live abroad, with some of them migrating to other countries.
The free trade of goods and services all over the world has brought multinational
companies and foreign investors to our shores. Because of all of these factors, it is
imperative to be aware of the differences between our culture and the rest of the
world's cultures.
Because of the advent of the Internet, the world seems to be shrinking
continually. One can communicate internationally in a matter of seconds, whether one
is sending an email, chatting in social media, or sending a text message. One can read
about different cultures, and have access to films, academic papers, and the like from
countries around the world, and vice versa. Given this increasingly shrinking world,
one should know the difference between the kind of English that we write and speak,
and the kind of Englishes that exist outside of the Philippines.
World Englishes
David Crystal (2003) begins the first chapter of the book English as a Global
Language with the assertion that English is, in fact, the global language. After giving
various examples to support this statement, he questions the assertion by asking,
"What does it mean to say that a language is global?" (Crystal, 2003). In asking this,
he considers the implications of English having this status, especially for its many
users who speak different mother tongues.
In The Story of English, Robert McCrum et al. (1986) discuss the "success
story" of the rise of English. They also provide a variety of examples that demonstrate
the global presence of English. The questions that follow help the reader explore the
implications of the language's wide reach.
Before-Reading Activities
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1) Review what you know about The Story of English. How did it come to be a
global lingua franca or an international language?
2) Watch "The History of English in Ten Minutes" posted by The Open University
on YouTube: https://www.youtube.com/ watch?v=H3r9bokYW9s (accessed April
3, 2017). After watching it, come up with your own list of the factors that led
English to take on its global status.
3) Do some quick Internet research to find out how English came to have an official
status in the Philippines.
4) How do you feel about the role and status of English in the Philippines?

Readings in World Englishes

Read “Speak English: The Story of a Once-obscure Language and How It
Became the Last Word in Global Communication,” excerpted from the Chicago
Tribune from The Story of English (McCrum et al., 1986). You may access the full
excerpt via the following link:
http://articles.chicagotribute.com/1986-09-07/features/8603070293_1_official-
language-mother-tongue-speak). Read only up to the first paragraph of page 2 of the
article. The first and final paragraphs of your assigned reading are given below for
your reference.
(First paragraph)
The rise of English is a remarkable success story. When Julius Caesar landed in
Britain nearly 2,000 years agao, English did not exist. Five hundred years later,
English, incomprehensible to modern ears, was probably spoken by about as few
people as currently speak Cherokee─and with about as little influence. Nearly a
thousand years later, at the end of the 16 th Century, when William Shakespeare was in
his prime, Englishmen, and it was, in the words of a contemporary, “ of small reatch,
it stretcheth no further than this iland of ours, naei not there over all.”
(Final paragraph)
The emergence of English as a global phenomenon─ as either a first, second or
foreign language─has recently inspired the idea (undermining the above claims) that
we should talk not of English but of many Englishes, especially in Third World
countries where use of English is no longer part of the colonial legacy but the result of
decisions made since their independence. Throughout the history of English there has
been a contest between the forces of standardization and the forces of localization, at
both the written standardization. It was Victorian England that realized the idea of
“the Queen’s English,” a spoken standard to which the “lesser breeds” could aspire.
The industrial revolution meant roads, canals and, above all, trains: People travelled
more, both geographically and socially. The pressures of class ambition speeded the
emergence of a standard form of English speech.
After-Reading Questions:
1. Based on McCrum’s essay and some additional research on your part, why is
the rise of English such a remarkable “success story”? What led to English
taking on the role of a global language?
2. Can you add the evidence given by McCrum in paragraphs 3 to 7 that English
is the most widespread language in the world?
3. David Crystal (2003) says that “ a language achieve a genuinely global status
when it develops a special role of English in the Philippines?
4. Why does McCrum say that “we should not talk of Enlish but many English”?
Question number 4 is an important one. It is now a more widely accepted fact that
there are many World Englishes, sometimes referred to as “varieties of English” used
in the world. All are equal in the sense that each is best suited to the communication
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needs of its speakers. However, not all are equal in prestige. Some varieties are more
prestigious than others because of social attitudes about the speakers of these
varieties. For example, in the social variety of English called African American
English (AAE)’ used by many (but not all) African Americans in different regions of
the USA,” certain features such as ‘g-dropping’ in words like readin’ (reading),
walkin’ (walking), and signin” (singing) are stigmatized” (Yule, 2010). This process
of stigmatized follows “a regular pattern whereby the social practices especially
speech, of dominated groups who are in charge of defining ‘normal’ ” (Yule,2010).
Some scholars, like Ruanni Tupas and Rabdy (2015), use the term “unequal
Englishes” to focus discussions of “the unequal ways and situations in which
Englishes are arranged, configured, and contested.” It is important for writers from a
postcolonial relationship with English, to be aware of the political forces─ nit just
economic ones─ guiding their use of the language.
The two most well-known varieties of English are those of the colonial
superpowers: British and American English. But there are many multilingual
countries around the world in which varieties of English have developed. This may be
because English was initially “transported” to that country by English-speaking
settlers─ as in the United States, Canada, Australia, and New Zealand. It could also be
that English may have been brought to that country as a language of conquest by
English- speaking colonizers─ as in South Africa, Hong Kong, Malaysia, Singapore,
and the Philippines. In the latter countries, English has a particular role as official
language, medium of instruction, or even language of law and government. English is
also studied as a foreign language in some non-English speaking countries, such as
Holland and Yugoslavia, as mentioned earlier by McCrum, and in Korea and Japan.
In these countries, there is less exposure to English, and it is often learned for career
progression because it is the language of international business.
As mentioned earlier, all of these World Englishes are equal in functionality,
but not all are equal in prestige. The idea, however, in writing, is to adhere to the
Standard English of one’s country because each variety, including those of the United
States and United Kingdom, has its own peculiar or individual features. These
features include differences in spelling, punctuation, favoured words and expressions,
and sometimes, grammatical constructions. The table that follows gives an example of
some of these differences for American English and British English.
Aspect American English (US) British English (UK)
Punctuation She said, “I’ll be at She said, “I’ll be at work by
work by 8:00a.m.” 8:00a.m.”
Date March 2, 2017 2 March 2017
Spelling center, color, organize, centre, colour, organise,
program programme
Words elevator, pants, diaper Lift, trousers, nappy
Expression/ Ruffled feathers knickers in a twist (agitated)
Local Idiom (agitated)
Grammar Do you have that book? Have you got that book?
Pronunciation Vase / vãs/ - sounds like Vase / va:z/ - sounds like VAHZ
(irrelevant in VEYZ
writing)
Thus, two English speakers─ one from US and the other from the UK─ may
be become confused when encountering the other’s unfamiliar accent and word
choices in a conversation and seeing different spelling and punctuation conventions in
writing.
Activity: Varieties of English
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1. Can you think of more examples of the differences between American and
British English? Add examples to the previous table, or create your own table of
aspects and examples.
2. For further awareness of World Englishes, watch David Crystal talk about the
topic in a video posted by the British Council│Serbia on YouTube. Search for
“David Crystal ─ World Englishes” or access the video via this link: http://
www.youtube.com/watch?v=2q9b9YqGRY (accessed June 21, 2017).
3. Just for fun, look for a video clip on YouTube of a person speaking a variety of
English that you like. Share this video with your classmates and list and describe
at least three features of accent/pronunciation, word choices, and unique
expressions.
Philippine English, as well, has its unique and idiosyncratic usages. For
example, “comfort room” is a Philippine term for a “washroom.” “toilet,” or
“lavatory.” When Filipinos say, “There’s traffic,” they mean “There’s heavy traffic.”
Moreover, the word “salvage” in the Philippine context can mean either “to save” or
“to brutally murder, usually for political reasons.” Matthew Sutherland, who writes
about Philippine English from an Englishman’s perspective talks about the expression
“for a while,” which he says baffles foreigners because the expression does not exist
outside of the Philippines. The UK’s equivalent, he says, it “just a second” or “just a
moment” (quoted in Aguilar, 2004). Similarly, Sutherland notes that “for a while” is
frequently used in the Philippines on the telephone, whereas in the UK, the more
typical expression would be “hold on” or “hang on” (quoted in Aguilar, 2004).
Importantly, he mentions that these British idiomatic equivalents would be just a
baffling to those unfamiliar with these usages. Filipinos might, in response to being
told to “hang on,” may very well ask, “Hang on to what?”
Sutherlands also notes that "every English-speaking nation has its own set of
English phrases and idioms: English is equally idiosyncratic in say, Jamaica,
Zimbabwe, or Singapore." In other words, there is no wrong way of speaking English
as long as those who speak it understand each other. In fact, Sutherland says, "The
many versions of English spoken around the globe merely serve to make English an
even richer tongue." However, the fact that all varieties of English have individual or
peculiar sages is why it is important—in the context to follow a standard. This
standard advocates the use of a consistent spelling and punctuation system. It also
avoids colloquial and informal usages, eschewing these in favor of more widely
understood uses or explaining such usages for the reader if it becomes necessary to
use in writing.
The label for this variety is Standard English or—depending on the region—
Standard American English, Standard British English, or Standard Philippine English.
This is defined as consisting of "the conventional vocabulary and usage of educated
speakers and writers of English" (Roberts & Turgeon, 1998). To use this kind of
English means to follow a spelling or punctuation system that is consistent with the
prescribed standard. For example, Standard Philippine English follows Standard
American usages for spelling, punctuation, and the formatting of dates. In terms of
grammar and diction, Standard English "does not include slang, vulgarisms,
regionalisms, and other constrictions that are considered... unorthodox by those
seeking a language acceptable to a general audience" (Roberts & Turgeon, 1998). In
general, then, writers should avoid local idioms, expressions, and constructions like
those examples mentioned, and essentially, to use words that will be clearly
understood by English speakers from any region of the world.
In summary, in everyday speech and informal contexts, one is free to use his
or her own variety of English. However, in more formal writing contexts, one should
 14

be able to identify which features of this variety may not be understood by other
speakers of English and to use alternatives that will be understood by a wider
audience.

Activity : Philippine English, World Englishes, and Standard English

 Watch these two videos by Mikey Bustos on YouTube. You may type in the titles
below or access the sites via the links provided.
 “Filipino Accent Tutorial” by Mikey Bustos at https://www.youtube.com/watch?
v=33BBtS1ir4tA (accessed April 3, 2017)
 Mikey Bustos Pinoy Lessons “Pinoy English” at
http://www.youtube.com/watch?v=UqIFT8zT8V8 (accessed April 3, 2017)

Culturally Sensitive and Bias-Free Language

Just as important as awareness of the existence of the World Englishes is that is that
of practicing cultural sensitivity. To write in a culturally sensitive way 10 be aware
that cultural differences and similar of cultural differences and similarities between
people exist and that these should not be assigned a positive or negative value via
words and descriptions selected in writing. Academic and al writings are
characterized by bias-free language. Students, professionals, and anyone wishing to
maintain harmonious communicative relations should be careful in using words and
phrases that do not discriminate against particular groups, whether in terms of race,
ethnicity, gender, social class, age, and disability. The essential point is to
communicate in a way that is respectful of diversity.
Here are some general principles to follow when referring to different groups
or categories.

1. Race and Ethnicity

Racism is a form of discrimination against a person or persons of a different
race. In general, it is best to avoid identifying people by race or ethnic group. Race is
an emotionally charged topic, so it is best to tread carefully with the language used
and to refer to race, as Patricia Arinto (2009) asserts in English for the Professions,
"only if it is relevant to what you have to say." Words that reinforce stereotypes and
that imply all people of a particular race or ethnic group are the same should be
avoided. For example, although the assessment is positive in the sentence "Naturally,
the Asian students won the math contest," the word "naturally" reinforces the
stereotype or generalization that Asians have superior aptitude in math.
Next, one must be attuned to the current terminology by which racial and
ethnic groups refer to themselves. This may be done by reading national newspapers
and watching television news, which typically are good indicators of current and
preferred usage. According to Kitty Locker and Donna Kienzler (2013), one should
"refer to a group by the term it prefers," which means some research is required to
find out about acceptable and preferred terms. For example, for a long time, "Native
American" has been considered the politically correct term for the indigenous peoples
of the Americas, over the label "Red Indian." But today, most Native American
people prefer to be referred to by their specific nation or tribe. In the Philippine
context, there have been shifts in the preferences for terms that Filipinos of Chinese
ancestry use to describe their identity: from Tsino, to Chinoy, to Filipino Chinese.
It is also important to be sensitive to religion when referring to various ethnic
groups. Assumptions should not be made that stereotype a race, nationality, or ethnic
 15

group with a specific religion. For example, not all Arabs are Muslims, not all Indians
are Buddhists, and not all Filipinos are Roman Catholics.
2. Gender and Sexual Orientation
Sexism refers to the prejudice and discrimination based on sex or gender. To
be inclusive of all people in general references, one should favor gender-neutral
words and phrases over gender-biased words. For example, rather than "man-made,"
one can say "manufactured," "synthetic," or "artificial." Instead of "layman's terms,"
one can use "ordinary terms." Neutral words should also be chosen over words with
"man" and "woman" in job titles or descriptions. For example, it is more appropriate
to use "chairperson" in place of "chairman," "flight attendant" in place of
"stewardess," and "labor" in place of "manpower." One should also avoid sexist terms
like "woman lawyer" and "male nurse" and simply use "lawyer" and "nurse."
Pronouns may also be gender-biased, for example, when the masculine "he"
pronoun is used as a generic one for both genders. Gender-biased pronouns can be
avoided by (a) dropping pronouns that signify gender and restating the sentence, (b)
changing to plural construction, and (c) replacing masculine or feminine pronouns
with "one" or "you." Examples of alternative gender-neutral constructions are
provided here.

Gender-biased example: Each student should submit his term paper by Monday.
Restatement Each student should submit a term paper by
Monday.
Plural Students should submit their term papers by Monday.

Use of “you” You should hand in your term paper by Monday.

Other gender-related terms may have to do with gender orientation or sexual
orientation. It is important to be sensitive to new attitudes about homosexual,
transsexual, and transgender people. For example, most gay people prefer the term
"gay" to the more clinical "homosexual" as a label. "Lesbian" is currently the term
preferred by gay women. Transgender people prefer to be referred as being gender
they identify as, not to their birth gender. Again, as a matter of principle, one should
refer to societal groups in the way that members of these groups prefer in the way
referred to. Note also that i not everyone agrees.
3. Social Class
Class discrimination or classism is a form of prejudice against a Person or
people because of their social class. An example of language with a bias against class
is the American term "white trash," which is not only a racial slur but a classist one
that refers to white people, usually from the rural Southern United States, coming
from a lower social class inside the white population. The term is negative not just
because of the words that comprise it but because of its connotation of danger; white
trash people are seen as criminal, unpredictable, and without respect for authority. In
the United States and other cultures, there may also be a kind of classism against
those who are economically privileged. The rich are sometimes referred to by the
derogatory terms "preppie" and "yuppie." both of which connote not just wealth but
arrogance.
There are examples from Philippine culture as well, in the informal terms
"conyo" and "jologs," both derogatory terms referring to class. The first, used to
describe young people from the upper class who speak an idiosyncratic mix of
English and Tagalog, connotes vanity and consciousness about social status. The
 16

second, now perhaps replaced by the term "jejemon," as used in reference to an

idiosyncratic spelling or writing style, is used to describe persons who look poor and
out of style.
There are no academic articles about the terms "conyo," "jolog," and
"jejemon," but the following sites offer some ideas about their negative
connotations.
 On "conyo" - http://www.cosmo.ph/lifestyle/motivation/13 signs-
you-re-a-conyo-of-manila(accessed June 21, 2017)
 On "jologs - http://en.wikipilipinas.org/index.php/ Jologs(accessed
June 21, 2017) On "jejemon" - http://www.philstar.com/news-
feature/577357/ students-urged-shun-jejemon (accessed June 21,
2017)

Classism may also appear even in more formal terminology.

Sociologist/Activist Betsy Leondar-Wright, argues in a video interview that Classist
terms "attribute favorable traits to the wealthy and powerful" and "those in poverty or
near-poverty are similarly cast in a negative light" (ClassismExposed, 2014). A more
sensitive vocabulary uses terms that more precisely portray the actual circumstances
of people within the class structure. For example, instead of "the owning class," one
can use "the upper class" or "the privileged class," and instead of "the underclass,"
one can say "the less privileged" or describe a condition of "chronic poverty." In the
Philippines, "informal settlers" is now the more politically correct term for
"squatters."
For more information on classist language, watch this YouTube video entitled
"What's wrong with saying 'classy'?" featuring Betsy Leondar Wright:
https://www.youtube.com/ watch?v=sudznVtmPxU (accessed June 21, 2017).

4. Age
Ageism is a form of discrimination against other people because of their age,
or assuming that older people are less physically, intellectually, or emotionally able
than other age groups. The capabilities of younger people should also not be
underestimated on the basis of their age. Again, it is important to refer to a person's
age only when that information is pertinent to what is being discussed. When referring
to a generic group, one should also ask their subjects what wordings they prefer: Do
they wish to be called "older persons" or "senior citizens"? Do they prefer the label
"youths," "teenagers," or "young people"?
Lastly, according to the American Psychological Association, writers should
be specific when referring to males and females in terms of their age: females 18
years or older are women, not girls. "Girls" refers to those in high school or younger
(under 18). The same is true for "boys" and "man."

5. Disabilities
Discrimination in this area often arises because of lack of understanding and
awareness. Therefore, first, it is important to distinguish e terms that are mistakenly
understood to be synonymous. Various laes on bias-free communication and often-
confused terminology are available online. One example is "A Guide to Bias-Free
Communications" published by the University of Wisconsin-Madison. It defines the
terms “impairment," "disability," and "handicap" as, respectively, (1) "a physiological
condition," (2) "the consequence of an impairment" which "may or may not be
handicapping," and (3) "the social implication of a disability; a condition or barrier
 17

imposed by society, the environment or oneself."2 Thus, according to these

definitions, a “limp" is an impairment in which a leg or foot is damaged or stiff. A
disability that may result from arthritis is difficulty in walking, or walking unevenly
and haltingly. People who limp may be handicapped by having to climb stairs in
buildings with no elevators. Other guides from other cultural contexts may provide
different definitions and examples; it is essential when writing to do research on these
definitions.
Finally, when referring to people with disabilities, the focus should be on the
person, not the condition (Arinto, 2009). In Patricia Arinto's English for the
Professions (2009), she advises writers to avoid hurtful expressions such as "retards"
or even the seemingly neutral description "the mentally retarded" and to use instead
"people with mental retardation." Similarly, instead of "the blind" and "cancer
patients," one should instead use "people with vision impairments" and "people being
treated for cancer," respectively. These examples demonstrate the importance of
identity-first language or the importance of putting the person or people first. Note the
difference in the following sentences:
Disability first: The blind student used a special keyboard during the exam.
Person first: The student, who is visually impaired, used a special keyboard during
the exam.
Next, Arinto (2009) suggests considering the negative implications of usages
such as "confined to a wheelchair" and "AIDS victim." For the former, one should
instead write or say "uses a wheelchair" because wheelchairs enable people to escape
confinement, while for the latter, one should use "person with AIDS" as someone who
can acquire a disease without being victimized by it. Arinto (2009) also notes that me
word "abnormal" may be replaced with "atypical" because "people who have
disabilities are atypical but not necessarily abnormal" (Arinto, 2009). These latter
examples demonstrate the importance of not representing people with disabilities as
unfortunate, limited, and helpless victims.
Synthesis
These general guiding principles are helpful, but not always apt. For example,
there are heated debates now among parents of children with autism about whether to
use "person with autism" or "autistic person." Yet again, it must be emphasized that
research is necessary to become aware of trends and debates in this and other areas.
One may also simply ask the concerned people what their preferred terms are.
For further reading, you may search for university guidelines about bias-free
communication, or you can visit the following site:
https://academicaffairs.ucsd.edu/_files/aps/adeo/Article_Guide_ to_Bias-
Free_Communications.pdf
To learn about debates regarding the description of autistic persons or
persons with autism, visit the following site: http://
autisticadvocacy.org/about-asan/identity-first-language/
The final takeaway is that to be an effective writer, one must not stereotype,
demean, or exclude any member of his or her audience. Such and biases are barriers
to communication.

Additional Reading:

https://www.petrinadarrah.com/posts/bias-free-language
https://www.getimpactly.com/post/important-to-be-culturally-sensitive
https://becomeawritertoday.com/what-is-bias-free-language/
 18

Activity 1 : Exploring English Varieties

Objective: To understand the concepts of Philippine English, World Englishes, and
Standard English and their significance in global communication.

Instructions:
1. Introduction (10 minutes)
Begin the activity by providing a brief explanation of Philippine English, World
Englishes, and Standard English. Use examples to illustrate the differences
between these varieties.
- Clarify that English is a global language and has evolved into diverse forms in
different parts of the world, including the Philippines.
2. Group Discussion (15 minutes)
- Divide participants into small groups (3-5 participants per group).
- Assign each group a specific aspect to focus on:
- Group 1: Philippine English (its features, vocabulary, and pronunciation
influenced by Filipino languages)
- Group 2: World Englishes (examples of English varieties spoken in different
countries, such as Indian English, Nigerian English, Singaporean English, etc.)
- Group 3: Standard English (its role as a common language for global
communication and its use in formal contexts, such as business, academia, and
international diplomacy)
- Provide resource materials (books, articles, or online sources) related to their
assigned aspect to aid their discussions.
3. Research and Presentation (15 minutes)
- Allow each group time to research and discuss their assigned aspect thoroughly.
- Encourage participants to discuss how each variety of English influences
communication and culture in their respective regions.
4. Group Presentations (10 minutes per group)
- Invite each group to present their findings and insights to the rest of the
participants.
- During each presentation, have the other participants actively engage by asking
questions or sharing their observations.
5. Wrap-Up and Reflection (10 minutes)
- Facilitate a discussion to consolidate the key takeaways from the presentations.
- Encourage participants to reflect on how understanding the various forms of
English can foster intercultural communication and promote linguistic diversity.
Discussion Points:
- What are some unique features of Philippine English, and how does it reflect the
influence of local languages?
- How do World Englishes contribute to the richness and diversity of global
communication?
- Why is Standard English essential for international communication, and how does it
differ from other English varieties?
 19

- In what contexts might one use Philippine English, World Englishes, or Standard
English?
Conclusion:
Conclude the activity by reiterating the importance of acknowledging and
appreciating linguistic diversity while recognizing the value of Standard English for
global communication. Encourage participants to be open-minded and adaptable when
communicating with speakers of different English varieties.

Activity 2: Identifying Culturally Sensitive Language

Objective: To raise awareness about culturally sensitive language and promote the
use of respectful and inclusive terminology.
Instructions:
1. Brainstorming (10 minutes)
- Gather participants in a group setting.
- Ask participants to think of words or phrases that might be considered culturally
insensitive or offensive to certain groups.
- Write these words or phrases on a whiteboard or a large sheet of paper.
2. Discussion (15 minutes)
- Go through the list of words and phrases with the participants.
- Encourage open discussion about why these words can be offensive and how they
can perpetuate stereotypes or biases.
- Discuss alternative, more inclusive terms that can be used instead.
3. Role-Playing (10 minutes)
- Divide participants into pairs or small groups.
- Assign each group a scenario where culturally sensitive language might be used.
- Ask the groups to come up with a role-play, demonstrating the use of culturally
sensitive language in that scenario.
4. Role-Play Presentations (10 minutes)
- Have each group perform their role-play for the rest of the participants.
- After each presentation, encourage feedback and discussion on how the scenario
was handled and if any improvements can be made.
5. Reflection and Commitment (10 minutes)
- Conclude the activity with a brief reflection session.
- Ask participants to share their insights and commit to using more culturally
sensitive language in their daily interactions.

MODULE IV

Public Speaking and Reports in the Information Age

In the previous chapter, introduction to communication, communication
ethics, and communication in a globalizing world were studied. There were
discussions about different kinds of English and how to communicate in a more
professional and neutral manner.
In this chapter, we will be more specific in dealing with communicating and
reporting in the age of information. While the previous chapter was more theoretical
in nature, here, we will be tackling both theory and practice, with the help of model
 20

essays and tasks assigned for you. For Lesson 1. you will be able to read a short
history of public speaking. It is important to be able to locate oneself in the different
traditions of public speaking around the world and to be able to learn from those who
have come before us.
Chapter Objectives:
By the end of this chapter, you should be able to:
1. appreciate the importance and history of public specking
2. speak in public in an organized and competent manner and;
3. analyze speeches and identify perceived strengths and received strengths and
weaknesses.

Public Speaking
The importance of public speaking cannot be denied. Great speeches have
moved nations to war and revolution; they inspire and move people to act. What
people say, and how they say it, can get them elected in public office or create a new
movement in society. For the Greeks, public speaking was political in nature, and the
spoken word was thought to be such an important skill that citizens were taught the
art of rhetoric.
Public speaking is an important life skill, yet few people master it. In fact,
many people are afraid of speaking in public. However, the significance of public
speaking has only gotten stronger in contemporary times. Public speaking platforms,
such as TED Talks and YouTube, have captured and disseminated public speech to an
unprecedented scale, and what one says at the spur of the moment can live forever on
the Internet. Great speeches have created hope in perilous situations, and have made
people change their minds about the world and their places in it.
According to acclaimed public speakers Dale Carnegie and Joseph Berg
Esenwein (2007), "Public speaking is public utterance, public issuance, of the man
himself; therefore, the first thing both in time and importance is that the man should
be and think and feel things that are worthy of being given forth.'
Although this chapter includes a short history on public speaking, we believe
that this is not complete without actually reading or watching great speeches. Aside
from the written speeches included, links are also provided to access these speeches
online, should they be needed. To be able to understand how to become a good
speaker, one needs to learn how to appreciate a good speech and aspire to have the
kind of skills that good speakers have.
Lesson Objectives:
By the end of this lesson, you should be able to:
1. understand the history of public speaking and the nature of communication;
2. dissect a speech using the general principles of logos, pathos, and ethos.
3. give a short, prepared speech in public.

A Short History of Public Speaking

Before-Reading Questions:
1. Why do you think it is important to know the history of public speaking?
2. How should speeches be organized? Why do you think so?
3. Do you think public speaking is important? Why or why not?
4. Should public speakers be ethical too? Why or why not?
 21

5. Who are the people would you consider ethical speakers? Who are the speakers
you consider unethical? Explain your answers.

There are many public speaking traditions around the world. We will discuss a
few of these traditions, from the more well-known public speaking traditions of the
Greeks and Romans, and the public speaking traditions that are found in the
Philippines.
The most well-known public speaking traditions come from the West,
specifically from the Greco-Roman tradition. The Greeks studied the art of rhetoric on
the island of Sicily, and it began with a practical need. Their government had been
overthrown, a new democracy was formed, and the Greek courts were filled with
clashing property claims. The Greek teacher of rhetoric, Corax, and proceeded to help
citizens when it came to speaking persuasively in courts of law, and this led to the
expansion of the teaching of rhetoric to mainland Greece. According to Corax,a basic
speech has three parts, the introduction, evidence, and conclusion, and this simple
organization of speeches has endured throughout the ages (Morreale, 2010).
Other famous Greek teachers were Protagoras, the father of debate, who made
his students argue for and against issues of the day, to sharpen their reasoning skills
and appreciate different sides of an issue. And there was the famous Greek
philosopher, Aristotle, also known as the father of modern communication. Aristotle
wrote a treatise entitled "Rhetoric," where he discussed the use of logos (logical
argument), pathos (emotional argument), and ethos (the speaker's character and
credibility), in the use of persuasive speaking (Morreale, 2010).
According to Grenville Kleiser (2009), in Successful Methods in Public
Speaking, "The great orators of the world did not regard eloquence as simply an
endowment of nature, but applied themselves diligently to cultivating their powers of
expression." The most famous orator in Ancient Greece was Demosthenes. In the
beginning, he had many flaws when it came to public speaking, chief among them
were his stammer and weak voice. According to Kleiser (2009), Demosthenes
practiced earnestly by "declaiming on the seashore with pebbles in his mouth, walking
up and downhill while reciting," and that his speeches were known for their
deliberation and forethought.
On the other hand, the most famous Roman orator was Cicero, whose
eloquence was described as a "resistless torrent" (Kleiser, 2009). Cicero was a
statesman who argued that the teaching of rhetoric should be considered an art form,
and that this could be useful in "all practical and public affairs." Cicero believed that
in order to prepare a speech, one should first think of one's listeners and their
interests, and to use certain strategies, such as using humor, questions, etc., to engage
the audience (Morreale, 2010).,
The Roman lawyer and educator, Quintilian, also forwarded the idea that
public speakers should be ethical. According to Morreale (2010), the ideal speaker
was "a good man speaking well... a good speaker is ethical and of high character, and
speaking well meant being well-informed and presenting the speech effectively."
It is interesting to note that during these times, women were not allowed to
speak publicly in these countries, and that for a long time, this was true for women in
other areas of the world. However, during precolonial times, the Philippines was one
of the few places that allowed women to speak in public for the purpose of presiding
over religious rituals. These women were known as the babaylan, priestesses of the
community, and along with the warriors of the community, the mandirigma, they
were the leaders of pre-colonial Philippines (Mallari, 2013). Although most of the
 22

babaylan were women, babaylan priests also existed, wearing feminine clothing and
adopting a feminized role in Philippine society.
The Philippines actually has its own tradition of public speaking. It is called
different words in different regions in the Philippines. According to Montemayor
(n.d.), among the Tagalogs, the Karagatan is said to be a game wherein young men
and women duel with each other using words when it comes to talking about love,
while the "Huwego de Prenda... is a
chanter 2: Public Speaking and Reports in the Information Age 31 game used to
entertain guests and the bereaved family during wakes." During the American period,
the more widely known Balagtasan was also staged, on order to honor Francisco
Balagtas, a well-known Filipino poet. The Balagtasan is like an ordinary debate,
except that one has to reason and argue in verse. Two master poets are assigned to
defend the pros and cons of an issue, and a board of judges sits to determine the
winner." At first, this whole enterprise was scripted and staged, but thereafter, they
were made in a more impromptu manner.
When the Americans brought public education in the Philippines. They also
brought their public speaking traditions along with them. The Americans wanted to
distinguish themselves from the Spanish colonizers by emphasizing public education,
and did so on a massive scale. They did this using the medium of the English
language, which has its own peculiarities and forms, foremost among them is the
dictum to be straightforward. It is anchored on the public speaking tradition founded
on Western Civilization, which is based on the Greek and the Roman traditions.
In this manner, the Filipino public speaking tradition brings with it the
flamboyant, poetic manner that flourished under Spanish colonization, and the
simpler, methodical public speaking traditions of the West.
Activity 1:
Directions: Choose only three (3) questions and answer it briefly but
comprehensively.
1. According to Corax, what are the three parts of a speech?
2. According to Aristotle, what components make a speech persuasive? Explain these
in your own words.
3. Why does Cicero believe you should use strategies to engage the audience? Do you
agree? Why or why not?
4. What is Balagtasan? Why is it the most well-known Filipino public speaking
tradition?
5. What do you think is the most important component that makes a speech
persuasive? Why do you say so?
6. What surprised you the most when you read the history? Why were you surprised?
7. What is the difference between Western and Filipino public speaking traditions?
8. Who do you consider a good speaker? Explain why you think so.
9. How do public speakers affect society? Give concrete examples.
10. What are your thoughts and feelings about public speaking?
Activity 2:

 Dissect a speech using the general principles of logos, pathos, and ethos using
the sample speeches of Public Speaking.
 Prepared a short speech in public.

Sample Speeches of Public Speaking

 Bataan Has Fallen' by Salvador P. Lopez
 23

 The Filipino Is Worth Dying For by Benigno "Ninoy" Aquino, Jr.

 Speech to the Troops at Tilbury by Queen Elizabeth 1
 Second Inaugural Address by Abraham Lincoln

The Tools Needed in Critical/Creative Reports

Critical and creative reports are essential for various fields, including academia,
research, business, and decision-making. These reports often involve analyzing
information critically, offering insights, and proposing creative solutions. To create
effective critical and creative reports, you'll need a set of tools and techniques. Here
are some essential tools:
1. Research Skills: Strong research abilities are crucial for gathering relevant and
reliable information. This includes using various sources like academic journals,
books, credible websites, and data repositories.
2. Critical Thinking: The ability to think critically is fundamental to analyze
information objectively, evaluate arguments, and identify strengths and weaknesses in
the data or theories presented.
3. Problem-Solving: Creative reports often involve proposing solutions to complex
problems. Developing strong problem-solving skills will help in generating innovative
ideas and approaches.
4. Data Analysis: For reports that involve data, proficiency in data analysis is
essential. This includes using statistical tools, graphs, and charts to interpret and
present data effectively.
5. Writing Skills: Clear and concise writing is vital for conveying your thoughts and
findings in the report. Good grammar, proper formatting, and coherent organization
are essential elements.
6. Visual Presentation: Incorporating visual aids like infographics, tables, and charts
can enhance the understanding of complex information and make the report more
engaging.
7. Citation and Referencing: Acknowledging the sources used in your report is crucial
for academic integrity. Learn how to properly cite and reference different types of
sources following the appropriate citation style (APA, MLA, Chicago, etc.).
8. Creativity Techniques: Employ various creativity techniques like brainstorming,
mind mapping, and lateral thinking to generate innovative ideas and solutions.
9. Audience Analysis: Understand your target audience and tailor your report to their
needs and level of expertise. This will ensure that your report is relevant and
accessible to the intended readers.
10. Time Management: Completing critical and creative reports often involves
significant time investments. Effective time management skills will help you meet
deadlines and allocate sufficient time for research, writing, and revision.
11. Collaboration and Feedback: If possible, seek input and feedback from colleagues,
mentors, or advisors. Collaborative efforts can strengthen the report and offer
valuable perspectives.
12. Proofreading and Editing: Before finalizing the report, carefully proofread and
edit it to eliminate errors and improve the overall clarity and coherence.
By incorporating these tools into your work, you can enhance the quality and impact
of your critical and creative reports. Whether you are working on an academic paper,
 24

a business proposal, or a research project, these skills will serve you well in
conveying your ideas effectively and making a valuable contribution.

MODULE 5

BEST PRACTICES IN PUBLIC SPEAKING

Chapter Objectives:
By the end of this chapter, you should be able to:
 Create a credible, logical report that is thoroughly research and fact-checked
 Deliver a report using effective verbal and non-verbal communication

Public speaking can be a daunting task, but with practice and following some best
practices, you can become a confident and effective speaker. Here are some essential
best practices in public speaking:

1. Know Your Audience: Understand who you are speaking to, their interests,
knowledge level, and expectations. Tailor your message to resonate with your
audience.
2. Prepare Thoroughly: Practice and rehearse your speech multiple times. Be well-
versed in your content and have a clear structure for your presentation.
3. Start Strong: Begin your speech with a compelling opening, such as a thought-
provoking question, a relevant anecdote, or a surprising fact to capture your
audience's attention from the beginning.
4. Structure Your Speech: Organize your content into a clear and logical structure
with an introduction, main points, and a conclusion. Use signposts to guide your
audience through the presentation.
5. Engage Your Audience: Use storytelling, humor, rhetorical questions, and
interactive elements to keep your audience engaged and interested in your message.
6. Maintain Eye Contact: Connect with your audience by making eye contact with
different individuals throughout your speech. It shows confidence and helps build
rapport.
7. Use Visual Aids Wisely: If using slides or visual aids, keep them simple, relevant,
and visually appealing. They should complement your speech rather than overshadow
it.
8. Control Your Body Language: Be aware of your body language. Stand tall, gesture
naturally, and avoid nervous habits. A confident posture can enhance your credibility.
9. Speak Clearly and Pace Yourself: Enunciate your words clearly and avoid speaking
too fast. A moderate pace helps the audience follow your message.
10. Use Pauses Effectively: Embrace strategic pauses to emphasize important points,
allow the audience to absorb information, and create a sense of anticipation.
11. Be Authentic: Be yourself during the presentation. Authenticity builds trust and
makes your message more relatable.
12. Manage Nervousness: It's normal to feel nervous before speaking in public.
Practice deep breathing, visualize success, and remember that it's okay to show some
vulnerability.
13. Handle Q&A Gracefully: Be prepared for questions from the audience and
respond calmly and confidently. If you don't know the answer, admit it and offer to
follow up afterward.
14. Time Management: Respect the allotted time for your speech and practice staying
within the time limit. Being concise and well-prepared shows professionalism.
 25

15. End Strong: Finish your speech with a memorable closing statement or call-to-
action that reinforces your main points and leaves a lasting impression.
16. Seek Feedback: After your speech, ask for constructive feedback from trusted
colleagues or friends. Learn from the experience to improve future presentations.
Remember, public speaking is a skill that can be honed with practice and continuous
improvement. Embrace opportunities to speak in front of others and apply these best
practices to become a confident and effective public speaker.

MODULE 6

TED Talks and Critical/Creative Thinking In Today's Society

In the last lesson, we took up more television newscasts and reports in the
classroom .
For this lesson, we will see how reports can be done in today's modern world over the
world share their knowledge on various media platforms, whether they are amateurs
from YouTube or experts on TED Talks. People from the past might have thought
that animation and graphics would have dominated the information revolution, but it
turns out that human beings like watching other humans talk─ and that publics of the
more important ways to spread ideas in 21 st century. Instead of being extinct in the
information age, public speaking has become even more important. Filipinos, like
Mikey Bustos, have huge followings on their YouTube videos, while Filipino experts
have shared shared their knowledge in TEDx Talks in universities in the Philippines.

Lesson Objectives:
By the end of this lesson, you should be able to:
 know the features of a good TED talk:
 to perform a good TED talk using visual aids; and
 give a talk in front of a corporate or academic audience, in a business or an
academic conference.

TED Talks: Walking the Talk

Before-Reading Questions:
1. Have you ever watched TED Talks? Why or why not?
2. What makes TED Talks interesting
3. Would you ever want to give a TED talk? Again, why or why not?
Sometimes, people with good public speaking skills and mediocre ideas get
more attention than people with great ideas but average public speaking skills. That's
actually a problem the world needs people with great skills to match, because we need
in Clark, D.) When people have good ideas, the should be able to share it with others.
There are times when funding a good idea relies solely on one’s public speaking
skills, or times when groundbreaking ideas need to be shared to create a social
revolution.
It is important to know that content is king. Whatever one chooses to talk
about, it should come from a place of passion. One's enthusiasm for the topic should
shine, and it should be something worth sharing to me world. All the research in the
 26

world will not matter if one does not feel strongly about the topic. After all, the slogan
of TED Talks is, "Ideas Worth Sharing," and not, "A Few O.K. Ideas."
When people speak in front of an audience, they are already on a place of
vulnerability, which is why some people freeze up or are afraid of showing their
emotions. The opposite should take place—speakers should use their emotions to
connect to the audience—it makes them more relatable and more accessible. Personal
anecdotes are great ways to connect to an audience.
Lastly, it is important to speak slowly so the audience can understand the
concepts one talks about. The temptation is to speak as fast as you can in order to get
the experience over and done with, but that would simply give a bad impression.
There really isn't much more to say. The best way to know how to give a TED
talk is to watch several, and to study what makes them effective. And the best way to
present a TED talk is to practice and prepare, as much as possible.

Example of TED Talk

"What Reality Are You Creating for Yourself?" (Isaac Lidsky)
Before-Watching Questions:
1. What are the five senses? Which one do you consider important? Why?
2. Do you think that reality is something that we are in or is reality something that we
create? What is the difference between the two?
Watch this TED talk at this address: http://www.ted.com/talks/isaac lidsky what
reality_are_you_creating_ for_yourself #t-692833 (retrieved April 11, 2017).
After-Watching Questions:
1. What did you think of TED Talks?
2. How can people affect their reality?
3. What was the most surprising thing for you in the talk?
4. What made it so effective?
5. How does it personally affect you?
6. What hand gestures did you consider to be effective? Why?
7. What was his only visual aid? Why did he use it? 8. How did he prove that he was
able to change his reality?
9. What can you learn about public speaking from listening to the talk?
10. What can you learn about life?

FEATURES OF A GOOD TED TALK

A good TED talk captivates the audience, sparks curiosity, and leaves a lasting
impact. Here are some key features that make a TED talk exceptional:
1. Compelling Storytelling: The speaker weaves a compelling narrative that engages
the audience emotionally and intellectually. Personal anecdotes, real-life experiences,
and relatable examples help to convey the message effectively.

2. Clear and Focused Message: A good TED talk has a clear and well-defined central
message. The speaker communicates their main idea concisely, ensuring that the
audience understands the key takeaway.
3. Authenticity and Passion: The best TED talks are delivered with genuine passion
and enthusiasm. Authenticity in the speaker's voice and demeanor helps establish a
strong connection with the audience.
4. Expertise and Credibility: The speaker should demonstrate expertise in their field
or topic. Credibility is established through the speaker's knowledge, research, and
experience, making the audience trust the information being presented.
 27

5. Visual and Audio Aids: Effective TED talks often use visuals, slides, and
multimedia to enhance the audience's understanding and engagement. These aids
should be simple, visually appealing, and support the speaker's points.
6. Relatability and Universality: The talk should resonate with a broad audience,
making the content relatable to people from different backgrounds and cultures.
Universality ensures that the message is relevant and impactful worldwide.
7. Surprising and Thought-Provoking Content: A good TED talk challenges
conventional thinking and introduces novel ideas. It leaves the audience with new
insights and encourages them to think critically about the subject matter.
8. Appropriate Length: TED talks are typically short, usually 18 minutes or less. A
good TED talk respects the audience's time and delivers a concise and impactful
presentation within the allocated timeframe.
9. Humor and Wit: Incorporating humor and wit into the talk can make it more
engaging and enjoyable for the audience. Well-timed jokes and light-hearted moments
can enhance the overall experience.
10. Emotional Resonance: An impactful TED talk evokes emotions in the audience,
whether it's inspiration, empathy, or even laughter. Emotional resonance helps to
create a memorable and lasting impression.
11. Clarity of Delivery: The speaker should enunciate clearly and speak at a pace that
is comfortable for the audience to follow. A clear delivery ensures that the message is
effectively communicated.
12. Call to Action: A strong TED talk often concludes with a call to action, inspiring
the audience to apply the knowledge gained or take meaningful steps towards positive
change.
13. Continual Engagement: Great TED speakers engage the audience throughout the
talk. They ask questions, use rhetorical devices, and maintain eye contact to keep the
audience attentive and involved.
14. Practice and Rehearsal: The best TED talks are well-rehearsed and polished. The
speaker's delivery should feel natural and confident, which requires ample practice
and refinement.
Incorporating these features into a TED talk helps create a memorable and impactful
presentation that resonates with the audience long after the talk has ended.

Learning Task

Part 1: First TED Talk

1. You will give a public talk, similar to TED Talks, in your classroom. There
should be cameras ready, a podium, a laptop and a projector. You will be
given 10 minutes to talk about a topic that should inform and/or enlighten the
audience. Remember to cater your speech toward your audience in this case,
your classmates), therefore, talk about ideas worth sharing, and at the same
time, use language that they can relate to and understand. Your teacher and the
class will critic you using the rubric. They can discuss how your talk can be
improved, looking at the videos and the rubrics. Then, your teacher will
summarize the written assessment separately. 3. You will also be given a way
to process your talk on your own, such as writing a reflection paper on the
experience and how they think you can improve.

Part 2: Corrective TED Talk

After giving the first public talk and hearing the feedback, you will then give
another talk, about a different topic of your choice. Again, this should be videotaped
 28

and all the materials noted before should be present as well. You will all have copies
of the rubrics and be mindful of them. Hopefully, your second public talk should be a
better one, compared to your first public lecture.

MODULE 7

The Documented Essay on a Concept

The previous chapter emphasized the importance of public speaking and

reports. In this chapter, you will learn another essential skill: how to write in the
register of academic discourse by planning and drafting a documented essay on a
concept of social and cultural significance. You will read sample documented essays
and concept papers in a variety of formats, from local and global contexts, and do
research on a concept of their choice. You will also learn about research and
documentation in the twenty-first century, as well as the specific challenges of finding
credible sources in the digital age. Your teacher will mentor you through the process
of writing a documented essay on a concept, moving from the planning and research
stage to the drafting stage, peer review, and revision. The final output is a
documented concept paper that you will read or present in a mock conference on
Philippine culture.

Chapter Objectives:
By the end of this chapter, you should:
 know the content, purpose, and significance of scholarly documented essays and
collaborative knowledge-production in the twenty-first century;
 gain critical thinking skills to read high-level texts on topics of social and cultural
significance in the Philippines and larger contexts;
 be able to evaluate sources of information, using old and new technologies; and
 practice high-level writing as a process of thinking, planning, reading, and
evaluating, as well as creating and revising knowledge for the benefit of
Philippine society.

Academic Research and the Documented Essay in the Twenty-First Century

This lesson begins by asking several important questions: What is academic

writing? What does it mean to write in the register of academic discourse? What are
the significance of the terms “academic,” “documented,” and “scholarly” when
describing works produced by students and researchers? The lesson is divided into
two main parts: (1) the register of academic discourse and (2) research and
documentation in the twenty-first century.

Academic Writing

Many people, students included, believe that academic writing means

“sounding like research paper,” which they associate with (1) “highfaluting” or
jargon-filled language, (2) a stiff style and the absence of the writer’s voice or
opinion, and (3) boring and rehashed topics. These are common misconceptions. In
truth, the label “academic” refers to a student’s informed, scholarly, and insightful
contribution to ongoing discussions of relevant topics or issues. Thus, it is important
to clear such misconceptions about academic writing.
 29

Before-Reading Tasks:
To articulate your perceptions about the research papers, documented essays,
and academic writing in general, try the following exercises:
1. Write one or two paragraphs, in any style you prefer, speculating about what it
would be like to go out on a date with someone who talks like an academic
paper. Describe both the experience and the person: What would he or she talk
about? How would he or she talk? What place or places would you go to or visit?
What would you eat during that date? End by speculating about whether or not
this would be an enjoyable experience.
2. Then, consider what you believe to be the characteristics of an academic paper in
light of the experience you just narrated.

Specific and Clear Language

Academic writing should not sound pompous. Pompous language obscures

meaning, as given in this example:

Scintillate, scintillate, globule aurific

Fair would I fathom thy nature specific
Loftily perched in the ether capacious
Strongly resembling a gem carbonaceous.
(Rocco & Hatcher, 2011

The highly technical and scientific words, for example, “carbonaceous gem”
for “diamond,” hide the very simple meaning of the stanza, a paraphrase of the
nursery rhyme ‘Twinkle, Twinkle, Little Star.” Academic writing should not be
difficult to read because academic knowledge is meant to be shared with others.
Besides, obscure and pompous prose is irritating. Instead of using unnecessarily
difficult words – or falling prey to the “thesaurus syndrome” of looking for the
longest possible synonym for a word – students should aim for precise and
appropriate language.
Specifically, one should write in the register or style of academic writing. This
means following the rules of Standard English or avoiding usages that are considered
ungrammatical or non-standard. This also means avoiding language used in colloquial
or conversation and informal contexts. For example, when one is talking casually with
close friends or family members, conversational shortcuts or contractions such as
“I’m” for “I am” and “don’t” for “do not,” are common, so are other shortcuts like
“kinda,” “sorta,” and “wanna” for “kind of,” “sort of,” and “want to.” Also, certain
discourse communities, or groups of communicators with common gaols or interest
(organizations, sports enthusiasts, network gamers, fan fiction writers, etc.) typically
use slang terms or in-group expressions that are either unique to that community or
have a different definition for that community than for other users. For example,
 30

“shippers” in the slang of fan communities or fandom has nothing to do with sea
vessels; it derives from “relationshippers,” or “people who care deeply about the
romantic relationships between their favourite characters” – in fiction and in real life
(Kircher, 2015). Similarly, the World Englishes mentioned in Chapter 1 will each
have expressions unique to that variety. In Table 1 are some examples of words or
phrases to avoid – either because they are non-standard, imprecise, or localized in
usage – along with their academic, that, more precise or formal equivalents.

Table 1. Informal/Non-standard versus Formal/Standard Usages

 31

Informal/Non-Standard Usages More Formal/Precise Equivalents

alright, a lot, result of, discuss about, all right, a lot, result in, discuss, cope
cope up with (non-standard, informal, with (acceptable usages in Standard
or unique to certain varieties of written English)
English)
good –as in a “good” book (imprecise) entertaining, insightful, interesting,
instructive (precise)
can’t, won’t, I’ll, she’s, didn’t cannot, will not, I will, she is, did not
(conversational, speech-based (spelled out as two words)
contractions)
gonna, gotta (conversational/speech- going to, have to (spelled out)
based shortcuts)
anyways, boring as hell, bored to anyway, boring or uninteresting,
death, major downer extremely bored, depressing (more
(conversational/informal) formal/precise/uncluttered)
I got here late; she got out of the I arrived here late; she left the office; he
office; he got a call; they got gas received a call; they loaded gas or they
(overused, imprecise verb) refuelled (more specific alternatives)
ASAP, BTW, SOP (acronyms that may as soon as possible, by the way, standard
not be universally known) operating procedure (spelled out)
UP, ADMU, DLSU (acronyms for University of the Philippines, Ateneo de
institutions) Manila University, De La Salle
University (spelled out the first time they
are used, but later may be substituted
with acronyms)
hit the sack, loo, and comfort room sleep, toilet or bathroom, and toilet or
(expressions from American English, bathroom (more widely understood
British English , and Philippine usages)
English)
lol, afk, nrn, #feels (informal internet Laugh out loud, away from keyboard, no
or text messaging language) reply necessary, a wave of emotions
(spelled out or explained)
Other terms one should avoid or use with care are technical or specialized
terms that are specific to a professional discourse community. For instance, when
lawyers converse with each other, they use “legalese” such as “bench trial” for a trial
without a jury and the Latin reclusion perpetua for life imprisonment. Doctors
communicate with one another using such medical terms and shortcuts such as “CBC”
for “complete blood count” and “stat” from the Latin statinum, meaning immediately.
When these words are used for an audience or readers outside of the discourse
community, they are unnecessarily difficult. At times, there may be a need to include
some technical terms from the discipline or area one is writing about. If this is the
case, definitions of these terms should be provided for readers unfamiliar with them.
At other times, non-English terms may appear in the paper for purposes of discussion,
in which case, these should be italicised or placed in quotation marks, as well as
defined. Here are two examples, one with a technical linguistic term and the other
with a Filipino term:
(1) You need to shift your register, or the style of your language, to suit the person or
audience you plan to address.”
(2) “The expression pabebe, which refers to someone who is taking in a baby-like
manner in order to appear or sound cute, has recently risen in popularity.”
 32

[“Pabebe” is explained, in the absence of a direct translation, via the underlined

phrase.]

Quite importantly, academic writing is also characterized by bias-free

language, which was discussed at length in Chapter 1. A student, scholar, or academic
should be careful to use words and phrases that do not discriminate against particular
groups, whether in terms of race, gender, age, social class, or disability. This is why
most academics no longer use “he” as the generic pronoun for both men and women
or “man” as the sweeping term for all humans. Academics are also careful to avoid
offensive terms such as “Jesus killer” (for Jews), “lady president,” “little old woman,”
“redneck,” and “retard.”

A Balanced and Credible Voice

Besides using clear and specific language, academic writing should not be stiff
or stilted or somber in tone. The writer’s voice need not disappear entirely, but this
voice should sound credible and, therefore, balanced, objective, and not overly
emotional. In academic writing, this means doing away with emotive punctuation
marks like exclamation points, whether single (!) or multiple (!!!), and dramatic
ellipses (…) used as a way of trailing off. Emotions or emojis, which in the Internet
speak and text messaging are meant to convey facial expressions, do not have a place
in academic writing.
Many students believe that writing “I’ in an essay is somehow wrong, but this
is not true for all types of academic papers. In some disciplines, one has the choice of
writing more formally either using the third person point of view (e.g., “This
researcher believes that”) or in what Professor Lynn Bloom calls the “Middle Level”
of language. This is “somewhat less personal” that the informal level, and while it
allows the use of personal pronouns like I and you, “the author’s personality and
personal reactions are more subdued” (1995). The writer’s personality and reactions
are more subdued in an academic paper because the focus of the reader should be on
the subject of the paper. At times, whether to use or avoid “I” becomes a matter of
taste when either the professor or the course discipline allows the use of personal
pronouns in required papers. However, overuse of expressions such as “I think,” “I
feel,” or “I believe,” may clutter the paper and may not even be necessary. Compare
the following two sets of examples:

Cluttered writing:
I found the Dulaang UP play Haring Lear (King Lear) to be not just entertaining
but also insightful because I felt that the Tagalog translation effectively and
humorously conveyed the spirit of Shakespeare’s original dysfunctional family. To
a contemporary Filipino audience.

Tighter writing:
The Dulaang UP play Haring Lear (King Lear) was not just entertaining but
insightful because the Tagalog translation effectively and humorously conveyed
the spirit of Shakespeare’s original dysfunctional family to a contemporary
Filipino audience.

Writer-focused:
 33

Our group conducted a survey on 100 University of the Philippines freshmen to

find out their opinions on the new academic calendar.

On the subject:
A survey was conducted on 100 University of the Philippines freshmen to find out
their opinions on the new academic calendar.

Moreover, the writer’s voice in an academic paper seems more subdued because
of the focus on supporting examples or on other people’s voices. A writer may begin
with an original argument or thesis and say, “In this essay, I argue that…” She or he
then proceeds to support this argument with facts, concrete illustrations and examples,
and other evidence. As the tagline of Google Scholar suggests, researchers and
scholars “stand on the shoulders of giants” or discover truths by building on previous
discoveries. Essentially, the student’s opinions, reactions, and analyses should build
upon and be supported by other people’s voices and opinions.

Socially and Culturally Relevant Topics

One, final important myth to debunk is that academic papers deal with topics
that are likely to bore both the writer and the reader. In reality, student writers are
often allowed to select their own topics within a more general area specified by the
teacher, the course, or the discipline. Academics often identify their research interests,
that is, subjects or questions that they are eager to engage with and study. Later, when
they have studied more on these subjects, these research interests become areas of
expertise. A student should begin by considering the topics that are particularly
interesting and relevant for him/her. These are topics s/he would like to find out more
about.
It is also essential to consider such topics or research areas in light of their
social and cultural significance. The following questions are helpful: Does their
significance extend beyond the writer’s personal stake in them? Do they matter to
larger contexts like one’s local community, the larger religion, the nation, a group of
countries, the world? Academic papers are read by members of the academic
community, like journalists, entrepreneurs, lawyers, etc. What students write should,
therefore, be both interesting and useful to this larger community, and it is the writer’s
task to help them to better understand the topic or to see it in a new way.

Application Exercise:
For each of the items that follow, list one or two topics that are particularly
interesting and relevant for you as:
- A person
- A teenager
- A man or woman
- A heterosexual, homosexual, bisexual, or transgender, among others
- A student
- A son/daughter, grandson/granddaughter, or brother/sister, among others
- A Christian, Catholic, Protestant, or Muslim, among others
- A Filipino from a particular region or community
- A member of the global community

Documented Essays
 34

The term “academic” suggests more than just the style and tone of writing. An
essential aspect of an academic paper is its credibility and its contribution to scholarly
studies. “Documented essay” is another term for “academic paper”; here, the term
“documented” emphasizes that any kind of scholarly or academic writing requires the
writer to (1) read and gather information from a variety of relevant sources on a
chosen topic, (20 clearly acknowledge these supporting sources, and (3) add to
scholarship by selecting, arranging, commenting on, or even debunking the
information from these sources.

Documented Essays versus Standard Essays

Both a standard essay and documented essays consist of an introduction with

an explicitly stated central argument or thesis, three or more supporting paragraphs,
and a conclusion. However, while in a standard essay, generally known facts and
personal experiences of the writer are sufficient to support the thesis, the documented
essay requires concrete supporting information from relevant sources. Moreover, in
this type of essay, when these sources or any material quoted, paraphrased, or
summarized from them are mentioned, there is an explicit acknowledgment or citation
of these sources. Failure to properly cite a source results in the deadliest of academic
sins: plagiarism.
Plagiarism, along with its various forms and implications, is explained in an
illuminating and entertaining essay entitled “What is Plagiarism?” written by Teresita
Gimenez-Maceda, a professor of Philippine Studies and Philippine Literature at the
University of the Philippines. As she gives examples of plagiarism cases, the author
also explains why plagiarism is considered a deadly sin.

Before-Reading Questions:
1. What is your understanding of the term “plagiarism”? Try defining this in your
own words.
2. meaning of the Filipino word “katapatan.” Explain in English what this word
means.

What is Plagiarism?
Teresita Gimenez-Maceda

(1) Every semester at the start of every class, whether undergraduate or graduate, I
emphasize one rule: DO NOT PLAGIARISE. Then I go on to give a lecture on the
“crime” of plagiarism.
(2) Simply explained, plagiarism is when you borrow someone else’s words and make
these appear as your own. But there are several ways of plagiarising as there are
several ways of detecting the deed.
(3) First and most obvious kind of plagiarism is when a person copies word-for-word
a sentence, a paragraph, a whole article, a section of a book, or different sections
of a long article or book written by another author and does not enclose the copied
words in quotation marks. Even if the copier acknowledges in her/his bibliography
the sources for the copied words, the lack of quotation marks within her/his own
writing constitutes plagiarism. “I forgot to put the quotation marks” is no excuse.
(4) The second kind of plagiarism is when a person borrows someone else’s ideas,
rewords them to make the ideas seem like her/his own. This becomes apparent
when there is no attribution to the original author. This means the person
 35

borrowing did not mark the reworded ideas of another writer with a footnote or an
endnote to acknowledge from whom s/he borrowed the idea/s. “I was in such a
hurry that I forgot to put the footnote or endnote,” is not an acceptable reason. We
live in an era of information technology. Putting in a footnote or an endnote has
been made easier through word processing software like Microsoft Word, Mac
Pages, or Ubuntu and Linux Open Office. It should be automatic for anyone to
immediately insert the footnote or endnote.
(5) The third kind of plagiarism is when a person translates to Filipino or other
Philippine languages someone else’s ideas that were expressed in English or other
foreign languages and fails to enclose the translated material in quotation marks.
“But the Filipino words are mine,” the translator might claim. But the question
still is, whose idea/s did the person translate?
(6) Even when a person frames the ideas of a writer in another way or in a different
language, and conveniently forgets to acknowledge the source of the idea/s, that
still constitutes plagiarism.
(7) There is nothing wrong with borrowing an author’s ideas. We encourage students
to research the wealth of materials available in books or the internet to expand
their knowledge and help bolster their own critical positions. We are often
inspired by a writing style, a conceptual framework, a powerful idea. We may
even imitate the style or use the conceptual framework, or build on the powerful
idea of other writers and theorists. But we never should forget or fail to give
recognition to who inspired us, whose conceptual framework we found applicable
to our own research, or whose powerful idea stirred us to develop our own. That is
how knowledge grows. We may start to borrow (with proper acknowledgment),
but eventually, because we are creative individuals, we develop our own style, our
own expressions, and way of thinking.
(8) I summarize my lecture on plagiarism with one Filipino word: KATAPATAN. It
means honesty, truthfulness, and integrity.
(9) I liken plagiarism to a mother who borrows a ganta of rice from a neighbour and
forgets that what saved her family for the day was the kindness of the neighbour. I
think of plagiarism as lacking the Filipino value of “utang na loob.” Who helped
you gain the knowledge you have today? Who aided you in becoming a better
person by offering a different way of viewing things?

Telltale signs of plagiarism

(10) A plagiarist always leaves behind a trail of telltale signs. And the teacher then
becomes a detective following the clues and gathering the evidence.
(11) Sometimes, the trail begins with just a turn of phrase without the quotation
marks. The teacher then becomes suspicious, especially if the student has never
exhibited a clever use of words during the semester. That turn of phrase may
remind the teacher of a particular author’s writing style. Then the plagiarism is
sure to be discovered, for an author’s writing style is like a fingerprint. So, too, is
the way an author develops her/his ideas. As human beings, we may think alike,
but we develop and express our ideas in our own individual styles.
(12) At other times, the student may have become desperate (especially) toward the
end of the semester) and so surfs for an article in the internet in a website s/he
thinks is obscure enough. The student then translates the whole without the
creativity of using his or her own examples. I encountered such a case in my
Philippine Literary Criticism class that I teach in Filipino. Would a sophomore
majoring in Filipino be familiar with John Milton’s Paradise Lost? Or Andy
Warhol’s Campbell Soup? Using these as clues, I, too, surfed the internet and
 36

discovered an article entitled, “Seven Easy Steps to Deconstruct.” The title itself
should already have warned the student that this was meant to be a parody of
deconstruction. I called the student, made a colleague witness my conversation
with her, and asked her why she copied another author’s work. She cried, admitted
her guilt, and asked for forgiveness. She had no malicious intent, she said. She did
not know what she did constituted plagiarism. I gave her a failing mark and told
her never ever to commit the same crime. She has never done it again.
(13) In the internet age, it is easy for students to copy and paste. A political science
professor, for instance, ha half of her class submitting an assignment with exactly
the same wordings. And so I stress to my students not to consider their teachers
ignorant of the use of the internet. I may be a senior citizen, but I am as much of a
techie as my young students. The internet is a resource, but one has to learn to sift
through the deluge of information it offers. And even if the source is from the
internet, a student still has to acknowledge the website as her/his source of
research material.
(14) Some students are not clever in plagiarising. I remember the case of a
graduating student in Ateneo de Manila who submitted to me my own essay! I
summoned him and he admitted he had his girlfriend write his term paper. But he
did not tell his girlfriend who his teacher was! I gave him another chance.
Desperate, he plagiarised an article of Bienvenido Lumbera published in the
Fookien Times Yearbook. This was too much. I gave him an “F” and reported the
matter to the Dean.
(15) We would like to think that graduate students would already have attained
sufficient maturity and independence of thinking and would likely not commit
plagiarism. That is not so. Three years ago, I caused two Ph.D. student of mine in
Philippine Studies to be removed from the program because of plagiarism. One of
them copied a paragraph from my own book but did not enclose it in quotation
marks or attribute to me the paragraph. I found myself starting at words that
seemed so familiar, they could only have been written by me. As if that were not
enough, he submitted another paper that extracted excerpts from just one work,
pages from the beginning, the middle and toward the end and wove them together,
submitting this as his paper. The telltale sign was again the writing style. The
other Ph.D. student did exactly the same thing, passing off as his own, extracts
from different sections of a book. How could graduate students think their teacher
would not be able to discern their plagiarism?
(16) In UP, we have been known to remove from our faculty roll a teacher who
copied an American textbook and simply changed the American names to Filipino
names. Our University Council has also withdrawn a Ph.D. degree from a
graduate when overwhelming evidence showed that the dissertation was 97%
plagiarised. The Supreme Court upheld our autonomy in that case.
Ill effects of plagiarism
17) Borrowing is not a crime. This is a statement I repeat over and over before giving
my students their assignment. But I always warn them to never ever fail to use the
quotation marks and the footnote or endnote when they borrow an author’s
findings to support their own position, a writer’s wonderful turn of phrase to
enhance their own, or when they translate to Filipino a passage in English.
18) Why do students copy? It begins with the way students in elementary and high
schools are trained. For lack of textbooks, teachers find themselves having to
require students to copy from the only textbook available in their school. But what
is often neglected is that in copying, students should always write down the source
of their notes.
 37

19) For undergraduate students, I believe that their plagiarism is borne more out of
desperation than malicious intent. But even without malicious intent, I consider
plagiarism a bane and so for those cases of which I have discovered evidence of
plagiarism, I give a failing mark and tell the student never to plagiarise again. I
cannot emphasize it enough. Like liars, plagiarists are always found out because
they leave a trail of clues.
20) Why do I rail against plagiarism? It is because claiming another one’s words is
dishonest. The original author must have spent much time developing her/his
thoughts and expressing these in a style uniquely her/his own. If the author
discovers that someone else has copied her/his ideas, s/he can sue the plagiarist
under the intellectual property rights. If a plagiarist is not found out, it will
become a habit and it will be easy for her/him to lie, cheat, and be corrupt. When a
plagiarist is finally found out in her/his professional life, s/he can lose a job. But
worse, a plagiarist who eventually becomes corrupt will have lost her/his soul.
21) KATAPATAN is all that is required of us to keep our integrity and dignity intact.
After-Reading Questions:
1. List the three main types of plagiarism described by the author.
2. Are there any other types or examples of plagiarism that you can give?
3. Write any questions you have about what might constitute plagiarism (e.g.,
quoting song lyrics or poetry on social media or a blog post, fan fiction, reusing a
paper you wrote for another class, reposting images on the internet).
4. Why is plagiarism often easily spotted by fellow academics? What are its telltale
signs?
5. According to the author, why do students plagiarize? Can you think of any other
reasons for student plagiarism or for plagiarism outside the academe?
6. What are the sanctions for plagiarism mentioned in the essay? Do you believe
these are fitting and adequate punishments for the crime? Why or why not?
7. Why do you think does the author emphasize the term “katapatan” in connection
with academic writing?

The Principles of Documentation

Different disciplines (and professors) require different documentation styles.
Some examples styles for referencing sources are American Psychological
Association or APA, which emphasizes the author and the date of a piece of work,
Chicago, which is widely used for history and economics, Vancouver, which is used
in medical and scientific papers, and Modern Language Association or MLA, which is
most often applied by the arts and humanities. Students need not memorize all of
these different styles as there are many templates and guides available online. Here
are some useful sites with documentation guides:

The Purdue University Online Writing (OWL) provides guides for APA, MLA,
and Chicago Style. https://owl.english.purdue.edu/owl/section/2/.

The Monash University Website provides guides for Vancouver, Harvard, CSIRO,
and other styles of referencing.
http://guides.lib.monash.edu/citing-referncing/home.
More important than memorizing formats, which may be easily looked up, is
knowledge of the basic principles of documentation. While the essay that follows both
teaches and applies only the MLA style of documentation, it usefully emphasizes the
key points to remember when citing sources in an academic paper.
 38

Writing a Documented Essay

and Avoiding Plagiarism

(1) “Do not plagiarize…or else!” is one of the most ominous warnings a college
student will hear in the classroom. Plagiarism, which former University of the
Philippines professor Eloisa P. Ventura says “ can be considered as outright
stealing of another person’s ideas” (2) is a deadly academic sin that can earn a
student penalties such as a zero for the plagiarized paper or exam, a failing grade
for the class, suspension, or even expulsion. Yet plagiarism is actually easily
avoided by finding out how to properly “borrow” someone else’s words or ideas.
For this purpose, several systems of documentation have been designed for
different academic disciplines. For instance, humanities subjects most often
require the use of the system designed by the Modern Language Association or
MLA. This essay will both explain and use this system of documentation in order
to demonstrate that writing a documented essay for any course subject is not that
difficult a task. Students need only to keep in mind the expectations of college
writing, the importance of acknowledging borrowed material, and the simple
techniques of citation.
(2) Students first need to be aware of the purpose and style of the documented essay.
William H. Roberts and Gregorio Turgeon, authors of About Language: A Reader
for Writers, define this as one in which the “thesis is supported by [a student’s]
own ideas as well as by evidence drawn from outside sources” (408). This means
that while the essay’s main argument and conclusion are products of a student’s
thinking, he/she may rely on other scholarly sources or references to develop or
back up his/her claims. As a scholarly work, a documented essay should
demonstrate a student’s discrimination in selecting reliable sources and in
weaving borrowed material effectively into the discussion but rather processed,
commented on, or even questioned. A scholarly documented essay should also be
written using the appropriate level of language, from middle to formal, which
means that there should be no contractions, colloquial (i.e., overly conversational)
word choices, profanity, or slang. Idiomatic expressions, localized expressions, or
non-English words should be explained, translated, or contextualized.
(3) Secondly, when writing an academic essay, students need to keep in mind that all
borrowed materials have to be documented. Simply put, this means announcing in
the essay that these ideas belong to someone else or acknowledging the
authors/sources of these ideas. Carelessness, ignorance, or lack of intent to
plagiarize are poor excuses because, according to Roberts and Turgeon,
“plagiarism lies not in what you intend but in what you actually do” (409). Any
direct quotation, as well as “any idea that is recorded in any form” [my emphasis]
(Ventura 79), should be documented. Direct quotations, usually of passages that
are phrased in a clear and striking way, should be placed in quotation marks and
followed by a parenthetical citation, the format of which I discuss in the next
paragraph.1 A paraphrase of the author’s words, which is used when a passage is
too technical to be quoted, should still be cited as belonging to the author via a
parenthetic reference, so should a précis or summary of an overly long passage.
On the other hand, facts, data, or ideas that have gained the status of “general
knowledge” (Ventura 79) need not be documented. For example, there is no need
to cite a source for statements such as the world is round (or, more accurately, an
oblate spheroid) or that Benigno Aquino III is the president of the Philippines.
(4) Armed with the knowledge of what to document, students should next know how
to acknowledge their sources properly. This involves three essential elements: (1)
 39

attributions, (2) in-text or parenthetic citations, and (3) a list of works cited.
Firstly, an attribution is a reference to the author of title of the source and, if
necessary, brief information relevant to the discussion. Writers provide
attributions the first time a source is cited in the text. Secondly, a quoted,
paraphrased, or summarized material should be followed by an in-text citation.
This typically consists of the author’s name and the page number of the borrowed
material enclosed in parentheses, e.g., “According to Eloisa Ventura…” (28) or
“Robert Langan asserts that…” (214). Sometimes a source, especially if it is an
online one, may not have a listed author/editor or page number. In this case, as
well as in the case of films, television shows, or radio productions, a shortened
version of the title will suffice for the parenthetic reference, e.g., (Like Water for
Chocolate), (“Death and Society”) or (“de Kooning, Wilem”). The text citation
comes after the closing quotation mark but before any other punctuation mark
such as a period or comma.
(5) Thirdly, at the end of the paper, students must list all the sources that have been
cited or mentioned. Bibliographic information about these sources will appear in
an alphabetically arranged list of works cited. For most sources, the following
information are required: author’s name, title of the text, publication place,
publisher, and publication date. Short pieces like essays in anthologies require
additional information like the title of the anthology, editor’s name, and page
numbers. Other types of sources, such as periodicals, broadcast productions,
lectures, and web pages, also require additional information. If very limited
publication information can be found for a source, especially one on the Internet,
students should assess whether or not it is reliable and should perhaps turn
elsewhere for scholarly information. As for formats, entries for a list of works
cited should be double-spaced, and each line except for the first, should be
indented. Guidelines on formatting different types of entries can be found in MLA
style guides/books and web sites.
(6) There is no reason to plagiarize, especially when it is so easy to acknowledge
one’s sources in writing and when information about how to properly give
attributions is so readily available. It has been argued, in fact, that intentional
plagiarism “defies logic” (Roberts and Turgeon 409), since the purpose of writing
a documented essay is to demonstrate a student’s authority on a topic through
his/her knowledge of research material (Roberts and Turgeon 409). All college
students should learn the basics of documentation so that the “intellectual theft”
and “fraud” (Modern Language Association 52) that constitute plagiarism will
definitely not be a part of academic work.
(7) Works Cited:
Bryson, Bill. The Mother Tongue: English and How It Got That Way. New York:
William Morrow and Company, Inc. 1999. Print.
____. Troublesome Words. 3rd ed. London: Peguin-Viking, 2001. Print. “de
Kooning, Wiilem.” Encyclopaedia Britannica Online. Encyclopaedia

Britannica, 2009. Web. 15 May 2008.

“Death and Society.” Narr. Jane Siberner. Weekend Edition Sunday. Natl. Public
Radio. WUWM, Milwaukee, 25 Jan. 1998. Radio.
Langan, John. College Writing Skills with Readings. 5 th ed. New York: McGraw-
Hill, Inc., 2001. Print.

Like Water for Chocolate. Screenplay by Laura Esquivel. Dir. Alfonso Arau. Perf.
 40

Lumi Cavazos, Marco Lombardi, and Regina Torne. Miramax, 1993. Film.

Modern Language Association. MLA Handbook for writers of Research Papers.

7th Ed. New York: The MLA, 2009. Print.

Roberts, Willams H. and Gregoire Turgeon. “Writing and Documenting: A Brief

Guide.” About Language: A Reader for Writers. Ed. William H. Roberts and
Gregoire Turgeon. New York: Houghton Mifflin, 1998. 394-425. Print.

Ventura, Eloisa P. On Your Own: Doing Research Without Plagiarizing Quezon

City: OVCRD, 1999. Print.

Comprehension Questions:
1. What kind of material should be documented? What kind of material need not
be documented?
2. List the three main components of MLA documentation.
3. According to the essay, why does plagiarism defy logic? Why is it easy to
avoid plagiarism?

Sample Documented Essay

Hashtag Awareness: The #BracketAKaNa Trend and

Its Implications on the Socialized Tuition System
Dianna Limpin
While-Reading Tasks:

1. Encircle the attributions and parenthetic citations in this sample documented

essay.
2. Underline all borrowed (quoted, paraphrased, or summarized) material.
3. Count the number of reference in the works cited list.

(1) Following the release of the University of the Philippines’ (UP) Socialized Tuition
System (STS) results last June 30, 2014, social media platforms – Twitter, in
particular – were bombarded with complaints and objections from frustrated
students who believed that they were not granted the tuition brackets befitting
their financial capacities. Among these complaints surfaced a worldwide twitter
trend under the tag #BracketAKaNa (translated, this means “You are now in
Bracket A”). Bracket A – sometimes referred to as the “millionaire’s bracket” – is
the highest-paying tuition bracket under the STS; the households of students under
this classification are supposed to have annual net incomes above 1.3 million
pesos.
(2) The tweets under the tag #BracketAKaNa became very popular in a relatively
short amount of time, leaving the Twitter realm to appear on other social media
sites such as Facebook and Youtube, and ultimately, becoming a running joke
among UP students. This hype and instant popularity may be attributed to the
tweets’ largely humorous and satirical nature. For instance, tweets pertaining to
the presence of a flush in one’s toilet were especially popular due to their amusing
and mocking tone. However, the #BracketAKaNa trend goes beyond humorous
appeal; its popularity has more substantial implications with regard to the overall
 41

effectiveness of the socialized tuition scheme and the students’ perception of the
newly implemented STS.
(3) In academic year 2014-2015, the 24-year Socialized Tuition and Financial
Assistance Program (STFAP) was replaced by the Social Tuition System (STS).
In an official announcement on the UP website, it was stated that “UP President
Alfredo E. Pascual spearheaded this reform effort when he assumed office
believing that the old tuition system is no longer responsive to the needs of Up
students.” Among the implemented reforms were a simplified application process,
adjusted income brackets, and increased stipend for those in the lower non-paying
tuition bracket (“UP Unveils”). Pascual added that this view scheme was
“expected to have a fair reading of the students’ socio-economic standing (quoted
in Serafica).
(4) Under the popular hashtag, however, “students from different UP units reported
cases of alleged ‘misbracketing’” (Bautista 4). The questionable nature of the STS
was even more clearly exemplified in extreme cases such as that of sisters Erra
Faye and Erra Mae Zabat. Despite having declared the same assests and liabilities,
they were assigned different tuition brackets; the former was classified under
Bracket C whereas her older sister had been in Bracket E2 for four consecutive
years (Barawid). Another indication of the “misbracketing” that had occurred was
the overwhelming number of “rebracketing” demands from UP students. In UP
Diliman (UPD) alone, 1,251 appeals were sent to the Diliman Committee on
Scholarships and Financial Assistance six days into the 3-week period for appeals.
UP Student Regent Neill Macuha argued that “if students still need to appeal to
get a more affordable UP education, it means there is something wrong in the
tuition system itself” (quoted in Bato and Bautista).
(5) Often attributed to the “misbracketing” that had occurred is the inaccurate,
unreliable, and at times, even demeaning nature of the questions asked in the STS
application forms. Aside from the annual family income, the socialized tuition
scheme “uses an income function to predict the capacity of a family to pay,”
taking into account the characteristics and assets declared by a certain family
(Martin 4). Unfortunately, a study group convened by UP President Pascual
himself claimed that the varying multiplier coefficients applied to the assets are
“’superfluous’ and ‘unscientific’…inflat[ing] the income of poor families, [and]
making them appear capable of paying” (Martin 4). Philippine Collegian
correspondent Hans Martin noted that “a higher multiplier coefficient is given to
television sets and motor bikes compared to air-conditioning units and cars” (4).
This somewhat illogical characteristic of the scheme was also reflected in the
#BracketAKaNa tweets. Dr. Giovani Tapang, an associate professor in the
National Institute of Physics in UPD and a writer for the Manila Times, writes that
one uses the hashtag as “a sarcastic reference to [hi/her] ‘extra’ capacity that many
feel would cause the STS system to categorize [him/her] as Bracket A”. This
“extra capacity” is not limited to luxurious items.
(6) Moreover, during the first semester of the STS’s implementation, UPD hit an
eight-year high in the number of Bracket A students, with “more than 7,000 out of
18,000 undergraduate students [paying] the full tuition rate” (Bautista and
Enriquez 3). It is also worth noting that only 2, 807 of those placed under Bracket
A actually opted to pay the full tuition rate; the rest were denied tuition discounts
or failed to apply for the STS and thus, were put in the default Bracket A. this
incident – gaining much infamy for both the STS and Bracket A – may have
contributed to the popularity of the #BracketAKaNa tweets, which imply that,
nowadays, anyone can fall under the highest-paying bracket. Dr. Tapang added
 42

that the students’ “frustrations stems from the basic assumption of the program
that [they] are of a higher bracket (#BracketAKaNa) unless [they] can prove that
[they] really don’t have the capacity to pay the full tuition rates”. In Macuha’s
words, “you are presumed rich until proven poor” (quoted in Barawid).
(7) During its first semester of implementation alone, numerous flaws have been
identified within the “new STFAP”. The #BracketAKaNa trend served as the
students’ response to the implementation of what the study group regarded as yet
another “anti-poor” mechanism (Bato 3). Benedict Opinion, the College of Mass
Communication representative to the University Student Counsil and a member of
the UPD student-run political party STAND UP, said that the hashtag “made
known to outsiders the skyrocketing cost of tuition in UP as well as its declining
state subsidy as it generates income from its students to make itself self-
sufficient”. This seemingly trivial hashtag has, therefore, helped raise awareness
on the injustices brought about by the socialized tuition scheme and the absurdity
of a bracketing system in a university that is known to cater to “the poorest yet
brightest students in the country” (Bautista 3).
(8) Works Cited
Barawid, Rachel. “Rich until Proven Poor.” Manila Bulletin 18 July 2014. Web.
21 Feb. 2015.

Bato, Julian. “No Schedule yet for Implementing ‘New STFAP’. “Philippine
Collegian 26 Feb. 2014: 3. Print.

Bato, Julian, and Ronn Bautista. “3 in 100 UPD Students under STS to Receive
Free Tution.” Philippine Collegian 9 July 2014. Web. 21 Feb. 2015.

Bautista, Ronn. “UPCAT, Socialized Tuition Hinder Enrolment of Poor

Students.” Philippine Collegian 7 Nov. 2014: 3, 4. Print.

Bautista, Ronn, and Pocholo Enriquez. “Number of Bracket A Students in UPD

Hit 8-year High under STS.” Philippine Collegian 9 Oct. 2014: 3. Print.

Chan, Dan (chadaaan). “May flush ba and indoor niyo? #BracketAKaNa.” 1 July
2014. Tweet.

Malenab, Daniel (dannylore). “May flush toilet niyo? #BracketAKaNa.” 30 June

2014. Tweet.

Martin, Hans. “Socialized Tuition is Undemocratic – Study Group.” Philippine

Collegian 14 Feb. 2014: 4. Print.

Serafica, Raisa. “#BracketAKaNa: UP Students Rage over STS.” Rappler.com.

Rappler, 1 July 2014. Web. 21 Feb. 2015.

Shaila (zupshai). “May flush ba toilet niyo? aba #BracketAKaNa.” 30 June 2014.
Tweet.

Tapang, Giovani. “#BracketAKaNa.” The Manila Times Online. The Manila

Times, 2 July 2014. Web. 21 Feb. 2015.
 43

“UP Unveils New Socialized Tuition System.” University of the Philippines

System Website. University of the Philippines, 18 Dec. 2013. Web. 21 Feb.
2015.

Comprehension Questions:

1. What trend does this essay report on? What important background information
does the essay provide about the trend?
2. What is the point or central idea of the essay? What does the essay say about the
larger implications of the trend?
3. List at least three supporting ideas or points for this central idea or argument.
4. Documentation: How many different kinds of sources did the student use? How
was each type of source used - as an example/illustration or as an authoritative
voice?

MODULE 8

Critical Thinking, Collaboration, and the Writing Process

The previous lesson focused on the purposes and features of documented essays,
specifically the level of language required, the integrity when citing sources, and the
general principles of documentation. This second lesson complements the first by
zooming in on the skills required for the research, reading, and collaboration involved
in the entire process of writing a documented essay.

Lesson Objectives:

By the end of this lesson, you should be able to:

1. conceptualize an original argument or thesis on a relevant social or cultural issue;
2. organize supporting ideas into a working plan or outline; and
3. write a paragraph that integrates original ideas with properly documented
quotations, paraphrases, and/or summaries from a variety of supporting sources.

Writing As A Process

Many students think of writing as a matter of placing words upon paper. But in
1992, an educator and journalist named Donald M. Murray proposed that teachers
should “Teach Writing as a Process, not a Product.” This means that writing consists
of more than just drafting a paper but rather as three stages that Murray calls pre-
writing, writing, and rewriting (1972). This conception of writing as a process has
very important implications: “that writing is first and foremost a social activity; that
the act of writing can be a means of learning and discovery” (Olson, 1999). What this
means is that when students learn writing as a process, they are more involved in the
process of learning about the subject, other people’s ideas, and their own writing.
While working on the latter, they become aware that they are actually collaborating
on the construction of new ideas and knowledge that is part of an ongoing scholarly
conversation.

The following sections introduce and explain the three stages of the writing
process as well as components of these stages.
 44

The Pre-Writing Stage of the Writing Process

Choosing a Topic and Limiting It

The pre-writing stage is defined as “everything that takes place before the first
draft” (Murray, 1972). It begins with brainstorming exercises and preliminary
research to select a topic. Once a topic has been chosen, this should be limited based
on the type of written output required. A quick survey of related sources on the
general topic is helpful in limiting the topic to a more specific area of study. Student
writers should ask the following practical questions:

1. What are the objectives (of the course or the professor) that need to be met by this
paper?
2. What are my objectives in writing this paper?
3. What are the length requirements of this paper? (minimum and maximum number
of words or pages)?
4. How much time do I need to write it?
5. What are the other restrictions or limits imposed by the professor or the course?
6. What has already been written about this topic, and what new ideas can I add to the
conversation about it?

Here is an example of notes leading up to the selection of a narrow and focused

topic for a documented essay on the topic of plagiarism in the
Philippines:

Brainstorming:
Philippine culture expressions, terms, behaviour, and practices unique to the
Philippines expressions like “Ano ba yan!” “ukay-ukay” “Philippine
hospitality”,bringing home pasalubong, the so-called tingi-tingi system

General Topic Selected:

The tingi-tingi system (the practice of buying and selling by piece or small amounts,
e.g., stick of cigarette versus a pack, a sachet of shampoo versus a bottle)
Specific Topic:
The cultural significance of the tingi-tingi system in the twenty-first century

Asking Research Questions and Establishing the Significance of One’s Research

The next helpful step is to barrage the specific topic with questions to come up
with the essay’s main Research Question. Although it is helpful to begin with
questions that ask who, what, when, or where, these should be used as background
research questions. For example, the answers to the questions listed here can be
readily looked up:

 What does the “tingi-tingi system” mean? What is the nature of tingi?
 Who exactly practices this?
 When did this practice begin?
 Where is this practiced? In what context/s?
 45

Questions that ask how and why are more likely to invite a deeper research and
lead to more interesting answers.

 Why is tingi-tingi system a prevalent practice in the Philippines?

 How did it develop? How was it practiced in the past? How is it practiced today?

Finally, the student should pose a tougher question, the “so what?” question:
Now that I know all of this, so what? What makes my research socially or culturally
significant?

 Brainstorming Research Questions: What cultural and social values, as well as

realities, led to the practice of buying and selling by tingi? What impact does it
have on buyers and sellers? What larger implications does this have about life in
the Philippines and its socio-economic system, especially today?
 Main Research Question: Why is the continued use of the tingi-tingi system in
twenty-first-century Philippines significant?

The “so what?” question is the main research question. Another way to arrive at
this question is to begin by naming the topic, adding a reason for studying the topic,
and adding significance to the reason for studying the topic, as in the examples here.

 State your topic: I am studying tingi culture in the Philippines.

 Add a reason for studying it: I am studying tingi culture in the Philippines because
I want to find out what it reflects about the values of Filipinos.
 Add significance to this study: I am studying tingi culture in the Philippines
because I want to find out what it reflects about the values of Filipinos in order to
help my reader understand why there are larger implications of the practice in the
twenty-first century.
 RESEARCH QUESTION: Why is the continued use of the tingi-tingi system in
twenty-first-century Philippines significant?

Composing a Thesis Statement

Coming up with a research question is vital for the next step, composing a thesis
statement. This is the explicit statement of what will be the paper’s central idea, point,
or argument, that is – the main assertion that will be supported by the entire essay[ It
is also, essentially, the tentative answer to the research question.

 Research Question: Why is the continued use of the tingi-tingi system in twenty-
first-century Philippines significant?
 Thesis Statement: The continued use of the tingi-tingi system in twenty-first-
century Philippines reflects a lack of change in the economic situation of the
Philippines, as those from the many poorer sectors of society are forced, due to
lack of available funds, to both buy small and think in the short term.

Kim and Michael Flachmann (2011), authors of The Prose Reader, say that the
thesis is “a contract between [the writer] and [his/her] readers.” This means that a
writer must deliver on the “promise” made by the thesis statement: that the essay will
assert one central point and that this will be focused on and supported by every
paragraph in the essay. Moreover, the contract that is the thesis statement should be
 46

provided early in the essay, in the introductory paragraphs, so that the reader will
know at the outset what to expect.

Preparing a Writing Outline

It is very helpful for students to prepare a writing outline for any type of essay,
and particularly for an academic, documented one. An outline consists of three main
sections, the introduction, the development, and the conclusion.
In an academic paper, the introduction typically consists of an interesting
opening to draw the reader into the subject, background information on the topic, and
a statement of the paper’s thesis. Optional components are the paper’s objectives and
its plan of development, which is an explanation of how the main idea will be
developed. Because this will make up the body or largest part of the essay, the next
section, called the development, should be more detailed and specific. The
subheadings in this section should consist of three or more subtopics that act as
supporting points for the essay’s central idea. Each of these supporting points may
have supporting details listed under them. The final section of the paper and outline is
the conclusion. This typically contains a wrap-up or summary of the essay’s main
points and a final point: a prediction or recommendation, a reiteration of the main
idea, and/or a final insight.

It is also important to follow formatting mechanics to make the outline logical

and easy to understand. The student should come up with headings that are clear and
specific. General headings like “Introduction”, “Development”, and “Conclusion”
may be used, but only when there is specific information found in the subheadings
below them. All other headings should be phrased as specifically as possible so that
the student writer will remember what she or he intends to do in that section. A
teacher or evaluator reading the outline should be able to grasp, based on the heading
or label, what each section will contain. Thus, general or vague headings such as
“Background”, “History”, or “Final Insight” should be avoided.

While a list consists of just one level or set of items, an outline always has two
levels or more. This means that subtopics or supporting ideas are subsumed or placed
under topics or main ideas. The main headings on the first level use Roman numerals
(I, II, III, and so on), the second-level headings use capital letters (A, B, C, etc.), the
fourth-level use lower-case letters (a, b, c and so on), and the fifth level headings use
lower-case Roman numerals (i, ii, iii, and so on). An outline for an academic essay
typically has two to four levels.

A student may opt to write a topic outline, in which the headings are phrases, or
a sentence outline, in which the headings are complete sentences. Whichever is
chosen, it is important to maintain consistency and parallelism:, in which the headings
are complete sentences. Whichever is chosen, it is important to maintain consistency
and parallelism: headings on the same level should be parallel in construction (all
sentences or all phrases). Finally, the first letter of the first word of each heading
should be capitalized.
 47

Here is an example of a writing outline for a documented essay based on the

thesis statement given previously. It a two-level topic outline.
Title: Tingi Culture in the Twenty-First Century: Still Thinking Small in the
Philippines.
Thesis Statement: The continued use of the tingi-tingi system in twenty-first
century Philippines reflects a lack of change in the economic situation of the
Philippines, as those from the many poorer sectors of society are forced, due to lack
of available funds, to both buy small and thick in the short-term.

I. Introduction: The tingi-tingi system

A. Interesting examples of buying by piece
B. Definition and origin of tingi and the tingi-tingi system
C. Main idea: continued practice of tingi culture as a reflection of prevailing
poverty and thinking in the short-term.
II. Development: The social and cultural implications of the tingi-tingi system
A. Why it was practiced in the past
B. Why it continues to be practiced today
C. Buying small as equivalent to thinking small
III. Conclusion: Looking back and looking ahead
A. Recap of why the system has significant cultural implications
B. Final insight about the need to think in larger and longer terms

Doing Research and Finding Credible Sources

Writing is not only a social activity but a collaborative one. Writing an academic
essay means adding one’s voice to the conversation of other writers and scholars. To
do this, a writer needs to familiarize himself or herself with this conversation; in other
words, a writer must first do research and gather information from a wide variety of
sources available.
This step – doing research – may actually happen at any point in the pre-writing
stage as well as during the writing and rewriting stages of the writing process. Before
or while selecting a topic, a student may wish to survey the literature or other studies
on topics s/he is interested in. Reading such related literature will help a student know
which topics are worth pursuing and which may be more challenging – because there
is a dearth of material on them – and which topics should be abandoned – because
there is no need to cover what has already been covered. While planning the essay,
that is, asking a research question, constructing a thesis statement, preparing an
outline, the student may also wish to read materials that may be cited as support for
the essay’s main points. Supplementary research may be needed during the drafting
may also wish to read materials that may be cited as support for the essay’s main
points. Supplementary research may be needed during the drafting stage when there
are gaps in the student’s notes, or during the rewriting stage when more support needs
to be added.
So, while doing research is not necessarily a separate and isolated step, it is
sometimes helpful to spend an amount of time focused on evaluating sources,
gathering useful information from these credible sources, and taking notes on what
can be used for and cited in a planned essay. In the twenty-first century, doing
research is not as difficult as it used to be. Before the digital age or the age of the
Internet, information from secondary sources could be gathered solely by going to a
library, searching through a card catalogue, finding the correct bookshelf, and leafing
 48

through a book. Now, while libraries continue to host student researchers, there are
many other options available to them: sources that are just a mouse-click away.
However, with the advantage of quick and easy access to the Internet sources
comes the challenge of sorting through the many online sources of information
available to determine which are credible and which are not. As pointed out by
Nicholas C. Burbules (2001), “the Web is not an ordinary reference system; it poses
some unique and, in many respects, unprecedented conditions that complicate the task
of sorting out dependable from undependable information—and even complicates the
notion that we have a clear sense of that distinction.” His article on “Paradoxes of the
Web: The Ethical Dimensions of Credibility” may be read for free here:
http//faculty.education.illinois. edu/burbules/papers/paradox.html.
It is important to remember that the Internet, while a very helpful resource, is a
public venue or forum where any person may make a claim or assertion. Anyone may
represent opinion and falsehoods as news, facts, or truth. A good academic should use
only trustworthy sources. Students who find articles or pages on the Web that provide
relevant information on the topics they have chosen to write about, must make the
extra effort of verifying that the source is valid, credible, and reliable. There are
several ways to do this:

1. Check the universal resource locator or URL – sometimes referred to as the IP

address or link – on the browser’s address bar. The shortcuts for domain names at
the end of the URL give information linked to the site’s purpose or agenda and,
therefore, its potential biases. For example, sites with “.edu” domain names are
generally viewed as credible as these are run by educational institutions. On the
other hand, sites with “.com” domain names are commercial sites with monetary
incentives as their main agenda. More information on URL evaluation can be
accessed from this website: http:/uscupstate.libguides.com/c.php?
g=257977&p=1721715
2. Read the “About Us” section of the website. As with print sources, look for
information about the author or organization, the site publisher, and other relevant
information about the site. This will help one to verify whether or not the
information is being provided by an expert or authority on the subject. Contact
information on the website grants additional credibility as these are indications
that authors and publishers are accountable for their work. The “About Us”
section also gives information about when the site was established, who maintains
it, and how often it is updated. Lastly, it should give the agenda of the individual
or organization that publishes the information.
3. Review the content for relevance, depth and breadth, accuracy, and currency. The
information should be related to the subject one is studying and provides the
appropriate depth and coverage of the topic. Information should be precise and
authoritative – produced by credible sources – and current. Some sources on the
internet may be outdated or inaccurate, so it is important to look at the date when
the information was published.
4. Look at the sources cited. If the website is credible and reliable, the information
will include ideas cited from other sources. There should also be “live” links to
the sources used and cited by the author. Review the website for broken links
which indicate that the information may not be valid or legitimate.

Some additional tips are to go to search engines that lead researchers directly to
scholarly and reliable sources. Google scholar, for example, lists works published by
 49

established writers and academics. Schools and universities often provide students
with access to online journals and databases.
Lastly, there are good reasons teachers and academics prefer print sources. Such
sources go through the long and rigorous publishing process. This means they go
through several readers and editors and multiple drafts. However, information found
online can be useful and credible if one follows the guidelines given here for sorting
through web sources.

Activity 1: Real or Not Real?

Go the following websites and evaluate them to verify whether these are (a)
actual new sites,
(b) fake new sites, (c) satirical new sites, and (d) blogs that contain opinions and not
news. Write the letter of your answer in the blanks provided.

The Guardian ______________________

Trending News Portal ____________________
dwtv.3.com _____________________
The Onion _____________________
Mocha Uson blog _____________________
Get Real Philippines _____________________
theguard1an _____________________
Rappler _____________________
The Philippine Chronicle _________________
GMA News Online ____________________
News Info Learn ____________________

Activity 2: Doing Research on the Topic of Tingi Culture

Do research and find two print sources and two online sources that give
information about tingi culture. List down the titles, authors, and publication dates
of these sources.

The Writing Stage of the Writing Process

When there is a solid plan and there are adequate notes from sources for the essay,
the student may move on to the second stage of the writing process. This is writing, or
“the act of producing a first draft”, which Donald Murray (1972) says is the “fastest”
part of the writing process, taking up as little as 1% of the writer’s time. That is
because if the essay is well-planned, drafting will not be difficult. Moreover, the
product of drafting is only an initial draft. According to educators Murray Suid and
Wanda Lincoln (1989), writing or drafting is “like making a sketch for painting: the
painter doesn’t worry about getting all the lines perfect the first time”; similarly, the
writer does not expect to get all the words and information right in the first draft.
 50

Activity 3: Drafting Documented Paragraphs

Imagine you are writing a documented essay on the topic “the cultural
significance of the tingi-tingi system in the twenty-first century. “The thesis or
main argument of your essays is that “The continued use of the tingi-tingi system in
twenty-first century Philippines reflects a lack of change in the economic situation
of the Philippines, as those from the many poorer sectors of society are forced, due
to lack of available funds, to both buy small and think in the short-term.” Do the
following tasks:

1. Brainstorm one or two alternative titles for the essay. The one provided earlier
in the title was “Tingi Culture in the Twenty-First Century: Still Thinking Small
in the Philippines.”
2. Draft an introductory paragraph using the following section from the outline
provided earlier. Please find at least two supporting sources: one for the
examples of buying by tingi and another for the definition and origin of the
terms tingi and tingi-tingi system. Do not forget to state your thesis at the end of
the paragraph.

Introduction: The tingi-tingi system

A. Interesting examples of buying by piece

B. Definition and origin of tingi and the tingi-tingi system
C. Main idea: continued practice of tingi culture as a reflection of prevailing
poverty and thinking in the short term
D. Draft a supporting or development paragraph on one of these three
subtopics: (1) why tingi buying and selling was practiced in the past; (2)
why the tingi-tingi system continues to be practiced today; or (3) why
buying in small amount is equivalent to thinking small. Cite at least three
supporting sources as you develop the ideas in your paragraph.
E. Write a works cited list for the sources you used in the two paragraphs.

The Rewriting Stage of the Writing Process

This third stage involves “researching,

rethinking, redesigning, rewriting – and finally, line-by-line editing, the demanding,
satisfying process of making every word right” (Murray, 1972). In this stage, the writer
reviews the paper to see how it may be improved, asking such questions as:

 Is the title appropriate and effective?

 the first paragraph interesting and compelling? Is it related to the topic?
 Does the introduction include a clearly stated main idea?
 Does each paragraph support the essay’s main idea?
 Are transitions and connections between ideas smooth and signaled clearly?
 What needs to be added, omitted, or reorganized?
 Does the conclusion flow naturally from th body of the essay?
 Is there anything confusing or unclear in the content of the essay?
 What should be edited in terms of grammar and mechanics?
 Have all sources been properly acknowledged via in-text citations and a
bibliographic list?
 51

In many writing classes, the rewriting stage becomes collaborative, not just when
the instructor gives the student writer feedback, but also when students read one
another’s essays and comment on these in a workshop or peer review session. It is
ideal to get concrete feedback, from more than one reader on aspects of content,
grammar, mechanics, documentation, and style, so that later drafts benefit from
reader’s suggestions.

Worksheet 1: Pre-Writing, Writing, and Rewriting a Documented Paragraph

Instructions: Go through the various steps of the writing process by planning,

drafting, and then revising a documented paragraph of five to ten sentences on a
topic limited from the general ones listed here. This paragraph must make an
argument about the specific limited topic and support it with at least three main
points backed up by evidence from sources. At least three sources must be cited to
give support to the points in the paragraph. After drafting the paragraph, ask at least
two classmates to read the paragraph and give you feedback. Then, review and edit
the paragraph to come up with a final draft.

General topics (encircle the chosen one): International beauty pageants, trends in
how Filipinos name their children, Philippine superheroes, piracy, historical
revisionism, blogging, "Twitterature.”

(Note: Other options may be given by the instructor.)

Specific topic:

Research questions:

Main research question:

Central idea/Thesis:

Three (or more) supporting points:

1.
2.
3.
4.

Bibliographic information of three or more supporting sources:

1.
2.
3.
4.

First draft of the paragraph:

Second/Final draft of the paragraph:

 52

MODULE 9

Lesson Objectives:

By the end of this lesson, you should be able to:

 Explain what concepts are, through the critical reading of sample documented
essays on concepts of social and cultural significance in twenty-first century
 Evaluate sample documented essays written by the Philippine scholars to
explore techniques of developing and explaining concepts
 Write an effective documented essay that critically engages with a concept
from Philippine culture

Concepts of Social and Cultural Significance in the Philippines

The first lessons of Chapter 3 focused on the style of academic writing, research
in the twenty-first century, and writing as a collaborative process. This final lesson
focuses more specifically on how to write a documented essay on a concept of social
and cultural significance. In this final lesson, you will apply what you learned in the
two previous lessons to write a documented essay on a concept of social and cultural
significance, which you will read/present to your peers.

Lesson Objectives:
By the end of this lesson, you should be able to:
1. explain what concepts are, through the critical reading of sample documented
essays on concepts of social and cultural significance in the twenty-first century;
2. evaluate sample documented essays written by Philippine scholars to explore
techniques of developing and explaining concepts; and
3. write an effective and documented essay that critically engages with a concept
from Philippine culture.

Before-Reading Tasks:
1. Consider what you think of the term “concept.” Do a free-writing exercise
in which you try to define the word. (A free-writing exercise is when you
are told to write anything that comes to mind connected to the word
“concept.” This means that you should keep your pen continuously moving
for ten minutes without censoring yourself.)
2. After you have come up with your overall definition of “concept,” look up
three definitions – from three different credible sources – of the term
“concept.” Do not forget to jot down bibliographic source information.
3. Then, write one documented paragraph that explains what “concept" means
from both your and others’ perspectives. Give you would enjoy writing
about, especially concepts relevant to Filipinos like you.
Writing About Concepts

The term “concept” is a synonym for an idea, notion, or thought. More

importantly though, “concept” may also refer to a perception, conception, or
impression of something – a theory or perspective about something.
 53

Why do members of different discourse communities, for example, those in the

academe, produce essays about concepts? The answer lies in the second of the two
meanings given. Concepcion Dadufalza describes what she calls the concept paper as
an essay that explains the essence or “whatness” of an idea or concept. It begins with
a basic definition and then extends or amplifies this to look at the larger cultural
meaning or significance of the concept. This allows the writer to look at the concept
more closely and critically, and to redefine it in a way that requires “limiting,
extending, or redirecting the reference or sense in which the term is commonly
understood” (Dadufalza, 1996). By engaging with old and new definitions, the writer
contributes to the dialogue about concepts and to the knowledge-production of these
concepts.

In the academic context, and outside of it, whether one is in the humanities,
social sciences, science and engineering, and other disciplines, one will need to be
able to articulate abstract ideas clearly. Writing a documented essay about a concept
will help a writer think beyond surface definitions and explore the larger cultural
significance of a term or expression, the larger meaning behind a practice, belief,
attitude, or even an icon. Sometimes, this exercise of providing an amplified
definition will be part of a larger research project. In the opening section of any such
project, a writer will need to explain the concept of the project or study, why it is
important, and what vision or perspective guides it.

Concepts worth writing about are those of social and cultural significance in
specific contexts like the Philippines, because they have the potential for deep and
critical exploration. Moreover, their relevance will offer both a wealth of material to
use as support for the development of ideas, as well as space for original insights and
perspectives. Finally, any academic and thoughtful engagement with these important
ideas will be beneficial to society.

Three texts are discussed here as models and examples of writing about a
concept. It is important to read these essays and answer the pre-reading and post-
reading questions as preparation for planning and drafting a documented essay on a
concept, which is the culminating activity of this chapter.

The first text, “Pinoy Baduy,” is an essay on a concept relevant to Philippine

culture, published in Budhi, an international and peer-reviewed interdisciplinary
journal. While this is not a documented essay, it offers a critical and insightful
analysis of a Filipino term. The full essay is introduced here but should be read in full.
It is available online as a PDF file via the Budhi journal archive. The second text is an
excerpt from the first chapter of the book Textual Poachers: Television Fans and
Participatory Culture (1992) by Henry Jenkins. The full chapter is entitled “Get a
Life! Fans, Poachers, Nomads.” The relevant excerpts are summarized here, but
students should visit a school or public library to access this book; they may also
search online for available e-copies of the relevant chapter. It is a challenging and
engaging text with specialized terms and concepts from the fields of literature,
sociology, and cultural studies. The third text, “For the Filipino Woman That You
Are,” is a documented concept paper written by a student for an academic writing
class. It is provided here in full and serves as a realistic model for students to emulate.

Before-Reading Questions (Text 1):

1. What does the word “baduy” mean to you?
 54

2. How would you describe the clothing and behavior of a person you would
label as “baduy”?
3. Do you know any other terms whose meanings are related to “baduy”?

Text 1: Pinoy Baduy

Doreen Fernandez

Doreen Fernandez’s “Pinoy Baduy,” originally published in Who magazine in

1982, is available online via Budhi: A Journal of Ideas and Culture (2002),
specifically Volume 5, Issue 36.1. Fernandez draws on a variety of sources and
examples to talk about the meaning of the expression “baduy.” As the title suggests,
she finds a connection between this label and the “truly Pinoy” experience. For
instance, she mentions links between “baduy” practices of bringing pasalubong and
the more general Filipino trait of being accommodating, even “overly
accommodating” (Fernandez, 2002). Fernandez also, quite significantly, links the
label to attitudes relating to class and the wealthy Western world. The full text may be
read here: http://journals.ateneo.edu/ojs/index.php/budhi/article/view/601/598.

While-Reading Questions (Text 1):

1. What is the author’s central thesis or overall definition of the term “baduy”?
How does this relate to the essay’s title?
2. How did the author extend the definition of the concept? Choose from the
following:
a. Definition, that is, basic or neutral definitions from the dictionary or
other reference materials and connotations or more emotionally laden
meanings of the concept according to various sources
b. Tracing of the etymology or origin of the concept/term
c. Narration or the use of a story or anecdote to explain the concept
d. Description of the concept or of people/places/objects to which the
concept is applied
e. Exemplifications or examples that illustrate the concept
f. Comparison and contrast of the concept with related ideas or examples
g. Explanation of a process related to the concept
h. Analysis of cause and effect, that is, reasons for and implications of the
concept’s existence
i. Negation or the explanation of what the term is not, perhaps by looking
at the opposite of what it means
j. Related terms or synonyms of the concept
3. Which specific development points did you find particularly effective?
Why?
4. Was the concept clearly defined? Why or why not?
5. Do you agree with the overall definition? Why or why not?
6. Since the term is an old one, are there new terms that mean the same thing
in today’s society? What are they?
7. What was the conclusion of the author? Do you agree with the conclusion?

After-Reading Tasks (Text 1):

Is the concept of being “baduy” one of social and cultural significance? Why
or why not? Do you think that the definition provided b Fernandez is still relevant
today? Consider some contemporary class-related terms like “jolog,” “jejemon,”
 55

and “conyo” and free-write about the basic definition, interesting examples, and the
larger significance of any of these terms. What do they reflect about Philippine
culture and society?

Form small groups and do the following:

1. Pick a term you want to take up, whether this is “jolog”, “jejemon”, or
“conyo.”
2. Free-write about the basic definition.
3. Add interesting examples.
4. Add insights on the larger significance of the term.
5. Report this in class.

Before-Reading Tasks (Text 2):

1. Are you familiar with the following terms: “fan,” “fanatic,” “fandom,”
“fangirl,” and “fan fiction”? Consider your impressions of each term. Are they
positive, negative, or neutral?
2. Look up the meanings of these terms and jot these down here, along with
bibliographic information about your sources.

Term Meaning and Your Impression Source

fan
fanatic
fandom
fangirl

3. Name three “fandoms” or fan groups and communities, whether local or global.
How are these groups perceived by the general public? You may wish to look
up news and magazine articles (print or online) about these communities.

For the Filipino Woman That You Are

Karla Bianca M. Labog

Before-Reading Questions:
1. Have you ever heard the expression “Kababae mong tao!” used? What does this
means to you?
2. Look up the term “gender stereotyping.” Give some examples of gender
stereotyping in the Philippines.
3. Look up the term “patriarchy.” Do you think the Philippine society is
patriarchal? Why or why not?

(1) “Umayos ka nga, kababae mong tao!”

(2) The Filipino phrase or expression “kababae mong tao,” is seen in the statement
above, which is uttered as a typical admonition to behave oneself. This phrase,
however, is addressed to women, as explicitly seen in the word kababae, whose
root word is babae, meaning “woman” in Filipino. Upon hearing or seeing this
expression for the first time, on may assume that it talks about the characteristics
and lifestyle of a woman, but it is actually more profound than that because it
serves as a means of gender-stereotyping of Filipino women. This expression
indirectly states the way women should behave, what they should be doing in a
certain situation, and the actions that are expected of her.
 56

(3) This expression has no direct translation in other languages but has a similar
meaning to the expression “for a girl” which is usually used in the Western
countries, as in the statements, “You’re pretty good at basketball – for a girl.” This
expression is commonly mistaken to be a compliment, but in fact implies how low
the people’s expectations of women are. For example, one may say “That was so
incredible for a girl” for the purpose of complimenting a woman for the incredible
work that she has done, but it also shows how the speaker does not expect women
to do incredible tings, and was surprised when she was able to do so. Both these
expressions imply that women should conform to a set of standards, expectations,
and gender roles that are determined by their biological sex.
(4) Moreover, gender roles in society play an important role in the formation of
these expressions. An article entitled “Gender and Sociology,” in fact, states that
“masculine roles are usually associated with strength, aggression, and dominance,
while feminine roles are associated with passivity, nurturing, and subordination.”
But gender roles cannot be generalized, and may vary in every country, because
gender roles can be shaped by a nation’s culture, and internal and external
influences such as colonization.
(5) Thus, the expression “kababae mong tao” could not have been an effect of the
gender roles of women in the pre-colonial society because according to Enriqueta
Benavides, a professor of English and former dean of Women’s Studies of
Arellano University, “the Filipino culture at the time of Spanish discovery does
not only have gender equality and social equality for women, but also a high
regard for them” (2). A particular group of women in pre-colonial Philippines
were the babaylan, the female-dominated group of religious heads in the
community, and one of the political figures in the barangays, the smallest socio-
economic and political unit in the Philippines. They were known not only for their
religious functions, but also for their power and wisdom. There was also the
presence of binukot women who were daughters of datu (chiefs) who remained
secluded from the community. According to Maria Abrera, an associate professor
of History at the University of the Philippines Diliman, these binukot women were
known for their beauty, significance, power, and prestige, and having a binukot
daughter brings honor and fame to the family (39). These accounts show how
women were valued, respected, treated equal to men, and had power socially,
economically and politically in the pre-colonial period.
(6) However, this significance of women diminished as the Spaniards colonized the
Philippines. Associated with the Spaniards’ mission to spread Christianity is
their patriarchal point of view which they applied in colonizing Philippines.
From then on, women were considered inferior, and their gender roles started to
focus on family and Church. Benavides also mentioned that Spanish law
deprived the women of their right to own a business, and to hold any public
office except the office of the teacher (5).
(7) The perception of what women are, how they are expected to act, and the roles
they played during the Spanish era could have influenced the norms that we
have for Filipino women in the present time. These norms became the basis for
judging whether a woman’s action or behavior is acceptable or if it needs an
expression such as “kababae mong tao” to inform these women of the more
appropriate and acceptable ways to be a woman, and to suggest the standard and
expectations that a woman should live up to.
(8) Hence, the expression “kababae mong tao” is both powerful and oppressive, and
it could be used in wide variety of scenarios. First of the many scenarios, when a
woman does work that people believe she is not capable of, or is not appropriate
 57

for her, one uses this expression to say that the action is unfavourable and
unfitting. For example, seeing women drive big trucks can cause one to say,
“Kababae mong tao, nagdadrive ka ng malalaking trak” which in English
implies and means, “Woman that you are, you should not be driving big trucks.”
(9) Secondly, the expression is used when a woman does not conform to the traits
and behavior that are expected of her. Another product of the Spanish
colonization is the Maria Clara image presented in Jose Rizal’s Noli Me
Tangere. Maria Clara being shy, religious, demure, and gracious, is promoted by
Rizal as an ideal Filipino woman (Hays). Up until the present time, this Maria
Clara image and the characteristics attributed to her have created a stereotype of
hoe Filipino women should behave. For example, when a woman is seen
loitering or playing around, one could say, “Gala ka nang gala, kababae mong
tao”, which implies that “Woman that you are, you should not be just
gallivanting and loitering around.” The same idea applies to Church-related
practices because according to Sister Maria Ferraris, a trained historian, in her
book entitled The Beaterios for Native Women in Colonial Philippines, the role
of women during the Spanish colonial period centered on two basic institutions,
which are the family and the Church. She also mentioned that during the first
century of the colonial period, Filipino women learned doctrines of the Church
and participated in the rites of worship for the purpose of understanding religion
as a way of life (73-74). Thus, Filipino women are still expected to be religious
and to follow Church practices.
(10) In addition, this expression also has its counterpart for men which is, “kalalaki
mong tao.” It follows the same process, and conveys the same meaning with
“kababae mong tao” but here, the men are the ones that have to conform with
their gender roles and live up to society’s expectations of a man. An article
entitled “Male Gender Roles” states that one of the themes that make up male
gender roles is strength, which can be associated with emotional toughness,
courage, and rationality. Hence, if a man does not conform to this theme or to be
expected masculine traits, the expression “kalalaki mong tao” can be used. A
very common example of this is when a man is seen crying over any reason,
which then violates one of his gender roles, emotional toughness, one could say
“Kalalaki mong tao, umiiyak ka” which implies “A man that you are, you
should not be crying.”
(11) In conclusion, the existence of these expressions proves that gender inequality,
sexism, and gender-stereotyping are still truly relevant issues which are too
complicated and evident to bring to an end despite several feminist movements
and gender equality campaigns. Traditional gender roles have transcended
generations, cultures and events, experiencing changes and affecting society
along the way. But if being yourself and finding your true Filipino self means
violating gender roles, then go on and take the risk, as long as you would not
mind the “kababae mong tao” expression thrown at you. Instead, you may
embrace it to become the Filipino woman that you are.
(12) Work Cited:
Abrera, Maria L. “Seclusion and Veiling of Women: A Historical and Cultural
Approach.” Philippine Social Sciences Review 60.1 (2009): 33-56. Print.

Benavides, Enriqueta R. “The Filipino Woman’s Social, Economic, and Political

Status.”n.p. (1971): n.p. Print.
 58

Ferraris, Maria Rita C. “The Beaterios for native women in colonial Philippines.
Manila: Religious of the Virgin Mary Pub. Committee, 1987. Print.

“Gender and Sociology.” Boundless Psychology. Boundless, 08 Jan. 2016. Web. 17

Mar. 2016.

“Gender roles.” Boundless Psychology. Boundless, 08 Jan. 2016. Web. 17 Mar.

2016.

Hays, Jeffrey. “Women in the Philippines: Status, Stereotypes, Maria Clara, and
Abuse” Facts and Details. n.p. June 2015. Web. 17 Mar. 2016.

“Male Gender Roles.” Psychology of Men. Psychology of Men, n.d. Web. 30 Mar.
2016.
After-Reading Questions

Form small groups and answer the questions here. Discuss your responses
with your group mates and then share your insights with the class.

1. Describe some of the more traditional gender roles in the Philippines? How
are women and men supposed to behave in the context of courtship,
household duties, work and earning money, child-rearing, and any other
areas you can think of?
2. Paragraph 9 discusses the equivalent expression for males, “kalalake mong
tao.” How is this different from the female equivalent, which is the central
topic of the essay? What does this imply about gender roles and stereotypes
in the Philippines?
3. Do you believe that Maria Clara is still viewed as the ideal Filipino woman?
Are there any new ideals and values for women today?

Worksheet 2: Pre-Writing a Documented Essay on a Concept

Instructions: For lesson 2, you had to write a documented paragraph. For this
lesson, you will plan, draft, and rewrite a documented essay on a concept. Use the
activities and exercises in this chapter to complete the pre-writing tasks given here.
Then, use these pre-writing materials to draft your essay.
General topic: A concept from Philippine culture: a term or expression with a
significant cultural meaning behind it (e.g., bahala na, wala lang push mo yan), a
cultural practice or activity (e.g., bayanihan, Philippine heroism, People Power,
tingi-tingi system), a cultural icon (e.g., Juan Tamad, Jose Rizal, Dolphy)

Specific topic:

Research questions:
What does _________ mean beyond its literal definition?
What is the larger cultural significance of _______?

Main research question:

Thesis statement (tentative definition of the concept and its significance):

 59

Tentative title:

Two- or three-level outline:

List at least ten potential sources to use as examples or support:

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Final Task and Rubric

Task: Use the writing plan you completed for Worksheet 3 to draft a documented
essay of 1,200 to 2,000 words (5 to 8 pages). Use Times New Roman 12, double-
spacing, one-inch margins all around, indented paragraph beginnings, and no extra
spaces between paragraphs. Follow MLA-style pagination for page 2 onwards. Place
your name, year level and section, and the date of submission on the first page, along
with a word count (e.g., word count = 1,542 words).

Synthesis

For many academics, the writing process does not end with rewriting. Ideally,
the kind of collaboratively produced knowledge in academic papers should be shared
with other researchers, scholars, writers, and readers. Academics often write multiple
drafts, spin off papers on related topics, and more research papers that they share at
conferences and lectures or publish in academic journals and books.

For the culminating activity of this chapter, students should organize and hold
their own mock conference with the general theme of Philippine culture. They should
invite one or two plenary speakers and then organize their own documented essays
into sessions – parallel ones, if necessary – wherein each student will have 10 to 15
minutes to present his/her documented essay on a concept. Students should come up
with a catchy and specific title for the conference, select an emcee, and prepare a
poster and program for the event. The program should also include an open forum or
Q & A portion so that comments may be given by the instructor, guest speakers,
audience members, and other students. If possible, the students’ essays should be
revised after the conference and published in a student journal of conference
proceedings.

Rubric for Grading the Documented Essay

Unity and Has an appropriate and interesting title; has a clearly

 60

Coherence expressed thesis/central idea; does not stray off the topic; has
(25%) topic sentences that indicate the central point of each
paragraph; is well organized with transition signals that show
the flow and relationship of ideas
Content and Presents original ideas and insights; displays critical thinking
Development and analysis; contains adequate and accurate supporting
(35%) points and details; makes use of well-chosen and reliable
sources to back up the writer’s points; adequately processes
and integrates borrowed words and ideas
Language (20%) Is written in Standard English and uses the appropriate style
and level of language (middle or formal); uses precise,
accurate, and grammatically correct language
Mechanics and Is properly formatted according to the requirements; follows
Documentation the specifications of MLA documentation (direct quotes in
(20%) quotation marks, attributions, where necessary, in-text
citations, and a bibliographic list)

MODULE 10

Corporate Communication in Philippine Society

Corporate Culture and Communication

The previous unit discussed academic research for Philippine society, with
a focus on writing documented essays on concepts of social and cultural significance.
In this chapter, you will be introduced to corporate culture and communication.
Firstly, you will learn about the basic principles guiding any kind of professional
communication. Secondly, you will also read about global and local work trends as a
way of understanding the varieties of English used in different professional contexts.
Lastly, your teacher will transform the classroom into a simulated workplace so that
you can participate in workplace activities that will train you to write effective
résumés and professional correspondence such as memos, letters, and emails. The
culminating activity of this chapter will be simulated job application process wherein
you will submit a cover letter and résumés and attend a mock job interview.

Chapter Objectives:

By the end of this chapter, you should be able to:

1. know the principles of communication in the corporate workplace and the

importance of appropriate language in maintaining professionalism;
2. know about work trends and corporate culture, as they relate to intercultural
communication, in the Philippines and the world;
3. gain critical thinking and writing skills to adapt their communication style and
language to different professional contexts; and
4. practice writing professional correspondence and basic workplace documents in
activities that stimulate what happens in the real world.

The Principles of Professional Communication

 61

The first lesson introduces the principles of professional communication by

increasing your awareness on the importance of social context in language use. Just a
linguistics researcher Carol Tenny (2013) does in her Introduction to Linguistics
course, this lesson reinforces what you already know: “that people use language
differently depending on the social that they are in.” It then zooms in on the
professional context, discussing the basic principles that guide corporate and
workplace communication, whether in the Philippines or in the world. As you learn
about these principles, you will apply these in short exercises which require you to
revise sample workplace documents.
Opening Activity:

(Note: This activity is based on Carol Tenny’s “Sociolinguistics exercise for

Introductory Linguistics” shared on her website, www.linguist.org. the base sentence
that follows is grounded on Tenny’s own example; however, the teacher may opt to
provide his/her own base sentences. The teacher may also add more options to the ten
examples provided. The options with a single asterisk, numbers 1, 3, and 4 are taken
directly from Tenny’s exercise; those with double asterisk. Numbers 6 and 7 have
been changed slightly; and the rest are original examples.) Count off from 1 to 10 to
form ten groups. Join your group mates and consider the following sentence: “I
cannot do what you want me to do. I wish you would not ask me this.”
Then, imagine yourself to be in the communication situation (given in the table)
that matches the number of your group. You must communicate that same piece of
information in your own words as a person in the situation assigned.

1. You are a politician being interviewed by the press.*

2. You are a celebrity responding to the paparazzi.
3. You are a lawyer addressing another lawyer or a client.*
4. You are reporting to your boss about a project you have been working on.*
5. You are a student meeting with your adviser regarding a research project you
have been working on.
6. You are at a basketball game in a screaming crowd.**
7. You are tired waitress in a busy, noisy restaurant (choose from a classy, fine-
dining place or a canteen-like “karenderya”).**
8. You are an employer rejecting an employee’s leave request.
9. You are a teenager responding to a question below your intentionally
mysterious status message on Facebook.
10 You are a teenager in the middle of a call with a close friend. Your mother or
. father calls you to do a chore.

Corporate Culture and Professional Communication

What does this activity reveal about people’s use of language in different social
situations? Clearly, people shift their language depending on a variety of social
factors: Who they are talking to, the number of people they are addressing, and the
general social context. Physical factors matter as well, such as the distance between
speakers or the presence of a crowd. Also to be considered is the chronological factor,
or when the utterance is made, such as a time of day, a certain point in a week, or a
season of a year. Finally, cultural conventions guide the communication situation; for
example, “no comment” is a typical response from both politicians and celebrities to
journalists whose questions they do not wish to answer.
 62

The entire unit of this book is interested in how to communicatively adapt to

corporate culture, defined by Patrick Montana and Bruce Charnov (2008) in
Management as “the total sum of the values, customs, traditions, and meanings that
make a company unique.” One may also describe this culture more simply as
workplace or professional culture, which may vary from organization to organization.
The language of all forms of writing in the corporate or professional context,
however, will be guided by several basic principles.
As discussed in the first lesson of Chapter 3, there is a specific register or style
used by those who write academic papers. It is useful to consider the features of the
register of professional writing in contrast with those of academic writing in order to
see the factors that affect the differences between them.
In Technical Writing: A Practical Approach, William S. Pfeiffer (2013)
explains that while the purpose of academic writing is to generate new knowledge in a
particular academic branch, the purpose of professional communication is to get
something done with – or within – an organization. The writer’s knowledge of the
subject also differs in these two types of writing. Someone who writes a technical or
professional report or proposal may know more about the subject than the intended
reader or audience. Moreover, this audience often consist of more than just one
person; often, several people with differing technical backgrounds will read memos,
letters, emails, résumés, and other professional documents. Depth, logic, clarity, unity,
grammar, and critical thinking are the criteria for evaluating academic papers, while
for professional writing, what matters more is the “clear and simple organization of
ideas in a format that meets the needs of busy readers” (Pfeiffer, 2013)
Locker and Kienzler (2013), in Business and Administrative Communication,
further illustrate the stylistic differences between the language used in conversations,
traditional research papers, and professional writing. The conversational style, used in
speech and informal writing, uses short, simple words, slang expressions, and
contractions. It has a friendly and personal tone, uses the first- or second-person
perspective, and can contain references to personal experiences. Incomplete sentences
may be used, and paragraphing may be illogical or absent. The traditional term-paper
style, in contrast, is more formal. It features many abstract, academic, or technical
terms, and few or no contractions. There is often no effort to make the style friendly;
in fact, first- and second-person pronoun such as “I,” “we,” and “you” are used
minimally and “one” may be used as a substitute for these. Sentences and paragraphs
tend to be long in this style, and there is attention paid to the use of Standard Edited
English and the visual impact of the written text.
The professional style has features in between the first two mentioned styles.
The writing is meant to sound conversational, meaning, it “sounds like a real person
talking” (Locker and Kienzler, 2013). Short and simple words may be used, as well as
occasional contractions, but local expressions and slang are avoided. There is an
attempt to sound friendly in this style and to make a personal connection with the
reader via the use of personal pronouns. Sentences and paragraphs tend to be short,
but Standard Edited English is used, and attention is paid to the professional
document’s visual impact. There are, of course, many different types of professional
documents, each with its own conventions. However, there are basic principles that
guide those who prepare such workplace communication. The exercises that follow
expound on their key features, outline the principles of professional communication,
and require their application.
Professional Purpose
 63

All kinds of professional writing have specific purposes related to the workplace
setting. One purpose is to record important workplace information, for example, via
minutes of a meeting, secretarial notes, and official documentation of proceedings.
Another purpose is to give or ask for information from people within the company via
memos, outside the company via business letters, or either of the two via professional
reports. Another purpose is to persuade readers to take action – pay a fee, buy
something, accept changes, give someone a job, etc.; this purpose can be seen in
professional proposals, marketing or promotional materials, and job application
letters. A professional document may also be written with all three purpose in mind,
such as in résumé, which records a person’s skills and professional achievements,
gives information about these, and persuades a prospective employer to hire him or
her based on these. One additional purpose tied to the third is to build an individual or
company’s positive image to establish rapport – essentially to build goodwill.

Application Exercise 1:

Look up the description and purpose of each of the professional documents below
(Note: The teacher may choose to assign specific documents to student/groups).
Find and bring examples of at least two of these documents.
1. Transmittal memo
2. Monthly or quarterly report
3. Performance appraisal
4. Claims adjustment
5. Thank-you letter
6. Annual report
7. Quotation
8. Jo description
9. Policy and procedure bulletin

Audience of Professionals

Professional writing targets a specific audience, sometimes one reader,

sometimes multiple readers. What is important in any case is to consider the level of
knowledge of the single reader or of the audience. The audience may be a
homogenous one; a “discourse community” with the same level of technical
knowledge; “a group people who share assumptions about what channels, formats,
and styles to use for communication, what topics to discuss and how to discuss them,
and what constitutes evidence” (Locker and Kienzler, 2013). When writing for a
specific discourse community of professionals, like lawyers, engineers, or architects,
the writer may use technical terms that are familiar to the readers without having to
explain what these mean. For example, for an audience composed of medical doctors,
a report on a particular ailment will likely contain medical jargon, as in the excerpt
that follows. In this article from the New England Journal of Medicine, specialist
terms are used, such as “transient systolic and diastolic left ventricular dysfunction,”
“acute phase,” “clinical presentation,” “electrocardiographic findings,” and so on
(Templin et al., 2015). It is assumed that this will be understood along with
sophisticated phrasings such as “It predominantly affects…” and “is often preceded
by.”

From Clinical Features and Outcomes of Takotsubo (Stress) Cardiomyopathy

 64

The disease is characterized by transient systolic and diastolic left ventricular

dysfunction with a variety of wall-motion abnormalities. It predominantly affects
elderly women and is often preceded by an emotional or physical trigger, but the
condition has also been reported with no evident trigger. In the acute phase, the
clinical presentation, electrocardiographic findings, and biomarker profiles are often
similar to those of an acute coronary syndrome. Although the cause of takotsubo
cardiomyopathy remains unknown, the role of the brain-heart axis in the pathogenesis
of the disease has been described.

When the audience is not homogenous, or consists of members with differing

technical backgrounds, the writer should aim for diction or word choices that will be
understood by everyone. When technical terms have to be used, these should be
clearly explained. A more popular and direct style may also be more helpful, as in the
example here, from Whim Online Magazine (Frederick, 2016). This is the official
inline magazine of Radford University, which aims to provide both information and
entertainment. The language is clear and direct, and specialized or technical terms are
either absent or simplified; for example, “takotsubo cardiomyopathy” becomes “the
broken heart syndrome.’ A specific stress trigger – “the death of a spouse” – is given
and the phenomenon is explicitly compared to what is more familiar to most readers:
a broken heart and a heart attack.

The Broken Heart Syndrome Phenomenon

For many years, researchers have studied the phenomena of the broken
heart syndrome, or stress cardiomyopathy. This occurs when a highly stressful
event, such as the death of a spouse, results in a person feeling like they’re having
a heart attack. The symptoms include the same ones that occur when having a heart
attack: shortness of breath and chest pain.
When an emotional event happens, researchers suspect a surge of stress
hormones are released which causes this feeling of having a heart attack.

The Style of Professional Writing

Given its main objective of achieving results within an organization and the
importance of connecting with its audience, professional writing is necessarily written
in a particular style or register that aims to build goodwill. According to Kitty Locker
and Donna Kienzler (2013) in Business and Administrative Communication, effective
professional writing is reader-centered, emphasizes the positive, and uses bias-free
language. Each of these traits will be discussed in greater detail here.
Firstly, adopting a professional style means adopting a reader perspective in
writing. This “you-attitude,” as Locker and Kienzler (2013) call it, is defined as a
“style of writing which looks at things from the reader’s point of view, emphasizing
what the reader wants to know, respecting the reader’s intelligence, and protecting the
reader’s ego.” The examples here demonstrate the differences between an “I-attitude”
and a “you-attitude” in writing.

I-Attitude You-Attitude
If I can answer any of your queries, I’m If you have any questions, please
perfectly willing to do so. ask.
We delivered the order to the provided order Your order was shipped to your
this morning. address this morning.
 65

I’m happy to tell you that… You’ll be happy to hear that…

The examples that demonstrate a “you-attitude" place the reader at the forefront.
Literally, the pronouns you and your appear first in these sentences. Perhaps more
significantly, the focus on the reader’s benefits – what they can receive or do and
what they need or want to know. The feelings and needs of the reader are placed
ahead of those of the writer. Only in negative situations should the word you be
avoided; in fact, the writer should “protect the reader’s ego by using impersonal
expressions and passive verbs to avoid passing blame” (Locker and Kienzler, 2013).
Reader focus extends to the amount and organization of information. The writer
should give the reader exactly the information that he or she has requested or needs.
When more information than what is asked is provided, its importance should be
clarified. This information should also be arranged to meet the reader’s needs, with
helpful headings, captions and labels, or lists so that the reader may easily find what
he or she needs. Finally, reader questions should be anticipated and answered in an
appropriate format. For example, some professional websites include a sections called
FAQs or “Frequently Asked Questions” where these questions are listed and
answered.
The second important aspect of a professional style is the emphasis on the
positive in order to build a positive image and goodwill. All information should be
stated positively, which means that there is a focus on what the reader can do rather
than on what the writer will not or cannot let the reader do. Negative information, if
not important, may be omitted. If it really needs to be said, it should be communicated
briefly. Alternatively, the reason for the negative news can be given, it may be linked
in some way to a reader benefit, or the reader may be redirected to more positive
information. For example, a letter communicating the rejection of a request may
follow this rejection with information about the next round of applications. Whatever
the case, the writer should also eliminate any words that sound harsh or have negative
connotations.
The examples in the table here show how positive wording appeals to the
reader’s sense of cooperation and fairness because sentences are phrased in a
nonthreatening way.

Negative Wording Positive Wording

We cannot process your reimbursement Your reimbursement request will be
request because your documents are processed as soon as you submit all the
not complete. required documents.
We do not reply to emails on You may contact us via email at any time
weekends. from Monday to Friday.
We can’t give you the list of books You will receive the completed book
because we have not yet finished taking inventory by tomorrow morning.
inventory

In the first example, not only is the focus shifted from the writer “we” to the
reader’s need “your request,” but the emphasis also shifts from why the request is
being denied to what the reader will gain if he or she completes the requirements. The
second example is similar in that it talks of the reader’s ability to contact an office.
Finally, in the third example, a failure is transformed into a promise.
 66

Exercise: Rephrase the negatively worded sentences that follow so that they
emphasize the positive. For some items, you may need to add information to revise
the sentence effectively.

Negative Wording Positive Wording

You are not qualified to join the University Cooperative
because you haven’t fulfilled the tenure requirements.
We put your case on hold because you never sent us the
information we requested in our email sent on June 24.
Until your library and miscellaneous fees are paid, we will
consider you ineligible for enrolment.

The third aspect of the professional style is its use of bias-free language. Lesson
2 of Chapter 1 discusses this notion at great length and may be reviewed. To reiterate
the context of workplace communication: It is unprofessional and in very bad form to
use language that shows a bias against certain people or groups of people. For
example, in patriarchal societies, certain word choices reveal a bias against women,
especially those in the workplace. In youth-oriented cultures, there may be language
bias against older people. And, in capitalist societies, there may be language bias
against the poor (Arinto, 2009). Professional writers and speakers should use
language “that does not discriminated against people on the basis of sex, physical
condition, race, age or any other category” (Locker and Kenzler, 2013).
The examples here focus mainly on the eliminating sexist or gender-biased
language because this is particularly prevalent in Philippine society. Examples from
other categories may be reviewed in Chapter 1, Lesson 2.

Biased Bias-free
Set 1
chairman
salesman chairperson/chair
stewardess sales representative/rep/staff
fireman flight attendant
firefighter
Set 2
woman lawyer
woman doctor lawyer
lady president doctor
male nurse president
nurse
Set 3
manpower
mankind
man hours labor force/ personnel
manning humankind
hours/worker hours
staffing
Set 4
managers and their wives managers and their spouses
faculty and their wives
Dear Sir: faculty and their spouses
Dear Sir or Madam:
 67

The first set of examples provided consists of very dated and traditional gender-
biased terms. It is customary now to use gender-neutral labels for professions to
acknowledge the fact that both men and women thrive in those fields. As for the
second set, the gender labels should be omitted as they reveal gender-biased
expectations in relation to professions. For example, not all lawyers, presidents,
doctors, and chemists today are male, just as not all nurses today are female. The third
set consists of taken-for-granted words which are biased because they suggest that the
power in business and the world today comes from men alone. Finally, the fourth set,
is biased because it assumes that all managers, faculty members, and recipients of
form letters are male.

Application Exercise 2:

For each of the sentences here, underline the words that indicate gender bias, and
then revise each sentence to remove the bias.

1. Each nurse must report to her station by 7:00 a.m.

_______________________________
_______________________________
2. Mr. Ancheta, Mr. Wong, Mr. Logan, and Betty presented our project
proposal to the executive committee.
_______________________________
_______________________________
3. New additions to the marketing department are Vincent Coscolluela and
Althea Ricardo. Both come from the Wharton MBA program. Vincent is an
avid tennis player; Althea is an attractive brunette.
_______________________________
_______________________________
4. Ask the lady of the house what brand of dishwashing liquid she buys.
_______________________________
_______________________________
5. Every manager should give his secretary a contact number where she can
reach him when he goes out of the office.
_______________________________
_______________________________

Professional Language

Professional documents require language that is appropriate to the workplace

setting: polite, professional rather than overly, personal, and grammatically accurate.
Each of these three points is discussed in greater detail here.
Firstly, polite language is essential in a context wherein there are power
asymmetries. There are ranks and hierarchies in any workplace setting, and workers
must ensure that there is minimal conflict and disharmony in the organization. This is
where polite words and phrase come in. Expressions like kindly,” and “thank you”
soften impositions of power, create a positive writer image, and convey gratitude.
Secondly, both personal matters and overly friendly language should not appear
in workplace correspondence. In the example given, the writer of the paragraph in the
first column of the table gives too much personal information and uses language that
 68

is too familiar and informal. The revision on the right shares only the relevant and
necessary information and is written using more professional word choices and
carefully selected information.

Overly Personal Professional

Hey, I’m not sure if you’ve heard, but I am writing to request a three-day leave.
I’ve been having a bunch of family I have some urgent personal business to
problems lately. My son was recently attend to, and I would certainly
expelled, my daughter is in rehab, and appreciate your approving this request.
to top it off, my wife hasn’t spoken to Thank you very much for your
me in days! So, I really need a few consideration.
days off to try to get my home
situation straightened out. Please help
me out by approving this request.

Thirdly, it should go without saying that professional writing should exhibit

grammatical accuracy in the use of Standard English. Grammatical and even
typographical errors reflect poorly on the writer or speaker in the professional context.
There are various grammar manuals and language guides available to students and
professionals, so there is no need to discuss all the rules here. Instead, some general
advice is given here. Professional writing should consist of grammatically accurate
and easy-to-read sentences. The following exercise is a quick review of basic
grammar rules.

Application Exercise 3:

Search online using the following phrase “Ten Commandments of Good Writing.”
Choose the one from ‘uottawa.’ The first sentence you will find states that “each
pronoun agrees with their antecedent.” Note that each sentence deliberately breaks
the rule that it states (even the title of the exercise is incorrect as there are ’21
commandments’ instead of just 10). Revise these sentences to come up with a
grammatically accurate list of rules.

Fourthly, professional writing can be made clear and direct by the avoidance of
what is called “business jargon.” These are overly technical and overused expressions
that both obscure the writer’s meaning and add clutter to writing. Locker and Kienzler
(2013) provide a guide to “Getting Rid of Business Jargon” in which they dissuade
writers from using convoluted and old-fashioned expressions like “as per your
request” and “enclosed please find.” They suggest shortening these to “as you
requested” and “here is.” Similarly, “hereto, herewith, and whereupon” are old-
fashioned expressions that should be omitted, while the pompous “pursuant to” can be
simplified to “according to.” A common error in the Philippines is the overused
sentence fragment used to close letters: “Hoping for your kind consideration.” This
may be corrected by writing a full sentence: “I hope you will consider this request”.
Lastly, local or culture-bound expressions, especially if these have to do with
religious beliefs, should be avoided in professional correspondence. Examples are
“More power to you,” which is often not understood or appreciated by non-Filipino
readers, and “God bless!” which is inappropriate for those of other faiths or religions.
The fifth and final point is that emojis or emoticons and shortcuts that are
commonly used in text messages and electronic communication have no place in
professional writing. In general, overly emotive punctuation, such as multiple
 69

exclamation points (!!!), combinations of question marks and explanation points (?!),
and dramatic ellipsis (…) should be avoided because these undermine the professional
writer’s tone. Emojis or digital icons that express emotions are also too playful and
informal for the professional context. Shortcuts such as AFK (away from keyboard),
LOL (laugh out loud/lots of love), and NRN (no reply necessary) are not only
informal, but they are not understood by all readers as they may be generational terms
or even localized terms as in the case of “NRN,” which is used in the United States
but not in the Philippines.

Genres of Professional Writing

As mentioned in the section “Professional Purpose,” there are different types or

genres of professional documents. Each type of document follows specific generic
conventions which are, simply put, conventions for the formatting, layout, and
contents of the document.
For example, business letters and memos are two of the most common forms of
professional correspondence. But, how do these two differ? William Pfeiffer (2013)
distinguishes between the two: a letter is a “document that conveys information to a
member of one organization from someone outside of that organization,” while a
memo (short for memorandum) is a “document written by a member of an
organization to one or more members of the same organization.”
Because a letter is a form of external communication, it is formatted to contain,
among others, an inside address and a signature block that specify the recipient and
sender respectively, along with their contact information. A letter also contains
standard formulas of openings and closings called the salutation and complimentary
close. The standard salutation format consists of the word “Dear” followed by the title
(Mr., Ms., Dr., Prof., etc) of the addressee or recipient, his or her last name, and a
colon. Conventional complimentary closes for business letters today are: Sincerely,
Respectfully, Best regards, Kind regards, and Yours truly. However, conventions
change, so it is still best to keep this closing as neutral as possible and to find out what
is preferred in each particular business or professional context. Finally, the letter is
formatted in a way that makes relevant information easy to see and understand. Here
is a template that shows the format and content of a business letter.

Business Letter Template

Company Letterhead
(two or more blank lines)

Date of letter
(two or more blank lines)

Name of recipient
Position/Designation of recipient
Address of recipient
(one blank line)
Dear + Courtesy title + Reader’s last name:
(one blank line)
First single-spaced paragraph
(one blank line)
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Second single-spaced paragraph

(one blank line)
Third single-spaced paragraph
(one blank line)
Complimentary close, such as “Respectfully yours,”
(three blank lines for the sender’s signature)
Name of sender
Title/Designation of sender

A memo, on the other hand, which is internal communication, immediately

gives the date, the addressee and sender, and the subject of the memo in a standard
format. There is no need for a salutation, complimentary close, and signature block.
Here is a template that shows the format of a standard memo.

Memo Template

(two inches of blank space

Memorandum or Memo

To: Reader’s names (individual or group name) and

designations/job titles
(one blank line)
From: Writer’s name and designation/job title
(one blank line)
Date: Current date
(one blank line)
Subject: What the memo is about
(two blank lines)
First single-spaced paragraph: an opening that grabs attention and introduces the
purpose of the memo, the context and problem, and the specific assignment or task
(one blank line)
Second single-spaced paragraph: a body that explains the purpose and context in
greater detail; uses lists, if necessary, for easy digestion of information
(one blank line)
Third single-spaced paragraph: a closing that includes a request for action,
deadline, and reasons; ends courteously

For any type of professional document, the writer should also know the
mechanics or the conventions governing the writing aspects such as punctuation,
capitalization, the use of numbers versus figures, and abbreviations. Many academic
and business organizations, especially in the corporate community, have their own
style guides. Members of an organization may refer to these guidelines to ensure that
written communication reflects the professionalism and values of the organization. It
is best to find out what writing mechanics are followed by a company one is applying
to or joining, but students may also look for general guides to mechanics online,
which usually includes the following tips:
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 Spell out acronyms at first mention; afterwards, use the acronym, for example,
“The University of the Philippines (UP) prides itself on excellence. UP
students are…”
 Spell out symbols such as ampersands, for example, “and” not “&.”
 In general, spell out numbers from one to nine as words, and write the rest as
figures.

Here are some links to online style guides:

The Associated Press (AP) Stylebook: https://www.apstylebook.com/

Pearson’s “Mechanics of Writing”:

http://catalogue.pearsoned.co.uk/samplechapter/0131428993.pdf

Excerpts from the Modern Language Association (MLA) Handbook:

http://http-server.carleton.ca/~karmstro/essay/MLAHB2.htm

The Design Principles of Professional Writing

One final feature of professional writing is that it is very attentive to design

principles. Consider this question: what aspects or features outside of language and
content do you notice when you read a business letter, review someone’s résumé, look
at a poster for an event, or browse through a company website?
Good design elements are tied to the purposes of professional writing: not only
to persuade readers to take action on something (e.g., buy a product, hire the writer of
a letter, and fund a project), but also to record information clearly so that when it is
read or revisited, the key points will be easy to see. Various elements make a
document, website, brochure, or poster engaging. For example, choices as simple as
what size (A4, short bond, US legal), type (board, bond, craft), and quality (substance
20 or 24, 70 or 80 gsm) of paper to use matter, especially in résumé-writing, as will be
discussed in the third lesson of this chapter.
Another design element to consider is the use of negative space or white space.
Often overlooked, this is essential for allowing the audience to engage with the
content in an orderly, comfortable fashion. Also important is the proper arrangement
of content – not just the ordering of paragraphs, but the layout of this content on the
page. Specific font sizes, font choices and effects (e.g., bold, italics), and line breaks
should be used to highlight and foreground key information. Typography choices also
include considerations of the legibility of the typeface or font’s design, basically how
easy it is to read, to tell one letterform from another. It is best to choose typefaces
designed for the purpose of the professional document being written. For example,
basic and simple fonts like Times New Roman, Arial, Calibri, and Verdana are best
for business letters. In fact, most word processing programs will default to these easy-
to-read and professional choices.
Worksheet 1: Applying the Principles of Professional Communication

Revise Text A to improve its you-attitude and positive language. Make any
other changes necessary to improve the wording of the letter.
Text A
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Dear Mr. Jacob:

As per request of September 29, be advised that we have reviewed your balance
sheet and seller reference sheet. Based on this information, we have decided to
extend your credit to P50,000. Please be aware that paying beyond 30 days is not
negotiable and we will expect your compliance. We grant a 2.5% discount only if
you pay within ten days.

I am looking forward to your orders of our high-quality standard motherboards and

custom-designed wiring. Hoping for your continuing interest.

Yours,

Celeste Saveron
Credit Representative, Quill Electronics

The following is a form letter sent by a department to graduating students to

inform them that they are eligible to graduate and to ask them to participate in an exit
interview, which is a clearance requirement, that is, something necessary for them to
get their transcripts. Make all changes necessary to improve the letter’s “you-attitude”
and positive emphasis.
Text B

Dear Student:

In our review of students who hope to graduate, we saw your name and have
selected you to participate in an exit interview for majors of the Department of
English. We want to get feedback from you regarding your experiences with the
department. We will use this input to enhance the learning experience of future
students

We will assign you an interview schedule and venue very soon. We expect you to
be at the specified venue on time. If you do not attend this interview, you will not
receive the interview certification which is a clearance requirement. This means
you will not be able to claim your transcript and other records without this.

Make the following letter more professional by eliminating the overly personal and
sexist language. You should also correct errors in grammar, spelling, and punctuation.
Text C

Dear Sir,

Here are the information you requested about the various kinds of mutual fund
investments available through Celestial Life Insurance.

As a businessman, you know the importance of financial planning and setting aside
money for the future. But putting money in a standard savings account means that
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you barely keep up with inflation! With a Celestial Life Financial products, the
money you save will grow.

Whether you’re saving money to buy your wife the jewelry set of her dreams, to
spend on your son’s engineering education, or to pay for your daughter’s dream
debut, Celestial Life investments can help you and your family live life to the
fullest.

So, there we are. When you’re ready for a detailed analysis of our investment
options, When you’re ready for a detailed analysis of our investment options, just
call one of our salesmen to set up an appointment. He’ll help you choose the
financial plan and product that’s best for you.

Nice to be writing to you!

Cheers,

Paul de Ocampo
Sales Director

Revise the following off-putting and harshly worded memo.

Text D

Memo

To: The staff

From: Jaime Victoria, Department Manager
Date: March 23, 2017
Subject: A Big Mess

For several weeks now, eating and drinking have been strictly prohibited inside the
shared space of our department office at Pavilion I. You are not supposed to eat
your lunch on these premises!

Some of you still insist on doing this even when there is a pantry and dining area in
the office annex. As a result, the communal work tables and even the computer
tables are constantly littered with food wrappers, plastic utensils, and traces of
leftover food. There are wet spots all over these surfaces which are meant for
papers and other writing materials. This not only makes a big mess and makes the
tables unusable until they are cleaned, but it also creates an eyesore for everyone.

So, starting March 26, Monday, one additional table will be added to the dining
area. The storage area has also been cleared to make way for a second dining area
with three tables; it will be available for use on Monday a well. Use these areas and
stop making a mess, or else!

MODULE 11
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Intercultural Issues in Workplace Communication

This next lesson focus on several important cultural issues that relate to
corporate communication in local and global contexts. You will read essays on issues
of intercultural or cross-cultural communication in business. You will read critically
to answer certain questions that will help you explore your role as the country’s one
of the future professional.

Lesson Objectives:
By the end of this lesson, you should be able to:

 understand the importance of considering culture in workplace communication

in the twenty-first century;
 identify the cultural factors that influence intercultural or cross-cultural
communication; and
 apply the principles of effective intercultural communication in the writing of
professional correspondence.

Communication and the Twenty-First Century Workplace

In Unit 1, Chapter 1, the impact of globalization on communication was

discussed. In a study called “The Impact of Globalization on Cross-Cultural
Communication” the authors make the point that, “In a global environment the ability
to communicate effectively can be a challenge. Even when both parties speak the
same language there can still be misunderstandings due to ethnic and cultural
differences” (Matthews and Thakkar, 2012). The advances of mass media,
particularly telecommunication systems like email, text messaging, and social
networking sites means that people across the planet can communicate and share
information with each other. “The world is getting smaller,” says Gloria S. Chan
(1999) in her essay “Management Communication: An Asian Perspective,” and the
implication of this in terms of communication, is that people who speak different
languages or who come from different cultures will have to deal with each other. This
type of communication is called cross-cultural or intercultural communication.

Before-Reading Questions:

1. Have you ever engaged in intercultural communication? Describe what was

interesting and/or what was challenging about the experience.
2. List as many communication differences (even stereotypes) as you can about
the communication of people from the East versus the West. Think of
stereotypes about the communication styles of Americans, Europeans, Asians,
and Filipinos. Consider, for example, preferred communication strategies,
reliance on words vs. nonverbal signs to communicate, importance of the
written word vs. oral communication, how to say no, etc.
3. Why do you think it is inappropriate to use Philippine cultural expressions such
as “God bless!” and “More power to you!” in international business
correspondence? What problems might this cause?

Cultural Differences
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Having a multinational or cross-cultural team or partnership has benefits and

challenges. On the other hand, diverse cultures can mean a diverse knowledge base
and new approaches to solving workplace problems. On the other hand, certain ideas
may be at risk of being “lost in translation.” As Emy Pascasio (1999) notes, “Cross-
cultural faux pas result when we fail to recognize that persons of other cultural
backgrounds have different goals, customs, traditions, though patterns, and values
from our own.” While one way of behaving and communicating may be the norm for
one group, it can seem unusual or even cause offense to another.
Although not directly related to communication, one example of a cultural
difference that matters in workplace interactions is the value given to time. Pascasio
(1999) notes that “Americans value promptness. They generally make use of
schedules and evaluate each other’s behaviour in these terms.” This is also true in
Japan, where the trains – and people – are expected to arrive on schedule. However, in
the Philippines, “to arrive late is the norm rather than the exception and it has a
different meaning depending on how late one is, the circumstances of the meeting,
and how well one knows the person being met” (Pascasio, 1999). To elaborate,
according to a recent Inquirer.net article, “arriving one minute late will likely not
merit an apology, but one hour would” (Lasco, 2017). There is also, according to the
same article, a “politics of time,” wherein “Some can arrive ‘fashionably late’ because
of – or to assert – their importance” even in professional contexts in the Philippine
today.
Cultural differences are tied to language differences, that is, language and
culture go hand in hand. As Pascasio (1999) notes, “Language reflects the realities of
a given culture and affects the way its members define their experiences.” Language
can reflect how concepts like time, distance, color, pain, and so on are perceived
differently by people from different cultures. The pronoun system of the Tagalog
language, for example, has two equivalents of the English “we”: The term kami is
exclusive and refers to the in-group (and excludes the outsider), while the term tayo is
inclusive (Pascasio, 1999). Such a pronoun system suggests the Filipino value for in-
group loyalty. Philippine English, which was mentioned in a previous lesson, may
also be drawn on for examples of cultural-linguistic differences. English expressions
with meanings that are differently locally, will not be understood by non-Filipinos.
One must be wary then of using expressions like blowout (a treat), dirty ice cream
(local ice cream bought from street vendors), jingle (to urinate), or go down (get off a
vehicle) when conversing with non-local speakers of English.
Another example that is particularly pertinent to workplace communication is
how “no” is said or expressed by people from different cultures. In Western countries,
like the US, clarity is very important: this means communicating a refusal has to be
brief and direct. However, in many Asian countries, “more focus is placed on the
context of communication than the communication itself” (Kim, 2013) and a direct
“no” is considered unnecessarily harsh and off-putting. Speakers and writers from
these contexts thus find alternative or “indirect” ways of saying “no.” According to
Sean Upton-McLaughlin (2014), a Chinese-focused writer, editor, and business
consultant, in China, for instance, one method of saying no is, “to begin a refusal by
expressing one’s own embarrassment at the situation.” He says that the objective of
this is “to placate the person being spoken to and to give them an extra measure of
respect so as to not cause them to lose face or feel unappreciated” (Upton-
McLaughlin, 2014).
Many guidebooks for tourist or business purposes warn Westerners about
misunderstandings regarding the Japanese of saying “no.” In fact, a book entitled
Doing Business with the New Japan (2008), lists sixteen ways of avoiding saying
 76

“no”; these ways include tangential responses, counter questions, a conditional “no,”
or silence. This and other practices, such as nodding “yes” during a conversation to
indicate attention to what the conversation partner is saying rather than agreement
with what he/she is saying, may be explained by the Japanese value wa or maintaining
interpersonal harmony over frankness (Hodgson, Sano, & Graham, 2008). Sometimes
a linguistic difference may be at fault, such as when an American boss makes a
request and asks “Do you mind?” and the Filipino responds with a yes, to mean a
willingness to do the errand and not “Yes, I mind” (Pascasio,1999).

After-Reading Activities:

1. Can you think of other concrete examples of how language reflects culture?
Research and list your own examples of words from different languages that
express concepts important to people who speak those languages (for
instances, you may have already heard of the example of how many words
there are in Filipino related to “rice,” e.g.,palay, bigas, kanin, sinangag,
tutong).
2. Can you think of any other situational examples, not necessarily in the
workplace, wherein this cultural difference caused a misunderstanding?
3. Search online for the essay “Saying ‘No’ in China” by Sean Upton-
McLaughlin on the website The China Culture Corner
(https://chinaculturecorner.com/). List the five other methods of saying “no” in
China as enumerated by the author.
4. Search online for the essay “How Asians Say “No” Without Saying it” by
Jasper Kim. List the five ways of saying “no” enumerated by the author.
5. Consider whether or not, in your own experience, these methods are also used
in the Philippines. For example, think of how, in general, Filipinos respond to
RSVP requests when they do not plan to attend an event or the typical way of
“saying ‘no’ without saying it” to a vendor when a Filipino buyer finds the
price of an item to be too high.

Effective Intercultural Communication

By now, it should be clear how important it is to be culturally aware and

culturally sensitive when navigating intercultural communication. The key is to be
aware of the existence of cultural differences and managing such differences. Here are
two or more cultural differences that affect communication between those from the
East and West, along with some suggestions as to how to find a middle ground.

Directness Versus Circumlocution

As mentioned earlier, brevity, clarity, and directness of communication are

favored in American and British cultures. As Chan (1999) explains it, “this means that
a message, an idea, a request, etc. should be conveyed to the audience or recipient
clearly and in as few words as mandatory.” For example, when communicating a
refusal or rejection to Westerners, Asians should avoid circumlocution or indirectness
and instead, state a polite yet clear “no.” On the other hand, a Westerner
communicating with someone from Asia should be aware of the latter culture’s
valuing of interpersonal harmony or smooth interpersonal relationships (abbreviated
as SIR). For instance, when an American communicates in a typically direct way to a
Filipino, this can be viewed as too “brutally frank” an approach, according to Pascasio
 77

(1999). Pascasio paraphrases Frank Lynch’s definition of SIR as “a facility at getting

along with others in such a way as to avoid outward signs of conflict” (Pascasio,
1999). The American who is aware of the value of SIR can then make an attempt to
both clearly convey a rejection but also “soften” this with buffers, for instance an
explanation or good news preceding the outright “no.”

Personal/Friendly Language Versus Respectful Language

Chan (1999) calls attention to the emphasis in Western contexts on using

friendly and personal – rather than impersonal – language in the workplace.
Employers and employees are encouraged to use personal pronouns such as I, you,
me, and we in writing; she says the objective of this is the establishment of rapport
between communicator and audience” (Chan, 1999). For example, in American
workplaces, colleagues are encouraged to use first names when conversing with each
other and even with their employers. However, in Asia, the use of formal titles is a wa
of showing respect for someone considered superior – “in age, economic status,
education, profession” (Chan, 1999). In the Philippines, for example, the dropping a
title in favour of using the first name of someone older and higher in rank is
considered rude or disrespectful. Pascasio notes that “informal addresses are used
only with peers pr those of lower status such as the rank and file” (Pascasio, 1999).
Speakers from this context are therefore conscious of addressing people with titles or
labels such as Boss, Doctor, President, Attorney, Manager, Judge, Engineer,
Commissioner, and Professor (Pascasio, 1999; Chan, 1999).

For intercultural communication to be effective, writers and speakers from both

Eastern and Western contexts should be familiar with these conventions. They may
either adjust to the culture and mode of address of the other or choose to not take
offense because they understand that drives the linguistic convention. One final
example is the effusive and sometimes exaggerated humility displayed in the
professional correspondence of Filipinos, as seen in the phrases “your good office,” “I
will be eternally grateful for your assistance,” and the ubiquitous “more power to
you.” A Filipino writing to an American may choose to omit these, knowing it is
unnecessary and even confusing for the American reader. An American writing to a
Filipino should also know that, according to Alzona Encarnacion (quoted in Pascasio,
1999), “Bluntness or brusqueness of speech is frowned upon, being regarded as a sign
of ill-breeding” and as such, can make an effort to extend more courtesy in his/her
writing.

Synthesis

Gloria S. Chan says that intercultural communication is more challenging than

intracultural communication because there is greater mastery of one’s own language
and culture. Yet for intercultural communication to be effective, adaptations to a
culture different from one’s own are necessary. One also needs to “abide by the
cultural norms and standards English imposes on the users of language” (Chan, 1999).

Reading Task:

For more information about the subject, search online for the essay “3 Situations
Where Cross-Cultural Communication Breaks Down” by Ginka Toegel and Jean-
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Louis Barsoux on the Harvard Business Review website (https://hbr.org). Then,

answer the questions that follow.

After-Reading Questions:

1. List or identify the three situations detailed in the essay and explain them in
your own words.
2. Are there any equivalent examples you can give from the Philippine context?
3. Which of the suggested solutions for each situation do you think would work
well for Filipinos? Discuss why.
4. Look up the Filipino value of pakikisama and the practice of using a “go-
between” during times of conflict. How do these influence communication, in
general? How do these influence communication in the workplace? For
example, consider how decisions are made and how disagreements are
expressed.
5. What key vales do you think influence these observed differences?

Synthesis Activities

1. Why is it important to be culturally sensitive in the workplace?

2. Why do we need effective communication skills for the profession?
3. Consider the following and then counter the four claims made: Some people
think that they do not need to learn to write well to succeed professionally.
They figure that (a) once they become managers, there will be other people to
do their writing for them, like secretaries or assistants, (b) that there are jobs
that do not require writing at all, (c) that they can use form letters and
templates, or (d) that they can avoid writing altogether by just calling up or
meeting with people they need to communicate with.

Simulating the Philippine Workplace

In this chapter’s third and final lesson, you will apply the principles of the first
two lessons. You will review the general principles of workplace communication by
writing several workplace documents: memos, business letters, and emails. The
exercises will be drawn from your realm of experience but will be geared toward your
future in the workplace. In line with this framing, you will then learn about the job
application process, from the writing of effective cover letters and résumés, to the job
interview process. You will also evaluate samples of these different workplace
documents.

Lesson Objectives:

By the end of this lesson, you should be able to:

1. construct basic workplace documents based on the principles of

corporate/professional communication;
2. write an effective cover letter and résumé based on the guidelines for the job
application process; and
3. effectively introduce oneself and answer questions in a scenario simulating the
job interview.
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Professional Correspondence

Lesson 1 of this chapter already introduced the basic format for memos and
letters and gave examples that you were asked to revise. This section will provide
additional tips, evaluation exercises, and composition exercises for memos and letters.
It will also discuss the principles guiding email communication in the workplace,
followed by an email evaluation and writing exercise.

Memos

The memo follows a specific format designed for internal communication (see
the template in Lesson 1). It tends to be brief (one page is usually enough), and its
content is arranged into paragraphs, typically just one to three. The memo’s subject
line is of prime importance. Like a title, it “aids in filing and retrieving the document,
tells the readers why they need to read the document, and provides a framework in
which to set what they are about to say” (Locker and Kienzler, 2013). Good-news
memos and letters can highlight the good news in the subject line, but bad-news
letters and memos should have a neutral subject line. A good subject line is specific,
concise, and appropriate to the kind of message. The examples that follow, based on
similar ones in Arinto (2009), illustrate the differences between ineffective and
effective subject lines.

A. Too general: Training Seminar

Better: Dates for 2018 Training Seminar
Or: Schedule of Training Seminar on Conducting Interviews
B. Wordy: Survey of Student’s Preferences Regarding Course Offerings
Better: Student’s Course Offering Preferences
Or: Survey of Students’ Course Preferences

Worksheet 1: Memo

The exercises in this worksheet ask the students to evaluate several subject
lines, to read and evaluate a sample/model memo and to write their own memo.
These activities may be done individually or by group.
For each group of subject lines provided, encircle the letter of the best
subject line. Explain the reason for your choice by comparing it with others that
you did not choose.

A. Subject: We will have an important meeting about the Proposed GE

Reform on Monday at 10 a.m.
B. Subject: Proposed GE Reform Meeting on Monday at 10
C. Subject: Meeting

A. Subject: How to enter Bibliographic Information on Zotero

B. Subject: Bibliographic Entry, Instructions for Zotero
C. Subject: Entering Bibliographic Information

A. Subject: New Employee Benefit

 80

B. Subject: Tuition Reimbursement Will Now Be Offered to Employees

Who Take Work-Related Classes and Earn at Least a 3.0
C. Subject: New Tuition Reimbursement Policy

A. Subject: When You Can Deduct the Cost of a Conference Meal

B. Subject: Attendance at Conferences
C. Subject: Reimbursement Procedures for Conference Meals

A. Subject: Your Report of August 14

B. Subject: Progress on Joint Venture Projects in Singapore
C. Subject: Problems with Joint Venture Projects in Singapore

Read the sample memo provided here on permission procurement, which is

based on a similar example about a proposed Casual Friday program in Guffey’s
Writing for Business Audiences (2011), and evaluate its merits by answering the
guide questions that follow.

Star Power Data Associates

MEMORANDUM

To: Raissa Mendoza, Coordinator of Employee Relations

From: Sherwil Jose, Manager, Legal Support Services

Date: June 24, 2012

Subject: Reactions to Proposed Daycare Facilities

Here are my reactions to your inquiry in your memo of June 21 about the
possibility of setting up a daycare facility within the college premises.

 Establish a daycare center? I agree with you that there is a need for this.
In my department as well as we have a large number of employees with
young children. They have also expressed their desire for such a facility
for days when they have no option but to take their children to work. I
think setting up a center and program could definitely benefit the
company.
 Use the old employees lounge? That is a good suggestion as the space is
currently being underutilized as you pointed out. However, it will take
some time to clean and refurbish the room, perhaps to weeks.
 Guidelines for its use? I believe that a list of rules should be drafted and
that you and your team are the ones best informed to write this. I and
other senior officers can then review it. We must establish a secure and
 81

comfortable daycare center for employee’s children. We should also

make sure that the establishment of this will not cause any work
disturbances.

A daycare center guidelines or its use can be beneficial and improve employee
morale. We should get started immediately in setting it up and drafting the
guidelines. Let me know if I may assist you further in any way.

Guide Questions:

1. Why is the subject line effective?

2. What function does the opening paragraph serve?
3. Why is the main paragraph arranged with bullet points?
4. Why are some passages in boldface?
5. How does the memo close?
Imagine that you are Raissa Mendoza, the coordinator of Employee Relations at
StarPower Data Associated. Write a memo addressed to the employees of the
company, announcing the establishment of the daycare Center. Yu may use the memo
provided here as a guide for the information to provide.

In this memo, you should:

 inform the employees that the Center will be up and running in a month’s time;
 briefly describe the details of the daycare center;
 inform them that there will be an official set of guidelines based on the advice of
Sherwil Jose, manager of Legal Support Services, and will be made available
to all; and
 make a point about the importance of following these guidelines for the security
of the children and the maintenance of a professional atmosphere.

Business Letter

The business letter, like the memo, should be clear, concise, and organized.
Typically, it contains a brief introductory paragraph establishing the context and
purpose of the letter, a middle section conveying details of the message in a logical
sequence, and a brief concluding paragraph patiently requesting action, thanking the
reader, or providing any additional pertinent information.
While the main message should be the focus of the letter, it is important to write
effective openings and closings. Openings should be clear and direct, that is, they
should immediately tell the reader the purpose of the letter. The following two
examples show the difference between an indirect and a direct opening.

Indirect: Thank you for your email of May 11 in which you inquired about the
availability of sprinkler part H640B.

Direct: you will be glad to know that we have an ample supply of H640B parts.

The closing or concluding paragraph wraps up the main points while building
goodwill via what is called a positive or forward-looking final message. For example,
writers can say, “I’m glad to have been of help,” “Feel free to call me again,” or “I
 82

look forward to… [working with you, receiving your application in the next call for
proposals, etc.].”

Worksheet 2: Business Letter

The exercises in this worksheet ask the students to evaluate and revise openings
and closings in business letters, and to write their own business letters. These
activities may be done individually or by group.

For numbers 1 and 2, indicate which of the following entries represents an

effective direct opening. For number 3, revise the opening to make it more direct. Add
information if necessary.

(1)

A. Yes, the Enterprise Cruise Club is planning a 15-day Caribbean cruise

beginning September 20.
B. This will acknowledge receipt of your letter of December 2 in which you
ask about our Caribbean cruise schedule.
(2)

A. We sincerely appreciate your recent order for plywood wallboard panels.

B. The plywood wallboard panels that you requested were shipped today by
Jolly-Bee Cargo Express and should reach you by November 28.

(3)

A. Pursuant to your letter of February 10, I am writing in regard to your inquiry

about whether we offer our Star Wars umbrella in other colors besides green
and blue. This unique umbrella is a very popular item and receives a number
of inquiries. The light saber umbrella is the ultimate geek chic, cool
accessory! It is 45” long and has a built-in LED light-up feature that allows
the user to choose between green or blue!
B. At this time, the Star Wars umbrella we are offering is available in the
colors green and blue.

The following concluding paragraph in response to a claim letter (or letter of

complaint) has problems in its tone and emphasis. Revise and improve it.

A. As a result of your complaint of October 10, we are sending a replacement

shipment of laser printers by Orient Express. Unfortunately, this shipment
will not reach you until October 19. We hope that you will not allow this
troubling incident and the resulting inconvenience and lost sales you
suffered to jeopardize our future business relations. In the past we have been
able to provide you with quality products and prompt service.
B. You are the executive assistant of Rebecca Katigbak, at Quill Publishing
House. She asked you to order a new set of plates, glasses, saucers, spoons,
and forks, etc. from Cutlery, Inc. for the Executive Committee’s dining
room. The set you chose had gold- and silver-colored edging. However,
 83

while you were out on your coffee break, the set was delivered. When you
opened the box containing the dinner service, you discovered that the
metallic-colored edging was flaking or peeling off. One cup had a chip on
its rim, and one fork had a bent tine. The goods are unacceptable in this
condition, and you have an important meeting in five days’ time, so you
urgently need a new set. Write a letter to the Cutlery, Inc. asking them to
arrange for and send a replacement.

Work Email

Many companies today use emails as an alternative to memos. As Mary Ellen

Guffey (2000) notes in Essentials of Business Communication, email messages and
memos are “standard forms of communication within organizations” and “will
probably become [the] most common business communication channel.” Email
messages have several advantages over print communication: they allow professionals
to send, forward, and receive many messages quickly and efficiently, and they are
designed for simultaneous circulation. Messages may also be organized easily in
electronic “folders” for later reference and replies. Emails are eco-friendly, as large
documents may be sent economically and without using paper resources.
The use of emails comes with challenges, however. Because of the ease of
sending, one click of the “send” button for a message that contains factual,
grammatical, or typographical errors, may result in the writer’s loss of credibility.
Emails produce a permanent record, so writers should be aware of the dangers of
messages travelling to unintended recipients. According to Guffey (2000), even when
deleted, emails “can remain on multiple servers that are backed up by companies or
Internet service providers.” Moreover, in sensitive situations, emails are not as
effective, as they are only partially able to convey the writer’s attitude or emotions.
Like memos and business letters, email messages should be warm and friendly,
but not too conversational, emotional, or intimate. The goal is a professional tone –
neither too formal nor too conversational. There are guidelines specific to email
correspondence. The term “netiquette” refers to etiquette on the Internet or the
acceptable ways of communicating on Internet platforms. Various netiquette guides
are available online. Here are some links to a few of these:

Netiquette links:

 http://email.about.com/od/emailnetiquette/tp/core_netiquette.htm
 http://www.businessinsider.com/email-etiquette-rules-every-professional-
needs-to-know-2016-1

Workplace emails still follow the standard format, minus the automatic components:
email systems automatically insert the date of incoming messages and the name and
email address of the sender. The writer inputs the name and email address of the
recipient, as well as the subject which, as in memos, should summarize the central
idea of the message. Work emails have salutations that use the colon at the end, but
in certain contexts when sender and recipient have a close working relationship,
titles are dropped and first names are used. Paragraph organization is the same as for
memos and letters, and the information given should be only what is necessary.
Opening fillers (there is, it is), long lead-ins (I am writing this memo to inform you
that), and wordy phrases (because of the fact that) should be avoided. Lastly, it is
best to compose emails offline or to at least proofread the message before sending it.
 84

Worksheet 3: Email

These exercises focus on the specific challenges of workplace emails.

 What email address do you most frequently use?
_______________________________
 Do you think it is an effective one for professional email
correspondence? A professional email is neutral and should typically
consist of your name or initials. Avoid email addresses that are too
playful and “cute.” If you present email address is not professional-
sounding, provide an alternative one here:
___________________________
 Do an Internet research of the meaning of “cc” and “bcc” fields in emails.
Why should you be particularly wary about these email features?
_______________________________
 Write an email to a workplace supervisor regarding a report on the use of
the Zotero, a bibliographic manager app. You have been assigned to learn
how to use this app to input the company’s library files. You have also
been asked to prepare a report outlining the use of this app and your
progress so far. In this email, you should:

1. Provide an update on the information you have gathered: you have created a Zotero
Standalone account, have learned how to input entries, and have managed to input
25% of the company’s files.
2. Ask for the deadline of submission to be extended by one week.
3. Explain why you need more time.

The Job Application Process

This section covers documents and guidelines specific to one area of

workplace communication: the job application process. First, the two main
professional documents are discussed in detail. Then, guidelines and tips for
taking part in a job interview are outlined. Finally, preparations required for the
mock job interview are provided.

Cover Letter and Résumé

The first two workplace documents any person has to accomplish upon or
even before graduation are the cover letter (or letter of application) and the
résumé. This section gathers guidelines and examples from Arinto’s English for
the Professions (2009), Wallace’s Adams Media Résumé Almanac (2005), and
Write for College: A Student Handbook, written and compiled by Patrick
Sebranek, Verne Meyer, and Dave Kemper (1997). These references contain
explanations of the form, function, and features of these two documents, as well as
evaluation and writing exercises.
A cover letter is a “letter you write to a prospective employer to persuade
him/her to give you a job” (Arinto, 2009). It literally covers or goes on top of the
 85

applicant’s résumé. It is typically just one-page long, with a message conveyed in

about three to five paragraphs. Different companies may specify different
formatting requirements for this, but most will be printed on short, 8.5 x 11-inch
bond paper, ivory or white in color, and about 70 to 80 gsm.
The cover letter is formatted like a business letter, but it has its own specific
challenges. It is very important that the cover letter does not contain mistakes
when it comes to the information about the company and prospective employer.
The applicant should find out the full name, position, and preferred title of the
addressee – sometimes the employer, sometimes the head of a Human Resources
department. The message should provide adequate information about the position
being applied for, the top qualifications of the applicant (highlights of the résumé),
how the applicant stands out from other applicants, and contact information of the
applicant. In a cover letter template constructed by Richard J. Wallace (2006) in
the Adams Cover Letter Almanac, he provides a summary of the kind of
information that should be included in each section of a cover letter.
First, the date and inside address should be provided, the latter including
the contact person’s name and position, as well as the company name and its
address. Like in other business letters, that salutation should begin with the word
“Dear,” followed by the appropriate courtesy title (e.g., Mr., Ms., Dr., Prof., Atty.,
Engr., Hon., etc.) and a colon. In the first paragraph, the applicant should
immediately state an interest in the specified position as well as give reasons, for
example, background, as to his/her suitability as a candidate. The first paragraph
should be kept short – no longer than a page or half a page.
In the second paragraph, qualifications should be supported with concrete
and specific details, such as highlights from the applicant’s résumé. The
applicant’s interest in the company should be emphasized further with details that
call attention to the fact that he/she knows the firm, field, or industry well. In the
closing paragraph, there should be a request for an interview or some form of
follow-up action. It helps to provide contact information or mention the option of
calling or sending an email to arrange an interview at a convenient time for both
parties. The complimentary close should be formal (e.g., “Sincerely,”
“Respectfully,” or “Very Truly Yours”).
Next, Locker and Kaczmarek (2009) define résumé as a document attached
to a cover letter to serve as “a persuasive summary of your qualifications for
employment” (as cited in Robinson-Easley, 2013). Ideally, unless one is applying
for a top-level position, one page is adequate, especially for fresh graduates. Less
important content should be trimmed or omitted in order to fit the more important
achievements into a single page. When there is more than one page, each page
should have the applicant’s name and a page number for easy reference. The type
of paper used is the same as for a cover letter.
There are many different ways of writing a résumé depending on the
requirements of the job, but only the three main types will be covered here. The
chronological résumé is the traditional and most accepted résumé format. Items
are listed in reverse chronological order, with the most recent work or schooling
first. Names, dates, and places of employment are listed, and education and work
experience are grouped separately. This is used when there are no large gaps in
the applicant’s work history and if his/her education and previous work
experience relate to the current job objective.
The second type, the functional résumé focuses on the skills and talents
developed by the applicant and does not emphasize job titles, employer names,
and dates. This is used when there are gaps in the writer’s work or study history,
 86

when such experiences are not that relevant to the position for which he/she is
applying, and when the writer wishes to combine experiences from paid jobs,
activities, volunteer work, and courses to show he extent of his/her experience in a
particular area.
Finally, the chrono-functional résumé, as the name suggests, is a
combination of the two types: It chronologically lists job history and education but
also allows the applicant to highlight certain marketable qualifications. This is
used by fresh graduates who have some job experience and by those who are
returning to work or are changing careers.
For recent college graduates, education should appear first and be outlined
in detail. For example, degrees, honors, special awards, relevant courses or
projects should be listed. Experience should only be listed first when the applicant
has had at least two years of full-time career experience. For chronological
résumé, the dates of employment and education are on the left of the page, while
the companies worked for and schools attended are a few spaces to the right of the
dates. Job experience should be listed in reverse chronological order, with the
most recent job emphasized the most. An applicant may also slant past
accomplishments toward the type of position he/she hopes to obtain.
Some companies like to see personal date of the applicants, such as their
interests, hobbies, and sports. A concise reference to commonly practiced
activities such as sports can prove to be an interesting conversation piece during
an interview. The key word is “concise” – such data should be kept very brief, to
lines at the most. Details like the applicant’s weight, height, or marital status are
irrelevant and should not be included.
When including references, there should be at least three listed. These are
people who can speak well of your abilities – usually former teachers or
employers. Ask for permission to cite them as references and list complete and
accurate information about their job titles and contact details.
Lastly, an effective résumé should also look good, with effective use of
white space, and other typeface features (e.g., font size, bold). Information should
be neatly divided into clearly labelled sections for education, experience, and
other major categories of professional qualifications. There should be no
typographic or mechanical errors in spelling, capitalization, punctuation, and
grammar.

Worksheet 4: Cover Letter and Résumé

These exercises offer additional tips, guidelines, and practice in cover-letter

and résumé writing.
Employers use résumés to decide whom to interview. The search
committee skims résumés, and each one may get a quick glance of 30 to 60
seconds at the most. So, be sure to present information in a concise manner.

1. Provide the tight version for the items given here.

Wordy: Member, University Debate Team, 2013-14

Member, University Debate Team, 2014-15
Member, University Debated Team, 2015-16
Captain, University Debate Team, 2015-16
 87

Tight: _______________________________

Wordy: Over a period of time, the course of the months of December 2014
and January 2015, I completely revamped the inventory system at my
workplace, which ended up resulting in a total final savings of a large amount
of money, roughly around P15,000. This also made it considerably easier for
people, not only myself, but also my co-workers at the store, to perform tasks
around the office efficiently under the new arrangements.

Tight: Dec-Jan 2014: ________________

_________________________________

2. Provide specific and relevant details rather than vague and trivial ones.
Talk about how many people you trained or supervised, how much
money you budgeted or raised, and what aspects of a project you
handled. For the exercise that follows, state why concrete details are
more effective.

Vague details: Sales Manager, The Naga Chronicle, Naga City, 2014-15.
Supervised staff: promoted sales.

Concrete details: Sales Manager, The Naga Chronicle, Naga City, 2014-
15. Supervised 25-member sales staff; recruited, interviewed, and selected
staff members; assigned tasks and configured work schedules; recommended
top performers for promotion. Motivated staff increase sales by 5% over the
previous year.

3. To create a dynamic image, choose verbs or gerunds (the –ing form of

verbs) over nouns.

Noun: Chair, Income Tax Assistance Committee, Tayabas, Quezon,

2014-15. Responsibilities: recruitment of volunteers; flyer design,
drafting, and distribution for marketing of program; speeches to various
local community groups and homes for the aged to advertise the service.

Verbs: Chair, Income Tax Assistance Committee, Tayabas, Quezon,

2014-
15.Responsibilities:___________________________________________
__________________________________________________________
_________________________________________________

4. The documents on the following pages are two error-filled documents: a

cover letter (Text A) and a résumé (Text B). Identify the errors and then
revise them by correcting the errors in format and mechanics, grammar
and spelling, organization, layout, and design. Also, make sure to spell
out acronyms, and explain Greek-letter honor societies, unusual job
 88

titles, or organizations that may be unfamiliar to the reader.

24 April, 2011

Dr. Anna M. Rodriguez

Chairman, Department of English and Literature
College of Arts and Letters, university of the Philippines
Diliman, Quezon City

Dear Ms. Rodrigues:

I am writing to express my interest to return to teach at the Department

of English and Comparative Literature (DECL). A former colleague informed
me of the current availability of positions there. In line with this, I would like to
request for your consideration of my application.

I served for six and half years as an instructor with your department and, in the
four years since I left, I have grown in experience as an educator and a scholar.
I am close to completing my PhD in Literary studies from NUS, my dissertation
on rewritings of Charles Dickens’ “a Christmas carol” is currently pending
examination. At NUS, I served as a teaching assistant for 4 sems at the
Department of English Language and Literature (DELL), teaching Introduction
to literature (EN1101) and Film and other cultural Texts (EN2102). I
concurrently took modules in areas such as literary theory, cultural studies, the
analysis of discourse & lots of other stuff. I also have a background in creative
writing, my undergraduate major, and in English language studies, which was
the focus of my work for a master’s degree. And I am trained in professional
education and have received favorable evaluations from my students both I UP
and NUS. Given my teaching experience, academic advancement, and excellent
capabilities, I believe I am suited for a position with the DECL

Attached in this application are supporting documents which includes my

résumé, undergraduate and graduate transcripts, evaluations of students, and
sample syllabuses for subjects I have taught. I am very much willing to come in
for an interview. Hoping for kind consideration. Thank you very much.

Thanks,

ARSCruz
Aurora Roja S. Reyes
PhD Candidate, National University of Singapore

Janina Mae E. De la Cruz

123 Talulah Craft Road,
 89

Brgy. Quill, Quezon City

Contact:5678910/[email protected]

Education
College (1995-19992012-08) UNIVERSITY OF THE PHILIPPINES (UP)
DILIMAN, QUEZON CITY

Bachelor of Arts in English Studies, Major: Creative Writing

cum laude

Highschool (2005-08) PHILIPPINE SCIENCE HIGH SCHOOL (PSHS)

DILIMAN,
QUEZON CITY

Full scholar

elementary (2000-05) UNIBERSIDAD DE STA. ISABEL NAGA CITY

Consistent honour student
Class officer consistently
I was a contestant in our school’s declamation contests and quizbees.

Preschool (1998-1999) JUMEL’S LEARNING CENTER (JLC) NAGA CITY

Awarded for outstanding achievement
Winner, cutest Halloween costume
Award for psychomotor skills

Work Experience
Summers
2008-10 DEVELOPMENT ACADEMY OF THE PHILIPPINES
(DAP)
Documenter of conference and seminar proceedings.
Edited final copy.

Summers
2010-12 PENN FOSTER/LEARNING SERVICES, INC.
Tutor/instructor for Practical English. Served as
correspondence staff.

Part-time
2005-08 BOOK SHOP CENTER, INC.
Clerks, shelf-stocker, and other miscellaneous duties on the shop.

Interests Aerobics, music, and manga-drawing

References Personal references available upon request

5. Write your own cover letter and résumé. Begin by looking for
something you can apply for. As you are still studying, you may wish to
apply for an internship program, scholarship, or student-assistant
position. Alternatively, with the guidance of your teacher, you may
 90

imagine yourself to be a college graduate with some related work

experience (done during summers), applying for your dream job. Look
for actual internships, scholarships, or job notices, to use as a basis for
your application.

Job Interview

If the employer or hiring personnel like the overall picture presented by a

cover letter and résumé, closer picture. They will then ask the applicant to come in
for a job interview. Job interviews can vary from structured or formal with a set of
specific questions to unstructured with more freewheeling conversation. Among
several other types of interviews, the following are the most common:

 The traditional one-on-one interview – The candidate is interviewed by one

person.
 The panel interview – The candidate is interviewed by a group or panel.
 The group interview – The candidate is interviewed along with fellow
candidates.
 The stress interview – The candidate is asked a series of difficult and
intimidating questions to see how he/she handles stress.

It is best to find out ahead of time which type of interview to expect and to
prepare appropriately for this kind of interview. It is normal to be nervous, but there
are ways of reducing this interview fear.
The best way to fight nervousness is to be well-prepared for the interview. The
following are some general tips for preparing for an interview.

Before the Interview

Have the right mindset. Remember that the primary goal of the interviewer is to
learn whether you have the skills, training, experience, and interest necessary to fulfil
the requirements of the position. Answer their questions honestly so that you may
both find out if you can meet the company’s needs.

Research. Gather information about the company you are applying to so you can
adjust your responses to fit that company. Find out specifically about the company’s
leaders, its mission and vision or business philosophy, its products, services, or
customers, and its competition. Based on this, think about your goals, strengths, and
weaknesses. Think about why the company would be interested in you. Finally, think
about what the job involves in terms of duties, hours, wages, and opportunities for
advancement.

Know the typical questions asked. Below is the table of questions collated from
various sources but mainly based on those from The Professional Development
Seminar Junior and Senior Course Workbook (Nicholls College Professional
Development, 2007). You should practice by preparing responses for these general
types of questions.
Getting-to- Tell me about yourself. What was your course and major in
know-you college, and why did you choose it? If you could do it over
questions again, would you stay in the same field? Why? What are your
greatest strengths? What are some things you enjoy doing in
 91

your spare time? What are your hobbies, sports, or interests?

Questions about What specific qualifications do you have for this job? Can you
your talk about your previous work experience, whether part-time
qualifications jobs or internships? What were your biggest achievements in
college? Why should we hire you when there are other
applicants with better credentials or more experience?
Forward-looking Where do you see yourself five years from now? If you were
questions hired for this position, what would you do to ensure that you fit
in? Do you plan to continue your education?
Tough questions What are your weaknesses? Is there anything you would like to
change about your personality? What is this and why? How did
you prepare for this interview? Do you feel you achieved the
best grade-point average of which you were capable in college?
Have you ever faced an ethical dilemma? What did you do and
how did you feel about it? If a superior gave you specific
instructions to do something in a particular way, and you knew
that way was wrong, what actions would you take?
Questions about What kind of salary do you expect? How much did you
money previously earn? How much are you presently earning? By age
_____, how much money do you expect to earn? Can you take
a pay cut from your current (or previous) job?

Know what questions are illegal. According to the Business Insider Australia,
employers cannot ask about your relationship status, disabilities, how much alcohol
you drink, whether you have ever been arrested, your religious preference, whether or
not you have children, birth control practices, living arrangements, whether you own
or rent your home, your weight and height. None of these are relevant to the job you
are applying for (Giang, 2013).

You may choose to answer the question if you feel it is harmless, and deflect the
question tactfully (e.g., by asking what it has to do with the responsibilities of the
position).

Prepare your own questions. Interviewers typically ask the applicant if he/she has
any questions. Take the opportunity to ask about your duties, what is like to work in
the company, what training programs are available, and if there are possibilities for
promotion from this position, etc.

Practice, practice, and practice.

During the Interview

Arrive early and present yourself well. Be on time, even 5 minutes early, so that
you have time to compose yourself before you step into the interview room. Introduce
yourself to the office staff and say why you are there. Complete forms neatly and
quietly. Greet the interviewer confidently with a handshake, look him or her in the
eye, and try your best to seem at ease (via small talk, if necessary). Listen carefully to
what he or she says.
 92

Smile, make frequent eye contact, and control your body movements. Sit erect,
leaning forward slightly. Keep your feet on the floor. Sound enthusiastic and
interested – but sincere.

Be clear. Answer questions clearly and briefly. Restate questions in your own words
if you are unsure about what the interviewer means. State your strengths and how you
use them.

Wait for the interviewer to officially signal the end of the interview. You may ask
at this point, what action will follow or when you will be contacted. Then, thank the
interviewer for considering you for the position.

Mock Job Interview

The script provided here is designed for the course instructor’s use. The teacher
will set a schedule for each student to participate in a mock job interview for the
position specified in his or her cover letter. Each interview should last from 6 to 7
minutes, with 3 minutes for feedback.

Instructions for the Teacher:

Set up an interview room, even the classroom, to look like an office. Ensure that
the room is quiet and that only one student/candidate enters at a time. You may assign
another student to act as executive assistant who will signal when the next student can
enter.

Note: if conditions allow this, you may instruct students to come to the
interview in professional attire.

Have the student’s résumé and cover letter on hand and write in the interview
note sheet whether the student is applying for an internship, scholarship, student
assistant position, or a work position.

Select appropriate questions from the interview script and write these down on
the space provided in the interview note sheet. There are two choices for each main
section. Vary the combination of questions you ask the students (even tweak these, if
necessary). Write down the selected combinations in the interview note sheet beside
each student’s name, for example, for an internship, write: 1. A, C, F.

Read the feedback/rating rubric ahead of time. Listen carefully to the

interviewee/student, and take minimal notes – just enough to be able to give feedback
after the interview.

Immediately give the student feedback.

Instructions for the Student:

Arrive on time for an interview, and enter the room when you are signaled to do
so.
 93

Behave as if this were a real job interview. Do not lose focus or act out of
character. Do not address your teacher as if you know him/her. Pretend you are
meeting him/her for the first time.
After the interview, listen carefully to the feedback you are given, and take notes
if you wish.

Interview Script:

(Candidate enters.)

Good morning/afternoon. Please have a seat.

I’m ___________. And you are…?

Thank you, ________________. We don’t have much time, so this is going to be a

very short interview. I have just three questions for you.

To begin, I’d like to talk about…

Internship Scholarship Work Student

Assistant
A....your major. A. … your extracurricular A….work A…. leadership
activities. styles.
What are you Do you see
majoring and why Tell me about an Do you prefer yourself as a
did you chose it? organization you belong to work by leader or a
to or an activity you have yourself or with follower?
participated in outside of others? Why?
academics.
B. ... your B…. your favourite B…. your B…. your
hobbies and subject. hobbies and related
interests. interests. interests.
Tell me about your
What are some of favourite subject and why What are some What made you
the things you you enjoy it. of the things interested in
enjoy doing in you spare time? applying for
your spare time? this position?

Let’s move on and talk about your qualifications.

Internship Scholarship Work Student Assistant

C. Tell me about C. Tell me about C. Tell me about C. What do you
why you think your major your part-time jobs, consider to be your
you are the right academic internships, or other major achievements
candidate for achievements. related experiences that relate to the
internship. that qualify you for tasks you will do
this position. here?
D. How have D. How do you D. How do you D. How are you sure
your leadership think you stand think you stand out that you are suited
experiences out from other from other for this position?
prepared you for applicants? applicants?
 94

this internship?

Finally, I’d like to find out a little bit more about how well suited you are for this
position.

Internship Scholarship Work Student Assistant

E. How do you E. Can you relate an E. What do E. If you could
think you will incident in which you you want the change one thing
benefit from this faced an ethical most from this about your
internship? dilemma? How did job? personality, what
you react? would it be, and
why?
F. How do you F. What can you F. What do F. You will have to
plan to use this offer this university you see as work with other
internship and your home your biggest people here.
experience in your university as a weakness? Describe how well
future career path? scholar? you do as a team
player.

Thank you very much for coming in. that is the end of the interview. Do you
have any questions?

We will have to get back to you on that in writing, but thank you for your
interest. We’ll be in touch in a couple of days.

(Candidate exits.)

Rubric for Rating the Mock Job Interview

This rubric is a general guide for the teacher, designed to make the grading
/feedback process simple. Preferably, students should not be given a numerical rating
or grade but should be given feedback as to how effective they were in the three areas.
The teacher may tweak or adjust this rubric as necessary.

Responses to Questions Language Composure

Proficiency and
Coherence
Answers the questions Speaks fluently and Appears calm and
clearly and directly; has good control of composed, and
provides concrete and grammar; uses a confident (sits up
specific details to support mix of sentence straight and meets
assertions structures the eyes of the
coherently woven interviewer); is not
in a cohesive rattled by questions;
response; errors are speaks at a normal
very rare rate; has no visible
signs of nervousness
Answers the questions Keeps going with Appears fairly
clearly and directly, minimal composed with only
although occasionally goes breakdowns in minimal hesitation
off-topic; provides some coherence, when confronted
 95

details to support although some with questions;

assertions errors are speech is rapid or
noticeable interspersed with
fillers; minimal signs
of nervousness are
apparent (fidgeting,
body tics, lack of eye
contact, etc.);not
attentive to posture
Does not answer the Has difficulty Is noticeably
questions clearly and responding nervous and fidgety;
misunderstands some of coherently; errors is not attentive to
them; does not provide are very noticeable; posture and
concrete support for any responses are appearance; speech
assertions made; digresses typically short is very rapid or very
and includes unnecessary because of slow, with long
information difficulty with the pauses; candidate
language gives up on some
questions

Template for the Interview Note Sheet

Note: This should be printed in landscape orientation to allow more space for notes.

Student’s name
and teacher’s
question choices
(based on cover
letter)
e.g., Juan de la
Cruz
Scholarship: 2. A,
D, E
e.g., Juana Santos
Work: 3. B, C, E

MODULE 12

Persuasive Speaking in Private and Public Institutions

In the previous chapter, there was a discussion about the use of the English
language, specifically using the skills of reading and writing in the professional
sphere. It took up the basics of business writing and gave essential tips on presenting
 96

oneself, whether in a memo, letter, or email. This chapter, on the other hand,
discusses the demands of the profession when it comes to speaking and listening in
the English language. It takes up the use of persuasion, both in the corporate sector,
as well as the public sectors of government and non-government organizations. It is
broadly aimed toward transforming you into a better citizen a more articulate
worker, a more discerning voter, and agent of change.

Chapter Objectives:

By the end of this chapter, you should be able to:

 appreciate the fundamentals of persuasive speaking and how logos, pathos, and
ethos are used in it;
 understand and detect logical fallacies in speeches and written texts;
 analyze persuasive speeches and evaluate their worth;
 give effective speeches for and against issues of the day;
 persuade people when it comes to pitching a project, when it comes to
marketing, in the context of a corporate conference, and in the public sphere as
advocate; and
 initiate change or create campaigns in the public sphere.

The Importance of Persuasive Speech

In this day and age, it seems that everybody is trying to persuade everybody
else. Whether it is in order to buy a specific product, try out the newest craze, or join a
political movement, persuasion is the name of the game. Whatever field of profession
one plans to join in the future, it is an essential skill to be able to persuade someone.
Although most people nowadays try to persuade using emotional means, it is best to
be able to use logic and reasoning to persuade people as well.
In the first unit of this textbook, we discussed how to use logos, pathos, and
ethos to one’s advantage when it came to presenting speeches. This lesson will be
more specific about how one can persuade using correct argumentation. Furthermore,
you will read a little bit about logical fallacies, and how best to avoid arguments using
logical fallacies, as well as not to be fooled by anyone using them.

Lesson Objectives:

By the end of this lesson, you should be able to:

1. know how to create a solid argument;

2. understand several logical fallacies and how to spot them; and
3. give persuasive speeches with excellent logical reasoning and argumentation.

The Basic of Argumentation

The ordinary expectation of an argument is an action that involve strong words,

possibly matched with violent acts. However, this appreciation cannot be farther from
the truth. In fact, a well-reasoned argument is not based on violence at all, but one that
is based on logic and evidence.
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An argument is composed of three features: assumption, evidence, and

explanation. If any of the three features are missing, these are not considered
arguments. In the case of evidence without assertions, these are simply bald facts that
need further contextualization. Unfortunately, most people believed that if you have
one of these features, one can create a compelling argument.
One must know what an assumption is. An assumption is an opinion that needs
evidence to back it up. Hence, saying that the world is round is not an assumption, it
is a fact. It is not an opinion that asks for evidence, because it has already been proven
and is considered to be true by all accounts. However, the opinion that women should
be given the right to an abortion is an assertion that needs facts to support it. To do so,
would be to look at laws, jurisprudence, and documents from the United Nations, or
similar institutions. There are times when there can be shifts in ideology, rendering
what were once considered facts into matters of opinion and vice versa.
For example, the belief that all states should respect human rights used to be
considered a fact in the Philippines. However, with the election of President Rodrigo
Duterte, for some people, this is now considered a matter of opinion, as human rights
have been framed as a Western concept that has no relationship to Philippine realities.
Both of these assertions, have their merits, and it is now important to closely look at
the evidence in order to see which assertion is more correct than the other.
Evidence can be any of the following: concrete facts and figures; a philosophical
ideology agreed upon to be true by everyone; and anecdotal evidence. The strongest
bodies of evidence are based on facts and figures, and it is important to that they are
true and come from reliable sources. One cannot expect to get facts from memes,
dodgy blogs, and fake news sources. It is best to get facts from newspapers and
academic journals, or their digital counterparts. The weakest among the three would
be anecdotal evidence, as this can be an exaggeration of the speaker, or even an
outright lie.
An explanation tells the audience why the evidence supports the assumption. It
should be clear and concise, and the relationship between the evidence and the
assumption must not commit any logical fallacies. For example, when it comes to the
earlier assumption, that all states should observe human rights for its citizens, the fact
that this is enshrined in the United Nations Commission for Human Rights (UNCHR)
might not be enough for some people. Therefore, in order to be more persuasive, one
must explain where tis came from, that it was a post-World War II measure to ensure
that the evils of the Nazi Holocaust would not be repeated in the world. A stronger
explanation would go to the premises of the argument and analyze this point by point,
in order to make the audience fully understand the argument.
In the end, an argument’s persuasive power is not found solely on logical
grounds. It is important to remember that one is trying to convince human beings with
emotions, and not cold, unfeeling robots, which is why it is always best to add the
persuasive powers of pathos and ethos in an argument, aside from those that stem
from logos.
Learning Task 1: Building Arguments

To apply the lessons learned in the earlier essay, create several arguments with a
small group (4-5 people) for and against the following topics. Once you are done,
share this with the rest of the class.

Topic Assertion Evidence Explanation

Divorce should be legalized in the (1) (2) (3)
Philippines (Policy)
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Divorce should not be legalized in the (4) (5) (6)

Philippines (Policy)
Extrajudicial killings (EJKs) are good for (7) (8) (9)
the Philippines (Truth)
Extrajudicial killings (EJKs) are bad for the (10) (11) (12)
Philippines (Truth)

Woman’s Right to Suffrage

Susan B. Anthony

Before-Reading Questions:
1. What is suffrage?
2. Why do you think women did not have this right before?
3. When were African-Americans were granted the right to suffrage in the
United States?
4. When were women granted the right to suffrage in America?
5. When were women granted the right to suffrage in the Philippines?

Friends and Fellow Citizens: I stand before you tonight under indictment for the
alleged crime of having a lawful right to vote. It shall be my work this evening to
prove to you that in thus voting, I not only committed no crime, but, instead, simply
exercised my citizen’s rights, guaranteed to me and all United States citizens by the
National Constitution, beyond the power of any State to deny.

The preamble of the Federal Constitution says:

“We, the people of the United States, in order to form a more perfect union,
perfect union, establish justice, insure domestic tranquillity, provide for the common
defense, promote the general welfare, and secure the blessings of liberty to ourselves
and our posterity, do ordain and establish this Constitution for the United States of
America.”

While-Reading Question:
Why do you think she quotes the Constitution?

It was we, the people; not we, the white male citizens; nor yet we, the male
citizens; but we, the whole people, who formed the Union. And we formed it, not to
give the blessings of liberty, but to secure them; not to the half of ourselves and the
half of our posterity, but to the whole people—women as well as men. And it is a
downright mockery to talk to women of their enjoyment of the blessings of liberty
while they are denied the use of the only means of securing them provided by this
democratic-republican government-the ballot.
For any State to make sex a qualification that must ever result in the
disfranchisement of one entire half of the people is to pass a bill of attainder, or an ex
post facto law, and is therefore a violation of the supreme law of the land. By it the
blessings of liberty are forever withheld from women and their female posterity. To
them this government has no just powers derived from the consent of the governed.
To them this government is not a democracy. It is not a republic. It is an odious
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aristocracy; a hateful oligarchy of sex; the most hateful aristocracy ever established on
the face of the globe; an oligarchy of wealth, where the rich govern the poor. An
oligarchy of learning, where the educated govern the ignorant, or even an oligarchy of
race, where the Saxon rules the African, might be endured; but this oligarchy of sex,
which makes father, brothers, husband, sons, the oligarchs over the mother and
sisters, the wife and daughters of every household—which ordains all men
sovereigns, all women subjects, carries dissension, discord and rebellion into every
home of the nation.
Webster, Worcester and Bouvier all define a citizen to be a person in the United
States, entitled to vote and hold office.
The only question left to be settled now is: Are women persons? And I hardly
believe any of our opponents will have the hardihood to say they are not. Being
persons, then, women are citizens; and no State has a right to make any law, or to
enforce any old law, that shall abridge their privileges or immunities. Hence, every
discrimination against women in the constitutions and laws of the several States is
today null and void, precisely as in every one against Negroes.

Note: Delivered in 1873 after she had been arrested, put on trial, and fined one
hundred dollars for voting at the presidential election in 1872. She refused to pay the
fine and never did pay it.

After-Reading Questions:

1. Why does the speech end with a reference to the “Negroes”? Do you think
this is the right term to use? Why or why not?
2. When she does this, what is she saying about the rights of women and
African-Americans at the time?
3. What evidence does she use to forward her argument? Discuss three of them.
4. Why is this good evidence?
5. Why did it take so long for women to be granted the right to vote?
6. Do you agree with the text? Why or why not?
7. Would you say males and females have equal rights under the law in the
Philippines?
8. Would you say males and females are treated equally in Philippine society, as
can be seen in our schools, families, and churches?
9. Should women still fight for equal rights? Why or why not?
10. Why do you think the Philippines has a good representation of women in
government, as congresswomen, senators, and presidents? What does this say
about Philippine society?

Persuasive Speech in Private Institutions

Corporations and private institutions rely on persuasion in order to get

investments, broker deals, and find clients. Persuasion comes, not just in the words
that are used, but also with snappy audio-visual presentations and infectious music. It
can be dead serious, as in corporate negotiations, or seriously fun, as in marketing
products and pitching projects.
In this lesson, you will learn how to use persuasion in marketing, pitching, and
creating buss worthy events. Although this can be primarily used by Business and
Advertising majors, it can also be used by anyone who is interested in putting up a
business someday, pitching a product to fund, or getting something off the ground. It
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would also be helpful in other professions, because these skills can come in handy
someday.
Lesson Objectives:

By the end of this lesson, you should be able to:

1. pitch a project;
2. market a product; and
3. take part in a corporate conference.

Read “Effective Persuasive Communication” by ellie Williams from the Chron

website, given here: http://smallbusiness.chron.com/effective-persuasive-
communication-56248.html (retrieve June 15, 2017).

Before-Reading Questions:

1. What are the different reasons people might need persuasion in a business?
2. Do you think persuasion works differently in the corporate setting, compared
to the academic setting? What do you think are the similarities and differences?
3. Do you think persuasion works better face to face or through the screen?
What are the pros and cons of both?
4. Who do you think is persuasive in the corporate or business world?
5. What products are persuasive for you, and why?

After-Reading Questions:

1. Were you surprised at some of the insights of the author? What surprised you?
2. Why is persuasion needed in the corporate world?
3. What are the differences between persuasion in the academe and persuasion in
business?
4. What are the similarities?
5. Why do you think the audience is so important?
6. What are the best ways to get to know one’s audience?
7. What are the different ways to establish credibility?
8. Why is it important to tailor the message to the medium?
9. How are ethos, pathos, and logos translated in the corporate world?
10. What do you think is the best advice in the article? Why do you say so?

Pitching a Project

Many times, people need to look for funding sources to make good ideas grow
and develop. When the Internet first boomed in the 1990s, many start-ups, or up and
coming web-related companies, were able to get investments from Silicon Valley and
beyond. Although this tapered off when the dot-com bubble burst in the 2000s, this is
still the case when it comes to people who have good ideas and need to look for
investors to make business ideas grow.

Persuasive Speech in Public Institutions

Persuasive speeches in public institutions are important in government and in

our way of life. They affect public policy and establish laws that citizens should
follow and obey. These can also be made to change existing laws and norms that are
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problematic. It is also possible to make persuasive speeches in the public sphere

without being part of the government, as an advocacy to influence the people and to
sway those in government, or a way of expressing outrage and airing public
grievances.
When people have no recourse in the government, they usually bring their cause
to the streets. Martin Luther King, Jr., Malcolm X, and Gandhi are prominent
examples, as well as Maria Lorena Barros and Baltazar “Bal” Pinguel in the
Philippines. Whether one is speaking for or against the government, persuasive
speech in the public sphere is an important component of daily life, and an important
sign of a vibrant democracy.

Lesson Objectives:

By the end of this lesson, you should be able to:

1. appreciate and analyze persuasive speeches made in public institutions;

2. give a speech as an advocate for or against a public policy, or to speak up about
a public figure, event, or other topic national/regional in scope; and
3. launch a public campaign for or against a public policy, or to advocate for or
against a public figure, event, or other topic national/regional in scope.

Learning Task 1: The Art of Persuasion

1. You should be prepared to give a speech in front of the class, either

advocating for a cause or hoping to persuade the audience about an issue. The
speech should be 6 to 8 minutes long. If the speech is any shorter or longer than
the prescribed time, there will be points taken away from your score.
2. The topic should be something that you genuinely care about. Here is a list of
possible issues or causes that you can give a speech about:

 Piracy
 Federalism
 Authoritarianism
 Child Brides
 Martial Law
 Slut Shaming
 Rape Culture
 Death Penalty
 Domestic Violence
 Anti-Drug Campaign
 Anti-Discrimination Bill
 Reproductive Health Law
 Lowering Criminal Age to 9 Years Old
 Anti-Violence Against Women (AVAW)
 Revisionist History of the Marcoses

3. The rubric in lesson 1, Chapter 2 of Unit I will be used to grade you. It should
help guide you as well, when it comes to how you should deliver the speech.

Learning Task 2: Launching a Campaign

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1. Divide the class into small groups of four to six students each. Each group should
decide on a certain issue or advocacy they would like to build a campaign
around.
2. The following should be developed by the group:
 Fliers (15 points)
 Poster (15 points)
 Video Presentation (25 points)
 Speech introducing the campaign and persuading the audience to participate in
their event (30 points)
 A proposed event (Fun Run, Charity Dinner, etc.) (15 points)
3. Each group should present their campaign in class.

References:

 Uychoco, M. A & Santos, M. L (2018), Communication for Society Purposive

Communication: Rex Book Store
 Kleiser, G. (2009), Successful methods in public speaking. New York: Funk
and Wagnalls Company
 https://business.tutsplus.com/tutorials/what-is-public-speaking--cms-31255
 https://paradoxmarketing.io/capabilities/knowledge-management/insights/
ethical-communication-the-basic-principles/ doxmarketing.io)
 https://www.ted.com/participate/organize-a-local-tedx-event/tedx-organizer-
guide/speakers-program/what-is-a-tedx-talk
 https://www.yourarticlelibrary.com/management/communication/7-principles-
of-communication-explained/53333
 https://www.petrinadarrah.com/posts/bias-free-language
 https://www.getimpactly.com/post/important-to-be-culturally-sensitive
 https://becomeawritertoday.com/what-is-bias-free-language/