Republic of the Philippines

Laguna State Polytechnic University

Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

LSPU Self-Paced Learning Module (SLM)

Course Purposive Communication
Sem/AY Second Semester/2023-2024
Module No. 4
Lesson Title Communication for Academic Purposes
Week
3 weeks
Duration
Date April 29 – May 24, 2024
This chapter will make you recall some of what you know about academic writing, but
Description most importantly, as college students, you will be doing some analysis of various types
of the of academic articles before finally producing your own academic papers for
Lesson presentation both orally and otherwise (print, audio, visual, web-based).

Learning Outcomes
Intended Students should be able to meet the following intended learning outcomes:
Learning ⚫ Effectively compose reports based on provided facts.
Outcomes ⚫ Differentiate between direct and indirect referencing in practical applications.
⚫ Develop a scientific research paper using the IMRAD format.
⚫ Analyze and appreciate poems through literary analysis.
⚫ Write concise rhetorical precis for notification texts.
Targets/ At the end of the lesson, students should be able to:
Objectives ⚫ Compose a report being specified based on a given fact;
⚫ Distinguish the functions of direct and indirect referencing in an actual context;
⚫ Develop an IMRAD scientific research through guided instructions;
⚫ Appreciate poem reading through literary analysis;
⚫ Write rhetorical precis to analyze notification texts.

Student Learning Strategies

Online Activities A. Online Discussion via Google Meet

(Synchronous/ You will be directed to attend a Three-Hour class discussion per week
on the communication processes, principles, and ethics. To have access
Asynchronous) to the Online Discussion, refer to the link in your Course Guide.

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
(For further instructions, refer to your Google Classroom and see the
schedule of activities for this module)

B. Learning Guide Questions:

1. What are the key elements to consider when composing a report based
on given facts?
2. What are the differences between direct and indirect referencing?
3. Why is the IMRAD structure crucial in organizing and presenting
scientific research?
4. How does understanding the context of a poem contribute to its
appreciation?
5. What are the key elements of a rhetorical precis?

Note: You may respond through your Google classrooms using various platforms such as Loom
video, Flipgrid, podcast, Google sheet, and Google Slides.

Lecture Guide

Chapter IV: Communication for Academic Purposes

Lesson 1: How to Write a Report

Some academic assignments ask for a ‘report’, rather than an essay, and
students are often confused about what that means. Likewise, in business,
confronted with a request for a ‘report’ to a senior manager, you might struggle
to know what to write.

Offline Activities Confusion often arises about the writing style, what to include, the language
(e-Learning/Self- to use, the length of the document, and other factors.
Paced)
What is a Report?

A report is a systematically organized document specifically designed to

present information in a clear, concise, and accessible manner. Its primary
objective is to relay specific information or findings to a defined audience,
serving a particular purpose. Commonly utilized in professional, academic, and
scientific settings, reports are instrumental in decision-making, problem-
solving, and knowledge dissemination.

Reports are typically structured to focus on a particular issue or problem.

This focus is achieved through the methodical presentation of data, evidence,
and analysis, all aimed at supporting specific conclusions or recommendations.

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
The effectiveness of a report largely hinges on its ability to communicate
complex information in an understandable way.

Key Elements of a Report

The structure and elements of a report can vary depending on its type and
purpose, but most reports include the following key elements:
✓ Some interpretation of the significance of these events or situation,
whether solely your own analysis or informed by the views of others,
always carefully referenced of course.
✓ A description of a sequence of events or a situation.
✓ Discussion of the likely outcomes of future courses of action;
✓ An evaluation of the facts or the results of your research;
✓ Your recommendations as toa course of actions; and
✓ Conclusions

Report Writing

Writing a report is a structured process that requires careful planning and

attention to detail. The effectiveness of a report is largely determined by how
well it is tailored to its intended purpose and audience. This alignment not only
influences the content but also the style and depth of the information
presented.

Understanding Purpose and Audience

Before beginning the writing process, it is crucial to have a clear

understanding of the report's objective. Are you aiming to inform, persuade, or
provide an analysis? Knowing this shapes the entire approach to the report.
Similarly, consider your audience: their level of expertise, interests, and what
they are expecting to gain from the report. A report intended for industry
professionals, for example, would differ significantly in its use of technical
jargon compared to one intended for a general audience.

The Importance of Planning

This involves creating an outline, which serves as a roadmap for your

report. An effective outline includes all the major sections and sub-sections,
along with key points and evidence that you plan to include in each.

Steps in Planning:

1. Gather Information: Collect all necessary data and research that will form
the basis of your report. This might involve reading previous reports,

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
conducting interviews, or analyzing data.

2. Organize Your Findings: Sort the information you have gathered in a logical
order. Group similar facts together and decide on the sequence of topics for
your report.

3. Create an Outline: Draft a basic structure of your report, starting with the
introduction, followed by the main body sections, and concluding with the
summary and conclusions.

4. Decide on Visual Aids: Determine if you need to include charts, graphs, or

tables to support your text. Visual aids can be instrumental in conveying
complex data in an easily digestible format.

Drafting and Revising

With a solid outline in place, you can begin drafting your report. Remember
to keep your language clear and concise. After completing your first draft, it’s
important to revise and refine your report. Check for clarity, coherence, and
whether it effectively communicates its intended message. It is often helpful to
have someone else review your report to provide feedback and catch errors
you might have missed.

Through meticulous planning and thoughtful consideration of purpose and

audience, report writing can be a straightforward and rewarding process. The
key is to stay organized and focused on your report's objectives, ensuring that
it fulfills its intended function effectively and efficiently.

The Structure of a Report

The structure of a report is a critical element that guides the reader through
the information in a logical and coherent manner. While the specific format can
vary depending on the type and purpose of the report, most follow a standard
structure. Each component plays a crucial role in conveying the report's
message effectively.

1) Title Page
✓ Purpose: The title page serves as the report's first impression. It
includes the report's title, the author's name, and the date of
submission or publication.
✓ Details: The title should be clear and concise, giving the reader an
immediate understanding of the report's topic. In some cases, the title
page may also include the name of the organization for which the
report is prepared.

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

2) Abstract or Executive Summary

✓ Purpose: This section provides a snapshot of the entire report. It's
designed for readers who need to quickly understand the key points,
findings, and conclusions.
✓ Content: The abstract or executive summary should briefly cover the
report's purpose, methodology, major findings, and conclusions. It
should be succinct yet informative enough to stand alone from the rest
of the report.

3) Introduction
✓ Purpose: The introduction sets the stage for the report. It outlines the
report's objectives and scope and may provide background
information or context.
✓ Components: This section typically includes the rationale behind the
report, the issues or problems addressed, and the report's objectives.
It may also define key terms and set the parameters for the report's
focus.

4) Body
✓ Organization: The body of the report is where the main information is
presented. It's organized into sections and subsections, each with
specific headings.
✓ Content: This section includes detailed information, such as data,
analysis, evidence, and discussion. The way you present this
information should be logical, with each section building upon the
previous one. The use of visuals like charts and graphs is often crucial
in this part to illustrate complex data.

5) Conclusion
✓ Purpose: The conclusion synthesizes the key findings and ties them
back to the objectives outlined in the introduction.
✓ Elements: It should provide a clear summary of the main points,
emphasizing the significance of the findings. This section often
includes recommendations or actions that should be taken based on
the report's findings.

6) References
✓ Function: The references section is vital for academic and
professional credibility. It lists all the sources used or referenced in the
report.
✓ Format: The sources should be cited according to a specific citation
style (e.g., APA, MLA, Harvard), ensuring consistency and allowing
readers to locate the original sources.

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

By adhering to this structured format, a report can effectively communicate

its message, ensuring clarity and ease of understanding for its audience. This
structure also allows the writer to present complex information in an
organized and accessible way.

Types of Reports and Their Explanation

Reports are diverse and multifaceted tools used across various fields for
different purposes. Understanding the types of reports and their unique
aspects is crucial in choosing the right format for your information and
audience.

1) Analytical Reports
✓ Purpose: Analytical reports
are designed to analyze
information and support
decision-making processes.
They are often used to address
specific issues or problems,
offering solutions or
recommendations.
✓ Characteristics: These
reports typically include a
comprehensive analysis of
data and situations, evaluating
options and outcomes. They
may involve qualitative and
quantitative research
methods.
✓ Examples: Common examples
are market research reports,
which analyze consumer
behavior and market trends,
and feasibility studies, which
evaluate the viability of a
project or initiative.

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
2) Informational Reports
✓ Purpose: Informational reports aim to inform the reader by presenting
data or findings without providing analysis or recommendations. The
primary goal is to relay facts and figures.
✓ Characteristics: They are factual and often descriptive, presenting data in
a straightforward manner. These reports are typically structured to
facilitate easy understanding and reference.
✓ Examples: A quintessential example is a financial report, such as an annual
report of a company, which provides stakeholders with information about
the company's financial performance and position.

Source: https://literacyideas.com/information-report/

3) Research Reports
✓ Purpose: Research reports are common in academic and professional
settings. They present the findings of detailed research and usually include
an extensive analysis and discussion of those findings.
✓ Characteristics: These reports are characterized by a methodical
approach, often following the scientific method. They include a literature
review, methodology, results, and a discussion of the findings.

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
✓ Examples: Examples include scientific research reports, which document
the results of scientific experiments, and sociological research reports,
which explore social phenomena.
Note: See sample research report here:
https://www.vu.edu.au/sites/default/files/campuses-services/pdfs/sample-
research-report.pdf)

4) Explanatory Reports
✓ Purpose: Explanatory reports provide detailed explanations about a
particular situation, event, or process. They aim to clarify complex subjects.
✓ Characteristics: These reports are informative and may include elements
of analysis. They often break down complex topics into understandable
segments.
✓ Examples: This can include a technical report explaining how a particular
technology works or a policy report elucidating the implications of a new
governmental policy.
➢ Technical Report: An engineering firm might create a technical
report to explain the workings of a new type of renewable energy
technology, detailing the principles, operation, and potential
applications of the technology.
➢ Policy Report: A governmental advisory body might produce a
report explaining the expected impacts and benefits of a new
public health policy, aimed at legislators and policymakers.

5) Compliance Reports
✓ Purpose: Compliance reports are used to show adherence to laws,
regulations, or internal policies.
✓ Characteristics: They are factual and objective, providing evidence of
compliance. These reports often follow strict guidelines or formats as
required by regulatory bodies.
✓ Examples: Examples include health and safety compliance reports in
workplaces and financial compliance reports for regulatory authorities.
➢ Health and Safety Compliance Report: A manufacturing plant
might issue a report demonstrating its compliance with health and
safety regulations, detailing safety protocols, incident records, and
preventive measures.
➢ Financial Compliance Report: A bank might create a report for a
regulatory body showing its compliance with financial regulations,
including measures taken to prevent fraud, manage risks, and
maintain financial stability.

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

Lesson 2: Academic Referencing

What Do You Cite and Reference?

Citing and referencing in academic work are crucial for several reasons.
They provide a way to give credit to the authors of the original ideas or
research you are discussing or using in your work. This practice acknowledges
their contributions and demonstrates the breadth of your research by showing
you have engaged with existing scholarship on the topic.

Key Points to Cite and Reference:

1. Direct Quotations: Whenever you directly quote someone else's words,
you must cite the source and provide a reference.
2. Paraphrasing or Summarizing: Even when you put someone else's ideas
into your own words, you need to cite the original source.
3. Facts and Figures: Specific data or statistics you use in your work that are
not common knowledge should be cited.
4. Any Ideas or Theories: Concepts, theories, or arguments that you
incorporate into your work from other sources must be acknowledged.
5. Visuals and Multimedia: Include citations for images, videos, or other
media taken from different sources.

What is Plagiarism?

Plagiarism is the act of using someone else's work or ideas without giving
proper credit, thus presenting them as your own. This can be intentional or
unintentional but is considered a serious academic offense either way.
Plagiarism undermines the integrity of academic work and can have severe
consequences in educational and professional settings.

Forms of Plagiarism

1. Direct Plagiarism: Copying someone else's work word for word without
citation.
2. Self-Plagiarism: Submitting your previous work as if it were new content.
3. Mosaic Plagiarism: Piecing together ideas or phrases from various
sources and presenting them as original work.
4. Accidental Plagiarism: Failing to cite sources or improperly citing them,
even if not intended to deceive.

Avoiding Plagiarism:
✓ Always give proper credit to the original authors of any material you use in
your work.

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
✓ When in doubt, cite your source. It's better to be overly cautious than to
risk plagiarism.
✓ Use plagiarism detection tools to check your work before submission.

To avoid plagiarism, it's essential to accurately and comprehensively record

all necessary details in your references for each source you use in your work.
Here is what you generally need to include in references to ensure proper
citation and avoid plagiarism:

Components of a Reference

1) Author(s) Name(s):

✓ List the author's last name followed by their initials. For multiple authors,
follow the citation style's guidelines for listing additional authors.

2) Year of Publication:

✓ Include the year the source was published. For some citation styles, if the
source is a web page with no publication date, you may need to include the
date you accessed it.

3) Title of the Work:

✓ For articles, books, or chapters, include the full title. If it's an article or a
chapter, also include the title of the journal or book it appears in.
✓ For journal articles and books, capitalize only the first word of the title and
subtitle, and any proper nouns. For APA, capitalize all major words in
journal titles.

4) Publisher:

✓ Include the name of the publisher for books and reports.

✓ For journal articles, this is usually not needed.

5) Publication Information:

✓ For books: include the city and state/country of publication.

✓ For journal articles: include the volume number, issue number (if
available), and page range.

6) DOI or URL:

✓ For digital sources, include the DOI (Digital Object Identifier) if available. If

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
not, include the full URL.
✓ For web pages, you may also need to include the date you accessed the
content, especially if the content is likely to change over time.

7) Edition (if applicable):

✓ If the source is a book and it’s not the first edition, include which edition
you used.

Tips for Accurate Referencing:

✓ Follow a Specific Citation Style: Whether it’s APA, MLA, Chicago, or

another style, be consistent with its rules throughout your document.
✓ Check for Accuracy: Ensure all spellings, dates, and details are correct.
✓ Organize References: List your references in alphabetical order (by the
author's last name) or in the order they appear in your document,
depending on the citation style.
✓ Use Citation Tools: Consider using reference management software or
online citation generators for help, but always double-check their output
for accuracy.

By recording these details correctly in your references, you acknowledge

the intellectual property of others, provide readers with the opportunity to
locate the original sources, and maintain the credibility and integrity of your
own work.

Understanding what to cite and reference, and the importance of avoiding

plagiarism, is fundamental in academic writing. This knowledge ensures the
integrity and credibility of your academic work and respects the intellectual
property rights of others.

Lesson 3: Writing Scientific Reports

Introduction to Scientific Reports

Scientific reports are foundational documents in the sciences, essential for
sharing research findings and contributing to the collective understanding of
scientific phenomena. The ability to write a well-structured scientific report is
a key skill for researchers and students alike. These reports need to be
meticulously crafted to communicate complex scientific data and
interpretations clearly and effectively.

Key Components of a Scientific Report

1) Title

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
The title should be a precise and concise description of the study's focus. It
must give a clear indication of the research topic, sometimes including the
study's scope, area, or the variables being investigated.

2) Abstract

An abstract is a succinct summary of the report. It includes the research's

purpose, the primary methods used, the key findings, and the main conclusions.
It's designed to provide a quick overview, allowing readers to ascertain the
report's relevance to their interests.

3) Introduction

This section sets the context for the research. It includes background
information on the topic, a clear statement of the research problem or question,
and an overview of relevant literature. The introduction establishes the
purpose and significance of the study and often ends with stating the research
hypothesis or objectives.

4) Materials and Methods

This section provides a detailed account of the procedures, equipment,

materials, and methodology used in the study. The description should be
thorough enough to allow replication of the study by other researchers. It often
includes the study design, data collection methods, and analytical techniques.

5) Results

The results section objectively presents the data collected during the
research, without interpretation. It includes statistical analyses, tables, graphs,
and figures that illustrate the study's findings. Clarity is key here, as this section
forms the basis for the discussion that follows.

6) Discussion

Here, the implications of the findings are explored. This section interprets
the results, explaining how they address the research question and how they
align or contrast with previous research. It discusses the study's limitations,
potential biases, and the significance of the findings within the broader field.

7) Conclusion

The conclusion briefly restates the main findings and their importance. It
may also suggest future research directions or applications of the study's

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
findings. The conclusion should clearly articulate the contribution of the
research to the existing body of knowledge.

8) References

All sources cited in the report are listed in this section, following a specific
citation style (such as APA, MLA, or Chicago). Proper citation is crucial to avoid
plagiarism and to credit original ideas and research.

9) Appendices

Supplementary materials that are relevant but not integral to the main text
are included in the appendices. This may include raw data, detailed
methodologies, or extended tables and figures.

Writing Style and Tone for Scientific Reports

 Clarity and Precision: The language should be clear, concise, and precise.
Avoid ambiguity and ensure that every statement is specific and backed by
evidence.
 Objectivity and Formality: A scientific report should maintain an
objective, formal tone. Personal opinions or subjective interpretations are
to be avoided unless explicitly part of the discussion section.
 Consistency: Ensure consistent use of terms, units, and formats
throughout the report.

Process of Writing a Scientific Report

1) Data Collection and Analysis: Begin with a thorough understanding of
your data. Ensure your analysis is comprehensive and robust.
2) Outline and Structure: Plan the structure of your report. An outline
serves as a guide to ensure all necessary components are included and
logically ordered.
3) Drafting the Report: Start writing the most straightforward sections,
usually the Methods and Results. Then, tackle the Introduction, Discussion,
and Conclusion.
4) Revisions and Proofreading: Revise your draft for content, clarity, and
conciseness. Proofread for grammar and typographical errors. It's often
helpful to have peers or mentors review your report.
5) Submission and Peer Review: For academic or professional publications,
the report will typically undergo a peer-review process where experts in
the field evaluate its validity, significance, and originality.

Writing a scientific report is a critical exercise in clearly and accurately

communicating research findings. It involves not just the presentation of data,
but the contextualization and interpretation of that data within the broader

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
scientific discourse. Mastering the art of scientific report writing is
fundamental to the advancement of scientific knowledge and the researcher's
professional development.

Lesson 4: A Short guide to Close Reading for Literary Analysis

Overview
When your teachers or professors ask you to analyze a literary text, they
often look for something frequently called close reading. Close reading is deep
analysis of how a literary text works; it is both a reading process and
something you include in a literary analysis paper, though in a refined form.

Fiction writers and poets build texts out of many central components,
including subject, form, and specific word choices. Literary analysis involves
examining these components, which allows us to find in small parts of the text
clues to help us understand the whole. For example, if an author writes a novel
in the form of a personal journal about a character’s daily life, but that journal
reads like a series of lab reports, what do we learn about that character? What
is the effect of picking a word like “tome” instead of “book”? In effect, you are
putting the author’s choices under a microscope.

The process of close reading should produce a lot of questions. It is when

you begin to answer these questions that you are ready to participate
thoughtfully in class discussion or write a literary analysis paper that makes
the most of your close reading work.

Close reading sometimes feels like over-analyzing, but don’t worry. Close
reading is a process of finding as much information as you can in order to form
as many questions as you can. When it is time to write your paper and
formalize your close reading, you will sort through your work to figure out
what is most convincing and helpful to the argument you hope to make and,
conversely, what seems like a stretch. This guide imagines you are sitting down
to read a text for the first time on your way to developing an argument about a
text and writing a paper. To give one example of how to do this, we will read
the poem “Design” by famous American poet Robert Frost and attend to four
major components of literary texts: subject, form, word choice (diction), and
theme.

The Poem
As your guide to reading poetry suggests, have a pencil out when you read
a text. Make notes in the margins, underline important words, place question
marks where you are confused by something. Of course, if you are reading in a
library book, you should keep all your notes on a separate piece of paper. If you
are not making marks directly on, in, and beside the text, be sure to note line

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Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
numbers or even quote portions of the text so you have enough context to
remember what you found interesting.

Design
Robert Frost, 1941. Library of Congress.
I found a dimpled spider, fat and white,
On a white heal-all, holding up a moth
Like a white piece of rigid satin cloth—
Assorted characters of death and blight
Mixed ready to begin the morning right,
Like the ingredients of a witches’ broth—
A snow-drop spider, a flower like a froth,
And dead wings carried like a paper kite.
What had that flower to do with being white,
The wayside blue and innocent heal-all?
What brought the kindred spider to that
height,
Then steered the white moth thither in the
night?
What but design of darkness to appall?—
If design govern in a thing so small.

Subject
The subject of a literary text is simply what the text is about. What is its
plot? What is its most important topic? What image does it describe? It’s easy
to think of novels and stories as having plots, but sometimes it helps to think of
poetry as having a kind of plot as well. When you examine the subject of a text,
you want to develop some preliminary ideas about the text and make sure you
understand its major concerns before you dig deeper.

Observations
In “Design,” the speaker describes a scene: a white spider holding a moth on
a white flower. The flower is a heal-all, the blooms of which are usually violet-
blue. This heal-all is unusual. The speaker then poses a series of questions,
asking why this heal-all is white instead of blue and how the spider and moth
found this particular flower. How did this situation arise?

Questions
The speaker’s questions seem simple, but they are fairly nuanced. We can
use them as a guide for our own as we go forward with our close reading.

⚫ Furthering the speaker’s simple “how did this happen,” we might ask,
is the scene in this poem a manufactured situation?
⚫ The white moth and white spider each use the atypical white flower as

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Level I Institutionally Accredited
camouflage in search of sanctuary and supper respectively. Did these
flora and fauna come together for a purpose?
⚫ Does the speaker have a stance about whether there is a purpose
behind the scene? If so, what is it?
⚫ How will other elements of the text relate to the unpleasantness and
uncertainty in our first look at the poem’s subject?
⚫ After thinking about local questions, we have to zoom out. Ultimately,
what is this text about?

Form
Form is how a text is put together. When you look at a text, observe how the
author has arranged it. If it is a novel, is it written in the first person? How is
the novel divided? If it is a short story, why did the author choose to write
short-form fiction instead of a novel or novella? Examining the form of a text
can help you develop a starting set of questions in your reading, which then
may guide further questions stemming from even closer attention to the
specific words the author chooses. A little background research on form and
what different forms can mean makes it easier to figure out why and how the
author’s choices are important.

Observations
Most poems follow rules or principles of form; even free verse poems are
marked by the author’s choices in line breaks, rhythm, and rhyme—even if
none of these exists, which is a notable choice in itself. Here’s an example of
thinking through these elements in “Design.”

In “Design,” Frost chooses an Italian (or Petrarchan) sonnet form: fourteen

lines in iambic pentameter consisting of an octave (a stanza of eight lines) and
a sestet (a stanza of six lines). We will focus on rhyme scheme and stanza
structure rather than meter for the purposes of this guide. A typical Italian
sonnet has a specific rhyme scheme for the octave:

abbaabba

There’s more variation in the sestet rhymes, but one of the more common
schemes is

cdecde

Conventionally, the octave introduces a problem or question which the

sestet then resolves. The point at which the sonnet goes from the
problem/question to the resolution is called the volta, or turn. (Note that we
are speaking only in generalities here; there is a great deal of variation.)

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Frost uses the usual octave scheme with “-ite”/”-ight” (a) and “oth” (b)
sounds: “white,” “moth,” “cloth,” “blight,” “right,” “broth,” “froth,” “kite.”
However, his sestet follows an unusual scheme with “-ite”/”-ight” and “all”
sounds:

acaacc

Questions
Now, we have a few questions with which we can start:

⚫ Why use an Italian sonnet?

⚫ Why use an unusual scheme in the sestet?
⚫ What problem/question and resolution (if any) does Frost offer?
⚫ What is the volta in this poem?
⚫ In other words, what is the point?

Italian sonnets have a long tradition; many careful readers recognize the
form and know what to expect from his octave, volta, and sestet. Frost seems to
do something fairly standard in the octave in presenting a situation; however,
the turn Frost makes is not to resolution, but to questions and uncertainty. A
white spider sitting on a white flower has killed a white moth.

⚫ How did these elements come together?

⚫ Was the moth’s death random or by design?
⚫ Is one worse than the other?

We can guess right away that Frost’s disruption of the usual purpose of the
sestet has something to do with his disruption of its rhyme scheme. Looking
even more closely at the text will help us refine our observations and guesses.

Word Choice, or Diction

Looking at the word choice of a text helps us “dig in” ever more deeply. If
you are reading something longer, are there certain words that come up again
and again? Are there words that stand out? While you are going through this
process, you should assume that every word is important—again, you can
decide whether something is really important later.

Even when you read prose, our guide for reading poetry offers good
advice: read with a pencil and make notes. Mark the words that stand out, and
perhaps write the questions you have in the margins or on a separate piece of
paper. If you have ideas that may possibly answer your questions, write those
down, too.

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Observations
Let’s take a look at the first line of “Design”:

I found a dimpled spider, fat and white

The poem starts with something unpleasant: a spider. Then, as we look

more closely at the adjectives describing the spider, we may see connotations
of something that sounds unhealthy or unnatural. When we imagine spiders,
we do not generally picture them dimpled and white; it is an uncommon and
decidedly creepy image. There is dissonance between the spider and its
descriptors, i.e., what is wrong with this picture? Already we have a question:
what is going on with this spider?

We should look for additional clues further on in the text. The next two
lines develop the image of the unusual, unpleasant-sounding spider:

On a white heal-all, holding up a moth

Like a white piece of rigid satin cloth—

Now we have a white flower (a heal-all, which usually has a violet-blue

flower) and a white moth in addition to our white spider. Heal-alls have
medicinal properties, as their name suggests, but this one seems to have a
genetic mutation—perhaps like the spider? Does the mutation that changes the
heal-all’s color also change its beneficial properties—could it be poisonous
rather than curative? A white moth doesn’t seem remarkable, but it is “Like a
white piece of rigid satin cloth,” or like manmade fabric that is artificially
“rigid” rather than smooth and flowing like we imagine satin to be. We might
think for a moment of a shroud or the lining of a coffin, but even that is awry,
for neither should be stiff with death.

Questions
The first three lines of the poem’s octave introduce unpleasant natural
images “of death and blight” (as the speaker puts it in line four). The flower and
moth disrupt expectations: the heal-all is white instead of “blue and innocent,”
and the moth is reduced to “rigid satin cloth” or “dead wings carried like a
paper kite.” We might expect a spider to be unpleasant and deadly; the poem’s
spider also has an unusual and unhealthy appearance.

⚫ The focus on whiteness in these lines has more to do with death than
purity—can we understand that whiteness as being corpse-like rather
than virtuous?

Well before the volta, Frost makes a “turn” away from nature as a retreat
and haven; instead, he unearths its inherent dangers, making nature menacing.

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From three lines alone, we have a number of questions:

⚫ Will whiteness play a role in the rest of the poem?

⚫ How does “design”—an arrangement of these circumstances—fit with a
scene of death?
⚫ What other juxtapositions might we encounter?

These disruptions and dissonances recollect Frost’s alteration to the

standard Italian sonnet form: finding the ways and places in which form and
word choice go together will help us begin to unravel some larger concepts the
poem itself addresses.

Theme
Put simply, themes are major ideas in a text. Many texts, especially longer
forms like novels and plays, have multiple themes. That’s good news when you
are close reading because it means there are many different ways you can think
through the questions you develop.

Observations
So far in our reading of “Design,” our questions revolve around disruption:
disruption of form, and disruption of expectations in the description of certain
images. Discovering a concept or idea that links multiple questions or
observations you have made is the beginning of a discovery of a theme.

Questions
What is happening with disruption in “Design”? What point is Frost
making? Observations about other elements in the text help you address the
idea of disruption in more depth. Here is where we look back at the work we
have already done: What is the text about? What is notable about the form, and
how does it support or undermine what the words say? Does the specific
language of the text highlight, or redirect certain ideas?

In this example, we are looking to determine what kind(s) of disruption

the poem contains or describes. Rather than “disruption,” we want to see what
kind of disruption, or whether indeed Frost uses disruptions in form and
language to communicate something opposite: design.

Sample Analysis
After you make notes, formulate questions, and set tentative hypotheses,
you must analyze the subject of your close reading. Literary analysis is another
process of reading (and writing!) that allows you to claim the text. It is also the
point at which you turn a critical eye to your earlier questions and
observations to find the most compelling points, discarding the ones that are a
“stretch.” By “stretch,” we mean that we must discard points that are

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fascinating but have no clear connection to the text as a whole. (We
recommend a separate document for recording the brilliant ideas that don’t
quite fit this time around.)

Here follows an excerpt from a brief analysis of “Design” based on the

close reading above. This example focuses on some lines in great detail to
unpack the meaning and significance of the poem’s language. By commenting
on the different elements of close reading we have discussed, it takes the
results of our close reading to offer one particular way into the text. (In case
you were thinking about using this sample as your own, be warned: it has no
thesis and it is easily discoverable on the web. Plus, it doesn’t have a title.)

Excerpt
Frost’s speaker brews unlikely associations in the first stanza of the
poem. The “Assorted characters of death and blight / Mixed ready to begin
the morning right” make of the grotesque scene an equally grotesque
mockery of a breakfast cereal (4–5). These lines are almost singsong in
meter and it is easy to imagine them set to a radio jingle. A pun on
“right”/”rite” slides the “characters of death and blight” into their expected
concoction: a “witches’ broth” (6). These juxtapositions—a healthy breakfast
that is also a potion for dark magic—are borne out when our “fat and white”
spider becomes “a snow-drop”—an early spring flower associated with
renewal—and the moth as “dead wings carried like a paper kite” (1, 7, 8).
Like the mutant heal-all that hosts the moth’s death, the spider becomes a
deadly flower; the harmless moth becomes a child’s toy, but as “dead wings,”
more like a puppet made of a skull.
The volta offers no resolution for our unsettled expectations. Having
observed the scene and detailed its elements in all their unpleasantness, the
speaker turns to questions rather than answers. How did “The wayside blue
and innocent heal-all” end up white and bleached like a bone (10)? How did
its “kindred spider” find the white flower, which was its perfect hiding place
(11)? Was the moth, then, also searching for camouflage, only to meet its
end?
Using another question as a disguise, the speaker offers a hypothesis: “What
but design of darkness to appall?” (13). This question sounds rhetorical, as
though the only reason for such an unlikely combination of flora and fauna is
some “design of darkness.” Some force, the speaker suggests, assembled the
white spider, flower, and moth to snuff out the moth’s life. Such a design
appalls, or horrifies. We might also consider the speaker asking what other
force but dark design could use something as simple as appalling in its other
sense (making pale or white) to effect death.

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However, the poem does not close with a question, but with a
statement. The speaker’s “If design govern in a thing so small” establishes a
condition for the octave’s questions after the fact (14). There is no point in
considering the dark design that brought together “assorted characters of
death and blight” if such an event is too minor, too physically small to be the
work of some force unknown. Ending on an “if” clause has the effect of
rendering the poem still more uncertain in its conclusions: not only are we
faced with unanswered questions, we are now not even sure those questions
are valid in the first place.
Behind the speaker and the disturbing scene, we have Frost and his defiance
of our expectations for a Petrarchan sonnet. Like whatever designer may
have altered the flower and attracted the spider to kill the moth, the poet
built his poem “wrong” with a purpose in mind. Design surely governs in a
poem, however small; does Frost also have a dark design? Can we compare a
scene in nature to a carefully constructed sonnet?

A Note on Organization
Your goal in a literature paper is to communicate your best and most
interesting ideas to your reader. Depending on the type of paper you have been
assigned, your ideas may need to be organized in service of a thesis to which
everything should link back. It is best to ask your instructor about the
expectations for your paper.

Knowing how to organize these papers can be tricky, in part because there
is no single right answer—only more and less effective answers. You may
decide to organize your paper thematically, or by tackling each idea
sequentially; you may choose to order your ideas by their importance to your
argument or the poem. If you are comparing and contrasting two texts, you
might work thematically or by addressing first one text and then the other. One
way to approach a text may be to start with the beginning of the novel, story,
play, or poem, and work your way toward its end. For example, here is the
rough structure of the example above: The author of the sample decided to use
the poem itself as an organizational guide, at least for this part of the analysis.

⚫ A paragraph about the octave.

⚫ A paragraph about the volta.
⚫ A paragraph about the penultimate line (13).
⚫ A paragraph about the final line (14).
⚫ A paragraph addressing form that suggests a transition to the next
section of the paper.

You will have to decide for yourself the best way to communicate your

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ideas to your reader. Is it easier to follow your points when you write about
each part of the text in detail before moving on? Or is your work clearer when
you work through each big idea—the significance of whiteness, the effect of an
altered sonnet form, and so on—sequentially?

We suggest you write your paper however is easiest for you then move
things around during revision if you need to.

Lesson 5: Using Literary Quotations

In literary analysis papers, it's expected that you'll blend quotes from the
literary piece you're examining. This integration of quotes is vital, but knowing
how to do it effectively is key. What quotes should you choose and how can
they be interwoven with your own thoughts?

This guide aims to demystify the use of literary quotes in academic

writing. It covers why these quotes are essential and provides detailed advice
on how to merge your writing with these quotations. It includes tips on
selecting the right quotes, blending them with your narrative, formatting, and
adherence to specific rules for external texts.

While this advice primarily applies to integrating quotes from literature

like novels, poems, and plays into your essays, it's also relevant for including
quotes from academic papers, reports, and original research.

Importance of Using Literary Quotes

In a literary analysis, your goal is to construct an argument about the
author's intentions and the text’s mechanism. Quotes from the text support
your argument, serving as evidence, much like a lawyer uses evidence in court.
However, avoid using quotes just to narrate the story, fill space, or quote for
the sake of quoting.

Utilizing Literary Quotes: Basic Principles

Consider a student's analysis of character dynamics in Woolf's "To the
Lighthouse." This analysis effectively combines the student's viewpoints,
summarized and quoted evidence from the text, and discussions on how this
evidence supports their interpretation.

Combining Your Thoughts with Textual Evidence

A well-structured analysis contains your ideas, evidence from the text
(summarized, paraphrased, or quoted), and a discussion linking this evidence
to your analysis. The goal is to use quotations that bolster your argument,
focusing on relevant parts of the text.

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Options for Presenting Textual Evidence
Besides quoting, you can reference, summarize, or paraphrase textual
data. Choose the method that best supports your argument, whether it’s the
language or the content of the text.

Selective Quoting
When quoting, only include parts of the text that are directly relevant to
your point. Use specific words, phrases, or sections as needed, integrating them
into your narrative.

Blending Your Writing with Quotations

Avoid quoting entire sentences without context. Use introductory phrases,
and assertions followed by a colon, or embed quotes within your sentences for
a smoother integration.

Clarity and Readability

Introduce quotes clearly, indicating their purpose or source. Use the
present tense for analysis, but match the tense to the narrative’s timeline when
discussing events.

Formatting and Precision

Use ellipses for omissions and brackets for grammatical adjustments. Keep
the original spelling, capitalization, and punctuation. Alter the closing
punctuation of a quote to fit your sentence if needed.

Punctuation Guidelines
Place commas and periods inside quotation marks. For poetry, use slashes
to separate lines in short quotes.

Indentation Rules
Short prose or verse quotes are not indented. Longer quotes follow the
block quote format, with specific spacing and margin requirements.

Documenting Sources
Adhere to your instructor's preferred documentation style. For literary
papers, the MLA Handbook, 8th edition, is often used.

This guide provides a comprehensive approach to effectively integrating

literary quotes into academic papers, ensuring a seamless blend of your
analysis and textual evidence.

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Lesson 6: Reviewing a Play

Writing a Play Review: A Comprehensive Guide

1. Understanding the Assignment

Writing a play review combines the roles of a spectator and a critical

analyst. This task involves summarizing the play, analyzing the performance,
and evaluating the entire production including staging, acting, and directing.
The key is to objectively analyze the success or failure of the production,
focusing on a few essential aspects rather than an extensive list of elements. An
objective, critical stance is crucial for a credible and intelligent review.

2. Preparation Before the Performance

✓ Read the Play: Familiarize yourself with the play before attending the
production. This helps in forming a baseline for comparison.
✓ Identify Key Elements: Note critical points or interesting aspects in
the play to observe during the performance.
✓ Understand Standard Production Expectations: Have an idea of
what a standard production might entail, including character
appearances, costuming, set design, and thematic representation.

3. Attending the Production

✓ Open-Mindedness: Approach the play open to the director's

interpretation.
✓ Observe Deviations: Note any differences from your concept of a
standard production and try to understand the director's choices.
✓ Critical Observation: Pay attention to costume choices, set design,
actors’ line delivery, special effects, script changes, and overall
contribution to the play's meaning.

4. Evaluating the Performance

✓ Analysis Post-Performance: Reflect on whether the director missed

crucial elements or overlooked significant parts of the play.
✓ Consider Practical Aspects: Think about the limitations and
capabilities of the stage, the actors (whether professional or amateur),
and how these factors influenced the director's decisions.

5. Writing the Review

✓ Introduction: Include the play’s title, playwright, director, production

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company, and date of the production. Present your thesis outlining
your general impression of the production.
✓ Statement and Summary: Offer a brief thematic summary of the play,
supporting it with evidence from the text.
✓ Review Body: Address each element mentioned in the introduction.
Describe, interpret, and evaluate these elements, focusing on how they
contribute to your overall assessment.
✓ Conclusion: Summarize your thoughts without introducing new
information. Leave the reader with a final thought or question to
ponder.

Tips for Writing Effectively

✓ Be precise and detailed in descriptions.

✓ Maintain an objective and fair tone.
✓ Focus on how production elements support or detract from the play’s
themes.
✓ Avoid minor nitpicking at the expense of addressing more critical
concerns.

This guide provides a structured approach to reviewing a play, ensuring a

balanced and thorough critique that encompasses both personal insights and
objective analysis.

Lesson 7: Writing a Summary or Rhetorical Precis to Analyze

Nonfiction Texts.

Academic writers across all disciplines analyze texts. They summarize and
critique published articles, evaluate papers’ arguments, and reflect on essays.
In order to do these things, they have to read complex texts carefully and
understand them clearly.

1. Introduction to Active Reading and Rhetorical Précis

Academic writers often need to analyze nonfiction texts, requiring careful
reading and clear understanding. Two effective methods for this are active
reading and rhetorical précis writing. This guide aims to help you evaluate,
compare, and reflect on nonfiction texts using these techniques.

2. Active Reading
Active reading is a method that involves slow, engaged reading with a
focus on understanding and contemplating the text's ideas. Key strategies
include:

➢ Skimming the Text: Before reading in-depth, skim the text to understand

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its context, length, structure, and main arguments. This helps in
predicting its content and relevance.
➢ Taking Notes: Make notes about the text’s key ideas and your responses
to them. This aids in remembering and processing the content.

3. Introduction to Rhetorical Précis

A rhetorical précis is a concise summary that captures the essence of a
text. It's a tool for demonstrating a deep understanding of a text’s main
arguments and structure. It varies based on context and length, so follow any
specific guidelines given.

4. Parts of a Rhetorical Précis

A rhetorical précis typically contains four sentences, each serving a
specific purpose:

1) First Sentence: Identifies the author, publication details, topic, and main
claim of the text.
2) Second Sentence: Describes how the text is organized and developed.
3) Third Sentence: Explains the author’s purpose or intended effect.
4) Fourth Sentence: Identifies the intended audience of the text.

5. Using a Rhetorical Précis to Guide Analysis

Writing a rhetorical précis can be a foundational step for deeper analysis.
It helps in summarizing, comparing, and reflecting on texts. The précis itself
serves as a guide for understanding the text’s argument, structure, purpose,
and audience, which are essential for a thorough analysis.

6. Analyzing Nonfiction Texts

Once you have a clear understanding through active reading and précis
writing, you can engage in different forms of analysis:

➢ Evaluation and Critique: Assessing the text’s arguments, logic, evidence,

and overall effectiveness.
➢ Comparison: Comparing and contrasting different texts based on their
arguments, methods, structure, and audiences.
➢ Reflection: Analyzing the text in relation to your own experiences,
perspectives, and ideas.

Active reading and rhetorical précis writing are valuable skills for
analyzing nonfiction texts. They enable you to deeply understand and
effectively critique texts, offering insights into their arguments and relevance
to broader contexts. Dedicate time to careful reading and thoughtful analysis
for a richer understanding of nonfiction works.

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Engaging Activities

Directions: Something to think about…

A. What would you do if after submitting your report you realized that you
have entered a wrong data that might affect the validity of your work?
B. What would you do if you found out that your homework was copied by
your classmate without permission? Explain your answer.
C. How important is poetry’s role in developing your culture?
D. Why do you have to use literary quotation?
E. How does reviewing a play differ from simply summarizing a plot?
Elaborate your answer.
F. Do you encounter a precis? How important do you think it is? Explain your
answer

Performance Tasks
Performance Task 1

Appreciate Poem Reading through Literary Analysis

Instructions:

1. Select a poem from a provided list.

2. Analyze the poem’s theme, tone, imagery, and other literary devices.
3. Prepare a presentation sharing the analysis and personal reflections on the poem.

"The Road Not Taken" by Robert Frost

"Ozymandias" by Percy Bysshe Shelley -
"Do Not Go Gentle into That Good Night" by Dylan Thomas
"Sonnet 18" by William Shakespeare
"The Waste Land" by T.S. Eliot
"Still I Rise" by Maya Angelou
"Dulce et Decorum Est" by Wilfred Owen
"The Raven" by Edgar Allan Poe

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Understanding Directed Assessment

Rubric for Poem Analysis

Adopted from https://www.scribd.com/doc/246929852/class-created-rubric-for-poetry-analysis

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Learning Resources

Achebe, C. (1994). Things fall apart. Anchor Books. (Original work published 1959)

Blake, W. (n.d.). The Tyger. Poets.org. American Academy of Poets. Retrieved July 1, 2018, from
https://www.poets.org/poetsorg/poem/tyger

Cronon, W. (1996). The Trouble with Wilderness: Or, Getting Back to the Wrong Nature. Environmental History,
1(1), 7–28.

Fitzgerald, F. S. (1953). The Great Gatsby. The Scribner Library. (Original work published 1925)

Lahiri, J. (1999). A Temporary Matter. In Interpreter of Maladies (pp. 1-22). Mariner Books.

Lawrence, D. H. (1985). Why the Novel Matters. In B. Steele (Ed.), Study of Thomas Hardy and Other Essays (pp.
191-198). Cambridge University Press.

Milton, J. (1821). Paradise lost. Printed for John Bumpus. Retrieved July 1, 2018, from
https://books.google.com/books?id=pO4MAAAAYAAJ&printsec=frontcover#v=onepage&q&f=false

Morrison, T. (1993). The bluest eye. Plume. (Original work published 1970)

University of Wisconsin-Madison Writing Center. (n.d.). Close reading. Retrieved from

https://writing.wisc.edu/handbook/assignments/closereading/

Woolf, V. (1981). To the lighthouse. Harcourt. (Original work published 1927)

Woodworth, M. K. (1988). The Rhetorical Précis. Rhetoric Review, 7(1), 156–164.

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