Exploring Cultural Groups and their Representations in Various Media

Topics:

A. Representation in Various Media

1.Under-Representation of Minority Groups in Various Media
→ gender, ethnicity/ language, profession/ social status, and age (Indigenous People CMO)
B. Forming Informed Opinions/ Thesis Statements
C. Paragraph Development Techniques and Parts of a Selected Reference to Support Opinions

Overview:
In this module, you will be introduced to the intricate relationship between cultural groups and their
portrayals in diverse forms of media. This module aims to enhance your critical thinking and analytical skills
by examining the ways various media platforms shape your perceptions of different cultural identities. You
will explore the significance of accurate representation and recognize the consequences of under-representing
minority groups. Moreover, the module will guide you in developing informed opinions, crafting effective
thesis statements, and mastering paragraph development techniques using selected references to support your
viewpoints.
Learning Outcomes:
By the end of this module, students should be able to:

1. Explain the impact of representation and under-representation on the lives of minority groups.
2. Construct informed opinions/thesis statements based on provided inputs and their discipline.
3. Cite parts of a reference read/viewed/ related material to support opinions.

PART 1

A. Representation in Various Media (Week 10)

In the field of media studies, representation is the way aspects of society, such as gender, age, or
ethnicity, are portrayed to the viewers or readers. Playing a pivotal role in shaping our perceptions of
diverse social groups and their identities, it is how media texts deal with and present gender, age, ethnicity,
national and regional identity, social issues, and events to an audience. Furthermore, media texts have the
power to shape an audience's knowledge and understanding about these important topics.

In order to analyze media texts to determine how they have represented ideas and issues; it is
important to be familiar with some of the key terms.

1. Construction
This is the way a media text is put together. In a film or television program this includes the editing
and choice of camera angles, in a magazine or newspaper it includes the layout and writing as well as the
choice of images.

2. Mediation
 This is the process everything goes through before it reaches an audience. This can be how a film
script is written and re-written before it makes it to production, how newspaper or magazine photographs
are cropped and captioned, or how real-life events - like a protest or a speech by a politician - are portrayed
in a news report.

3. Selection
This refers to what has been selected to include in a media text. This can be particularly important
in newspaper articles, where selecting certain facts over others can change the angle of a story; what is
omitted is sometimes as important as what is included.

4. Anchorage
These are the words that go along with images to give those pictures a certain meaning in a specific
context. This includes captions and headlines in newspapers and taglines in adverts or on film posters.

5. Stereotypes
These are a simplified representation of a person, groups of people or a place, through basic or
obvious characteristics - which are often exaggerated. Stereotypes can be used to describe characters
quickly, relying on existing audience recognition. They are dangerous as they can lead audiences to
generalize about people or places.

6. Ideology
These are ideas and beliefs, held by media producers, which are often represented in their media
texts.
In a newspaper, the ideology of the owner or senior editors could influence the way certain stories
are represented, such as lending support to a particular political party. In a documentary about asylum
seekers, the representation of their story could be influenced by the ideology of the filmmaker or producer.

How are representations constructed?

Camera shots and angles

A low angle camera shot can make someone seem more powerful and in control than they really are.
A high angle shot of the same person may make them seem less important or influential.

Editing
Media producers can manipulate the emotions of the audience by representing certain characters or
situations through editing. For a documentary style reality show, like Don't Tell the Bride, many hours of
film footage may have been recorded, but this footage is edited down to fill a one-hour broadcast. How it
is edited will determine how the characters are represented and how the audience respond to them.

Reality shows like Don't Tell the Bride edit down many hours of footage to create a one-hour
program.

Audio codes
The representation of a person or fictional character can be influenced through their dialogue; if they
use slang or speak with a strong accent, audiences will respond to that person in a very different way than
someone who speaks perfect English without the trace of an accent. Music can also influence representation
in a media text. In a film scene, where a character is walking down a street, a slow, somber piece of music
will create a very different representation to a cheerful, upbeat tune.

Visual Codes
Iconography (the visual images or symbols that appear in a scene) can influence representation. For
example, iconography can have a big impact on a representation of femininity – a character carrying a
briefcase and wearing a smart suit creates a very different representation of femininity than a character
carrying a changing bag and pushing a buggy.

Representation in print
In print based media texts representation is constructed using:
• Layout and Design
• Language and Mode of Address
• Camera shots and angles in any photographs
• Visual codes
• Anchorage

In this poster for the film Brooklyn,

there are representations of
gender, place and the past.

The style of font used (design)

along with the costumes worn by
the three characters (visual codes),
and the colors used reflect the
1950s when the film is set. Taken
together, the colors and images are
soft and warm, and represent the
past in a nostalgic way; this is a
romantic, idealized representation
of the past (mode of address).

Gender is represented by the positioning of the three characters (layout): the main character Eilis (Saoirse
Ronan) is in the middle of the poster and shown from a low angle (camera shots), and she looks directly
ahead of her, over the heads of anyone looking at the poster.

These elements combine to represent her as a strong, confident female who is at the center of this story.

The layout also emphasizes that the story has two sides which is represented by the two men pictured and
the images behind them.

The left-hand side of the poster features a picture of Jim (Domnhall Gleeson): he is pictured against the
rugged Irish coast and is looking down and to the left (visual codes). In this way, he represents Eilis's past
in Ireland.
The right-hand side features Tony (Emory Cohen), Eilis’ love interest in America, and he is looking up and
to the right. He is pictured against the towering Brooklyn Bridge - this represents Eilis' life in America and
maybe her future as well.

The tag line at the top of the poster - ‘Two countries, two loves, one heart’ - anchors (anchorage) the
images and gives the audience an idea of what the film is representing: romantic love.

Representation of gender
The representation of gender is a powerful code in media texts.

Women
Representations of women in the media have developed and changed with time to reflect the cultural
and sociological changes in society. However, female stereotypes continue to appear in some media texts.

Representations of women are often defined by how men see women (termed the 'male gaze'), or by
how society expects women to look and behave.

Many representations of women concentrate on sexuality and emotions. Others focus on their
relationships with their children or romantic partners.

Magazine front covers often include

stereotypical representations of women.

Although there are representations of women in

the media that conform to society's expectations there
are also representations that aim to subvert and
challenge these constructions.

These positive representations offer a more

realistic and refreshing view, showing women as
active rather than passive, as heroes not victims.

Men
Representations of men have changed over the past two decades with the emergence of the 'new man'
or 'metrosexual', a man in touch with his feminine side and interested in romance, fashion, health and
fitness.
However, the main focus is still on the traditional idea of masculinity, which is strong, heroic, with
the ability to outsmart life's problems and survive against all odds.

This kind of masculine representation is seen in action-adventure characters such as James Bond or
Indiana Jones. Sometimes this heroic representation of masculinity is challenged in action-adventures. In
Skyfall, we see an ageing James Bond, a more vulnerable hero. This is a more realistic representation of
masculinity and age.
 The Big Bang Theory stars a group of scientists who are hyper-intelligent, geeky and weedy. The
show represents how Leonard, one of the weedy scientists, manages to win the heart of Penny – despite
him not being the stereotypical tough, handsome guy who always gets the girl.

David Beckham combines traditional and

modern male values.

David Beckham is a good example of

someone who combines the aspects of a 'new
man' (he is interested in fashion and is an active
father to his children) with the more traditional
masculine values (his strength, attractiveness, and
sporting skills).

Today many men are faced with

unrealistic and aspirational representations
of masculinity in the media.

The front cover of men's lifestyle

magazines can offer an unrealistic
representation of masculinity.

The front covers of men's lifestyle

magazines often depict a 'perfect man' with
great hair and a six pack of abs. As a result,
many men are now under a similar pressure
to women, trying to conform to an ideal
image.

Representation of age
Representations of age can influence how audiences respond to a character or real-life person in a
media text.

Young people
When media texts represent people, they can be categorized according to age, however it is easy to
fall into stereotypical caricatures of lazy teenagers or grumpy old people. Today it can be difficult to
pigeon-hole people into age groups, as the boundaries are becoming more blurred – for example, video
games are just as likely to be played by middle-aged adults as teenagers.

Young people are often represented negatively in media texts, which can cause controversy and
stimulate debate. During the London riots, British young people were portrayed by the print media as
dangerous and hostile. This representation was based on the actions of a small number of people and created
an unfair stereotype.
 When young people appear in positive representations in newspapers, it is often because they have
done something out of the ordinary, such as an heroic act or an impressive sporting achievement. In comedy
representations, like Vicky Pollard in Little Britain, young people are often shown as lacking in education
and of low social class. This is reflected in their clothes, the way they speak and the language they use.

This representation suggests that this is generally considered the dominant representation of young
people in the media, enough to encourage a parody.

Positive representations of young people in the media are much less frequent because positive
representations are not as dramatic or entertaining.

The main media texts which offer positive representation of young people are usually situations
which allow them to represent themselves, within a specific context. For instance, auditions on talent shows
such as Britain's Got Talent and The X Factor or celebrations of their good deeds on charity programs like
Children in Need.

Representation of ethnic, national, and regional identity

Ethnic, national or regional identity is reinforced or undermined by how it is represented in the media.
The United Kingdom is an ethnically diverse country; however, this diversity is not always reflected in the
media. On TV, film, and on the front of glossy magazines, non-white faces are often under-represented.
Many people confuse ethnicity and race. Ethnicity is defined by culture, national customs, language, or
beliefs. Race can mean physical characteristics that may be related to skin color or other physiological
features. The media’s representation of ethnicity can prove very powerful as it could be the only experience
of other cultures that some audiences will encounter.

If all representation of ethnicity in the media were balanced this would not be a problem. However,
many representations can rely on negative stereotypes which may adversely affect the way others then
perceive a particular ethnic culture.

National identity is based on the features of a specific country - its culture, traditions, language, and
politics. Regional identity is also based on geographical area but can be quite broad (someone could be
from the North or the South of England) or more specific (they could be Glaswegian or Cornish).

Representations of national and regional identity often focus on certain stereotypical characteristics
and customs associated with the nation or region. For example, that the French are romantic, Italians are
the best cooks, or the Irish are friendly.

Graded Activity 1

Media Analysis Presentation

In pairs or triads, select a movie, TV show, magazine or advertisement, or online content and identify
instances where minority groups are underrepresented or misrepresented. Discuss the impact or
implications of these under-representations on the audience's perception.
 You may use the following questions as your guide in analyzing the content of your material:

• Who are being represented?

• How visible are those being represented?
• How are they represented?
• What characteristics or aspects of realities are foregrounded and what are backgrounded?
• Are there any notable absences?
• At whom is the representation targeted?
• What does the representation mean to you?
• How do you think people make sense of the representation?

Your output will be evaluated based on the following criteria:

• content relevance (5 points)
• identification of instances (5 points)
• depth of analysis (5points)
• organized and clear presentation (5 points)
• impact and implications (5 points)
• visual aids/time management (5 points)

Graded Activity 2

Viewing of I- Witness Documentary

In pairs or triads, view the I-Witness documentary by Atom Arauallo titled Silang Kinalimutan. While or
after viewing the documentary, answer the following guide questions:

1. How are the topics/ subjects of the documentary treated? How does the world respond to their treatment?
2. What makes you say that they are treated that way? Which parts of the documentary support your point?
Do you have any related supporting experience or idea?
3. What role does media play in raising awareness or representing the situations of various minority groups
such as those covered in the documentary?

Link to I-Witness Documentary:

I-Witness: 'Silang Kinalimutan,' dokumentaryo ni Atom Araullo (full episode) - YouTube or
https://www.youtube.com/watch?v=pDC9RkS9Nxl

PART 2

B. Forming informed opinions or thesis statements

The topic of under-representation of minority groups in various media, as discussed previously, is

intricately connected to the act of viewing a documentary about minority groups. Watching such a
documentary serves as a means of increasing awareness and understanding of the issues related to under-
representation. It can provide you with valuable insights into the experiences, challenges, and perspectives
of these marginalized communities.

In turn, viewing a documentary about minority groups can be a pivotal step in forming informed
opinions and thesis statements. It equips you with the knowledge and context necessary to analyze and
reflect on the issues presented in the documentary. It encourages you to critically examine the under-
representation of these groups in media and how this lack of representation perpetuates stereotypes and
inequality. Consequently, this critical engagement with the subject matter becomes a foundation for
crafting informed opinions and thesis statements.

The knowledge and insights gained from the documentary serve as a steppingstone for the
subsequent development of informed opinions and thesis statements, which, in turn, can lead to the creation
of an action plan to address these representation disparities in media more effectively.

I. The Thesis Statement and Its Purposes

In the process of crafting a well-structured argument or research project, formulating an informed

opinion or thesis statement is a foundational task. It encapsulates the core argument or perspective that the
entire work will revolve around, providing clarity and purpose to the endeavor. A thesis statement is a
concise and clear statement that articulates the main argument or point of view in an essay, research paper,
or any written work. It serves the following purposes:

A. Guide—it is like a road sign that serves as a guide that tells what the focus of the whole text is.

B. Main Point—it tells readers about the overall message of the whole text.

However, do note that while the main idea provides the topic or summary of each paragraph, the
thesis statement is responsible for providing the main point of the whole text, not just a single paragraph.

In order to get a clearer picture of what a thesis statement is, consider the following essential
components of a thesis statement. These components must be satisfied, achieved, or found in a statement
before it can be considered a thesis:

Length—it has to be 1 to 2 sentences in terms of length.

Location—it is embedded or found in the first paragraph of the whole paper.
Topic—it announces the topic, issue, or area of concern to be tackled.
Argument/ side/ opinion/ claim—it contains an argument, informed opinions/ beliefs, sides or
claims about the topic
Testable/ defendable—it can be proven as or defended to be true or false depending on evidence;
it is NOT a fact that can no longer be negated (e.g., the sun can be found at the center of the solar
system, being orbited by planets).

Example:

The persistent issue of food insecurity in urban communities emphasizes the urgent need for
comprehensive policies, community-driven initiatives, and equitable access to nutritious and affordable
food sources. These measures aim for the reduction of dependency on food aid programs and promotion
of long-term food sovereignty.

Topic: It clearly identifies the topic, which is “the persistent issue of food insecurity in urban
communities.”

Arguments/sides/opinions/claims: It presents three arguments or claims, including:

1. Comprehensive policies, community-driven initiatives, and equitable access to nutritious and

affordable food sources: This argument emphasizes the need for multi-pronged solutions to address food
insecurity. It is arguable because different stakeholders may have varying opinions on the most effective
strategies to achieve food security. The discussion can center around which policies and initiatives are most
suitable and effective.

2. Reduction of dependency on food aid programs: This argument raises questions about the
effectiveness of existing food aid programs and whether they are contributing to long-term solutions or
perpetuating dependency. It's arguable as opinions may differ on how best to transition away from reliance
on aid programs.

3. Promotion of long-term food sovereignty: The idea of food sovereignty is a subject of ongoing debate
in the field of food policy. Some argue that it empowers communities, while others may have reservations
about its feasibility and impact. This argument is arguable because it involves differing perspectives on
what long-term food sovereignty entails and how it can be achieved.

C. Paragraph development techniques and parts of a selected reference to support them

I. The Three Main Parts of An Academic Paper and Techniques in Developing Them

An academic paper such as an academic essay or library research can be generally divided into three
main parts: (A) introduction, (B) body, and (c) conclusion. Each one serves a particular purpose and may
be developed using various techniques in paragraph development.

A. Introduction—these are the first few paragraphs in an academic paper. It serves two purposes:

(1) identify what the topic and the thesis statement/s are; and

(2) prove the importance of the topic and validity of the author’s thesis statement related to the topic

For an introduction to effectively serve its purposes, there are various techniques in paragraph
development that writers can use separately or in combination:

Factual Information—this technique comes in the form of including details that have already been proven
and tested to be true or deemed to be logical.

Example:
 Until recently, estradiol, the primary hormone secreted by the ovary, has been thought to
predominantly influence reproductive functions. Thesis Statement: It is now known that this pleiotropic
hormone has profound effects on plasticity in the developing and adult brain (McEwen et al., 1995). Recent
clinical studies demonstrate that estradiol replacement in postmenopausal women ameliorates cognitive
dysfunction (Sherwin. 1994; Robinson et al., 1994; Henderson et al., 1996) and decreases the incidence
and rate of neurodegeneration associated with diseases such as Alzheimer's disease (Henderson et al.,
1996; Paganini-Hill and Henderson, 1994: Brenner et al., 1994).

Guided analysis of the above-given example:

(1) What factual pieces of information are included in the paragraph?

(a) The hormone from the ovary called the estradiol influences reproductive functions.

(b) It also affects plasticity of the developing and adult brain.

(c) Its replacement among menopausal women lessens brain-related problems such as Alzheimer’s.

(2) How can the so-called factual pieces of information be checked for their validity or truthfulness?

(a) Citations which include those by McEwen et al. (1995), Sherwin (1994), Robinson et al., (1994),
etc. can be counterchecked.

(3) How do the so-called factual pieces of information contribute to the effectiveness of the given
introduction?

(a) The paragraph introduces the hormone estradiol as a potential preventive source of medication/
medicine against Alzheimer’s and other similar diseases—ailments that affect many and are seen to
still be unpreventable or incurable until the present times.

Anecdote—this technique comes in the form of including retellings of relevant personal experiences or
experiences by other people.

Example:

We sat on the edge of the bed together, the day's end ritual drawing to a close. I gently stroked her
bent arthritic spine with the loving intent to ease the pain from the hours spent in immobility, moving only
from the chair to the bathroom, to the dining table and back again to the chair. Her physical care for this
day was complete. She relaxed under the soft touch of my hand and suddenly said: “You are such a good
mother." I was jolted out of my reverie to reply: “Excuse me, Mom." Our eyes met, we laughed
spontaneously and heartily, embraced and in that instantaneous moment transcended the mundane tasks
of caring and entered into a special moment of togetherness--a mutual caring, compassion and recognition.
Thesis Statement: This moment was not one of role reversal but one of experiencing the meaning of
caregiving and receiving. Several days later, I shared this experience in a qualitative research class
discussion in phenomenology. The class participants were visibly moved, and shared recognition of…
Guided analysis of the above-given example:

(1) What experiences are included in the paragraph?

(a) generally an encounter between a patient and his/ her nurse or caregiver

(2) For what topic/s may the experiences be most relevant?

(a) in showing the essence or meaning of caregiving and receiving

(b) in discussing phenomenology (as mentioned in the paragraph itself)

(c) in gaining insights about maintaining proper nurse-patient relationships and care of patients

(3) Why might the experience of the person who shared his/ her encounter be relevant to the topics covered
by the introduction?

(a) He/ she is probably a nurse/ caregiver who has had firsthand experience in caring for patients.

Definition—this technique comes in the form of giving meaning to, providing examples of, or describing
of relevant concept/s.

Example:

Cancer is the uncontrolled growth and spread of abnormal cells inside the body with the potential
to cause death.[1] In America, it is the main cause of death in children aged 14 years or less.[2] In
Indonesia, the 2013 Basic Health Research data state that 0.5% of total cancer patients are children aged
14 years or less.[3] Children suffering from cancer at the end of their lives need comfort, but it is rarely
fulfilled.[4] The uncomfortable conditions experienced by children are related to pain, dyspnea, digestive
problems, and neurological changes. [3] Nurses' management of pain or other symptoms is part of the
multidisciplinary model of providing comfort. [6] Nurses' understanding of what comfort means to children
at the end of their lives affects the intervention of comfort provided to increase the children's quality of
life. [Z] Thesis Statement: Therefore, exploring the nurses' understanding on the essence and meaning of
children's comfort at the end of their life is a study necessarily conducted.

Guided analysis of the above-given example:

(1) What concepts are given meaning, provided with examples, or described in the introductory paragraph?

(a) cancer

(b) uncomfortable conditions related to cancer experienced by children such as pain, dyspnea,
digestive problems, and neurological changes

(c) nurses’ duties including management of pain or symptoms/ provision of comfort

(2) How do the concepts defined in the paragraph relate to its topic, and how do they make the introduction
effective?

(a) The definitions provide ideas about the disease cancer that causes discomfort among young
patients; they identify the different types of discomfort that the said disease causes among the
identified patients; and they make the introduction effective as they provide a clear picture of an issue
of concern which is the comfort that can be afforded to the patients while experiencing a pain-causing
disease.

Brief History—this technique comes in the form of including details about past events.

Example:

Thesis Statement: As with other practice professions, nursing requires a knowledge foundation that is
based on theory and derived from systematic research. The first nursing theorist, Florence Nightingale,
created detailed reports of both medical and nursing matters as chief nurse for the British in the Crimean
War in the mid-1850s. Nightingale noted that “... apprehension, uncertainty, waiting, expectation, fear of
surprise, do a patient more harm than any exertion” (p. 6) (2). As a result, Nightingale's conceptualization
of nursing included the need to have an understanding of the laws of nature, the prevention of disease, and
the use of personal power. She viewed persons as both physical and spiritual beings, emphasizing the
importance of the environment and the need to care for the patient, not the disease. With her emphasis on
the environment, changes in nutrition, hydration, and sanitation, mortality rates dropped drastically
during the Crimean War (3). In subsequent years, Nightingale developed "laws of nursing" that formed
the basis for nursing science and guided nursing education in the United States from 1850 to the 1950s
(4).

Guided analysis of the above-given example:

(1) What past event/s are included in the paragraph?

(a) the creation of detailed reports by Florence Nightingale during the Crimean War in the mid-1850s

(b) her detailed reports and experiments leading to the dropping of mortality rates during the said war

(2) Why are the identified past events relevant or helpful in making the introduction effective?

(a) They prove the thesis statement or the claim that the nursing profession, just like any other jobs,
benefits from both sufficient theoretical knowledge and the process of systematic researching which
includes keeping records, experimentation, and healthcare decisions based on results.

Quotation—this technique comes in the form of using statements coming from other sources.

Example:

Thesis Statement: As with other practice professions, nursing requires a knowledge foundation that is
based on theory and derived from systematic research. The first nursing theorist, Florence Nightingale,
created detailed reports of both medical and nursing matters as chief nurse for the British in the Crimean
War in the mid-1850s. Nightingale noted that “... apprehension, uncertainty, waiting, expectation, fear of
surprise, do a patient more harm than any exertion” (p. 6) (2). As a result, Nightingale's conceptualization
of nursing included the need to have an understand laws of nature, the prevention of disease, and the use
of personal power. She viewed persons as both physical and spiritual beings, emphasizing the importance
of the environment and the need to care for the patient, not the disease. With her emphasis on the
environment, changes in nutrition, hydration, and sanitation resulted, and mortality rates dropped
drastically during the Crimean War (3). In subsequent years, Nightingale developed "laws of nursing" that
formed the basis for nursing science and guided nursing education in the United States from 1850 to the
1950s (4).

Guided analysis of the above-given example:

(1) What statement from another person is included in the paragraph?

(a) the statement of Nightingale: “Apprehension, uncertainty, waiting, expectation, fear of surprise,
do a patient more harm than any exertion.”

(2) How does the identified part help in making the introduction an effective one?

(a) It comes from an icon in the profession being talked about—Florence Nightingale.

(b) It supports the thesis statement that the nursing profession benefits best from deriving decisions
from research results—like what the source found out, i.e., apprehension, among many others,
affects patients negatively.

Shocking Statement—this technique comes in the form of identifying unusual, unexpected, or unknown
pieces of information.

Example:

Thesis Statement: A mother's genetics determines how clever her children are, according to researchers,
and the father makes no difference. Women are more likely to transmit intelligence genes to their children
because they are carried on the X chromosome and women have two of these, while men only have one.

Guided analysis of the above-given example:

(1) What unusual or unexpected details are included in the short introduction?

(a) Intelligence comes from just one parent instead of both—the mother.

(b) The male parent has little to no contribution to a child’s intelligence, making their genes
insignificant intelligence-wise.

(c) Intelligence is carried on the X chromosome which women have two of while men only have
one.

(2) How do the unexpected details support or make the introduction effective?
 (a) They logically support or scientifically further explain the thesis statement that mothers are the
sole persons who pass on their intelligence to their children.

Current Events—this technique comes in the form of including recent events or trends that are happening
at the time of writing.
Example:

Thesis Statement: All hospitals should use electronic health records (EHRs). As new legislation and
advances in technology have led many hospitals and clinics away from paper records, the debate between
the two still lingers. Some doctors cling to paper records out of habit or personal preference, and there
are often concerns about the security of information and protecting patient privacy. But, as Americans
become more transient and medical professionals more interconnected, the fact that electronic records
can be shared easily between hospitals is becoming more and more important. EHRS also have a physical
lasting power that is unmatched by paper records. There are legitimate concerns about the security of
electronic records, but the benefits outweigh the risks. Thus, even though EHRs pose some security risks,
every hospital should use them because they are permanent and they can be shared easily between
hospitals.

Guided analysis of the above-given example:

(1) What recent events or current trends are included in the introduction?

(a) New rules and advancements in technology making hospitals shift away from using printed
records

(b) electronic records being easily sharable and longer lasting

(2) How do the recent events or given trends support or make the introduction effective?

(a) They make it seem that the thesis statement or argument, “All hospitals should use electronic
health records (EHRs),” is true since many believe it or imply it to be their belief by means of how
they prefer electronic versions of their records over their printed counterparts.

Statistics—this technique comes in the form of presenting and interpreting numerical or mathematical
data.

Example:

Cancer is the uncontrolled growth and spread of abnormal cells inside the body with the potential
to cause death.[1] In America, it is the main cause of death in children aged 14 years or less.[2] In
Indonesia, the 2013 Basic Health Research data state that 0.5% of total cancer patients are children aged
14 years or less.[3] Children suffering from cancer at the end of their lives need comfort, but it is rarely
fulfilled.[4] The uncomfortable conditions experienced by children are related to pain, dyspnea, digestive
problems, and neurological changes. [3] Nurses' management of pain or other symptoms is part of the
multidisciplinary model of providing comfort. [6] Nurses' understanding of what comfort means to children
at the end of their lives affects the intervention of comfort provided to increase the children's quality of
life. [Z] Thesis Statement: Therefore, exploring the nurses' understanding on the essence and meaning of
children's comfort at the end of their life is a study necessarily conducted.

Guided analysis of the above-given example:

(1) What numerical or mathematical data are included in the introduction?

(a) 0.5% of total cancer patients are children aged 14 years or less

(2) How does the number or numerical data support or make the introduction effective?

(a) It makes readers have more concrete idea about how many of those who suffer from cancer are
children whose comfort, while going through such illness, must be ensured. While the number or
percentage may seem insignificant, it still presents the idea that there are young lives at stake and
must be taken care of.

B. The Body—this part of an academic paper serves the following functions: (1) to explain, (2) to provide
examples, and (3) elaborate on reasons/ explore ideas.

Consider the following essay as an example:

(1) The human body is a wonderful piece of work that nature has created. (2) It is not beautiful like the
body of a butterfly or peacock but it is shaped practically. (3) It can do many types of work which other
animals cannot.

(4) It is not strong like the body of a tiger. (5) But in place of physical strength it has a big and sharp brain.
(6) By using this brain, the human physique has been able to overcome many of its limitations. (7) By
sitting in an airplane, it flies faster than a kite, by riding a motorcycle, it travels faster than a leopard, and
by firing a machine gun it fights much better than a tiger. (8) In spite of all this, the human body suffers
from many diseases because it has a weakness for habits such as smoking, drinking and overeating. (9)
When it is healthy the body can give great pleasure, but when it is sick, it can cause great pain.

Guided analysis of the above-given example:

(1) What is the thesis statement of the paragraphs above?

(a) Sentence 1: The human body is a wonderful piece of work that nature has created.

(2) What techniques were possibly used to support and develop the introduction?

(a) Sentences 2 and 3 may either be classified as factual pieces of information or shocking statements
since they prove what makes the human body wonderful by means of saying how it is better shaped
compared to bodies of other organisms despite it being less beautiful and how it is capable of doing
many types of work.

(3) Which sentences form the body of the paragraphs above?

 (a) Sentences 4 to 9

(4) Why and how do those sentences function as the body?

(a) Sentences 4 and 5 explain and provide the reason why the human body is more practical than the
bodies of other organisms.

(b) Sentences 6 and 7 provide examples of the many abilities that the human body is capable of doing
to overcome its limitations.

(c) Sentences 8 and 9 also provide other things that the human body can do, but they focus more on
the negative ones and their consequences that may put it to harm.

Since the body of an academic paper must explore an idea, elaborate on a chosen topic, and support
the thesis statement, there are various paragraph development techniques a writer can use to do so other
than the one used previously. The common ones are as follows:

Narrative—this kind of paragraph shows how events take place and in what sequence.

Example:

It was three in the morning. Sarah’s husband stood up from their bed and rushed to their room’s
toilet. There, he started vomiting. Later that morning, he was rushed to the hospital and was found to have
suffered from food poisoning.

Hours before that unfortunate event, the couple had gone eating at a fine-dining restaurant, with
Sarah’s husband unknowingly ordering and eating spoiled scallops. It took them such a mishap to realize
how serious and bothersome food poisoning can be, with Sarah even saying, “I was so shocked by what
was going on that didn’t know what to do to help him.”

Guided analysis of the above-given example:

(1) What events were mentioned in the paragraph?

(a) Sarah’s husband vomiting at 3am in the morning

(b) hospitalization of Sarah’s husband and the diagnosis of food poisoning

(c) Sarah’s husband and she eating at a restaurant and ordering spoiled food

(2) Can the events be sequenced in a chronological order or according to how they actually happened?
Which event comes first, second, and third?

(c) Sarah’s husband and she eating at a restaurant and ordering spoiled food

(a) Sarah’s husband vomiting at 3am in the morning

 (b) hospitalization of Sarah’s husband and the diagnosis of food poisoning

(3) If any, are there details that support the claims of the narrative paragraph to be true?

(a) Direct quotation of Sarah where she states the events to be shocking and her not knowing what
to do

Definition—this kind of paragraph provides readers with meanings, descriptions, or examples of a given
concept or topic.

Example:

Gardner and Lambert (1972) have defined attitude in terms of the endurance exhibited by the learner in
using extensive effort or energy to achieve a particular goal. Stem (1983) has included attitudes towards
learning the target language itself and learning languages in a general way.

Guided analysis of the above-given example:

(1) What concept is given meaning in the paragraph?

(a) attitude

(2) How is it given meaning?

(a) Citations involving Gardner and Lambert (1972) and Stem (1983)

(b) Gardner and Lambert (1972) defining attitude as related to the endurance or effort that a person
exhibits or exerts to achieve his/ her goals

(c) Stem (1983) specifying attitude in the context of language learning

Classification—this kind of paragraph groups things or individuals together based on a certain standard or
rule and by specifying their shared characteristics.

Example:

It’s perfectly normal for kids to exhibit a certain behavioral style in class. Behavior, after all, is a primary
form of communication for school-age children. Decipher its meaning and you’ll be better equipped to
help your child succeed academically.

Here are a few of the more common classroom styles: The class clown tends to be outgoing. Gregarious
child is in need of attention. At home he’s also charming and funny, but at times drives you crazy with his
endless capacity for high jinx.

The shrinking violet is shy, introverted and insecure about speaking up in school. In a comfortable setting
at home or with close friends, however, she may be full of talk.
The daydreamer who tunes out or doodles in class may have a concentration problem, or the work could
be either too advanced or too easy.

The eager beaver tends to be a high achiever who’s naturally motivated. But he can be hard on himself if
he doesn’t meet his own standards.

Guided analysis of the above-given example:

(1) What standard or rule is used in grouping the individuals in the paragraph?

(a) behavioral style in class or common classroom styles

(2) What are the groups identified?

(a) shrinking violet

(b) daydreamer

(c) eager beaver

(3) What characteristics do the individuals in each group share?

(a) shrinking violet—shy, introverted, insecure, only talks with close friend or at home

(b) daydreamer—tunes out of class, doodles, has problems with concentrating

(c) eager beaver—high achiever, motivated, expects highly of himself or herself

Process—this kind of paragraph presents a series of actions that lead to a result. In addition, it may provide
explanations about how concepts function or work.
Example 1: The researcher requested permission from the author of the “A Survey of Foreign Language
Learning Motivation” (Wang, 2010) among Polytechnic Students in China to use the questionnaire in
gathering the data needed in the study.

The questionnaire was modified through the assistance of the statistician and his adviser.

Example 2: A number of curious experiences occur at the onset of sleep. A person just about to go to sleep
may experience an electric shock, a flash of light, or a crash of thunder – but the most common sensation
is that of floating, or falling, which is why “falling asleep” is a scientifically valid description.

A nearly universal occurrence at the beginning of sleep (although not everyone recalls it) is a
sudden, uncoordinated jerk of the head, the limbs, or even the entire body. Most people tend to think of
going to sleep as a slow, slippage into oblivion, but the onset of sleep is not gradual at all. It happens in an
instant. One moment the individual is awake, the next moment not.

Guided analysis of Example 1:

(1) What process is illustrated in Example 1?

(a) requesting permission from an author for the use of his/ her questionnaire

(2) What are the steps, in ascending order, involved in the process illustrated in Example 1?

(a) requesting permission from Wang (2010) for the use of his/ her questionnaire from the study
titled “A Survey of Foreign Language Learning Motivation”

(b) modification of the questionnaire with the help of a statistician and the research adviser

Guided analysis of Example 2:

(1) What process/ concept is illustrated in Example 2?

(a) sleeping

(2) What are the events involved in the process illustrated in Example 2?

(a) electric shock, flash of light, crash of thunder, floating, or falling

(b) uncoordinated jerking of the head, the limbs, or the entire body

(3) What are the other details in Example 2 that do not just state steps but explain the process or concept
involved?

(a) going to sleep not being slow or gradual but instantaneous

Description—this kind of paragraph simply describes what is given (e.g., a table, an illustration, a person,
an experience, etc.) by identifying its contents or appearance and telling what they mean; it does not involve
personal interpretation.
Given:

Table 5. Distribution of Respondents by their Use of Chinese Outside their Class

Chinese Language Usage Outside Class

Example:

The Respondents in Terms of their Use of Chinese Outside their Class

Table 5 shows the distribution of the respondents by their use of Chinese outside their class. The
11.2% of the respondents hardly use Chinese outside their class. The 42.2% of the respondents sometimes
use Chinese language with foreign friends while 11.2% of the respondents sometimes use Chinese language
with other teachers or peers. The 35.4%of the respondents sometimes use Chinese language with their
family members.
Guided analysis of the above-given example:

(1) What parts of the table are mentioned or identified in the paragraph?

(a) The title, i.e., distribution of the respondents by their use of Chinese outside their class

(b) percentage corresponding to the response labeled as “hardly,” i.e., 11.2%

(c) percentage corresponding to the response labeled as “sometimes with foreign friends,” i.e.,
42.2%

(d) percentage corresponding to the response labeled as “sometimes with other teachers or peers,”
i.e., 11.2%

(e) percentage corresponding to the response labeled as “sometimes with family members,” i.e., 35.4

(2) Does the paragraph contain personal interpretation of the given table?

(a) No, it does not. It merely presents or tells what the table contains and the connection or meaning
of the different parts.

Comparison and Contrast—this kind of paragraph focuses on similarities and differences between and
among identified groups.

Example:

The Changing World of Women

The lifestyles of women have changed drastically in the last thirty years and are still changing today.
Basically, there have been four major changes. These have been in sexual attitudes, marriage ideas,
marriage roles, and career opportunities.

The first major change has been in sexual attitudes. Thirty years ago it was considered taboo for a
woman even to say the word “sex” in public. Today women as well as men are able to discuss sex and its
problems and joys freely and openly. Additionally, women are now emphasizing their roles as sexual
partners and leaders rather than inferiors and followers, and men are accepting that change, too.

Guided analysis of the above-given example:

(1) What is the topic explored in the given example and who are being compared and contrasted?

(a) change in the lifestyle of women in the last thirty years

(2) How many changes are there and what are they specifically?

(a) 4: sexual attitudes; marriage ideas; marriage roles; career opportunities

(3) How different are the women of the past from their present counterparts in terms of the identified major
changes in their lifestyle?

(a) sexual attitude—present-day women are now expressive of the word “sex” even in public setups
unlike the women before them.

(b) marriage and career opportunities—present-day women are now active in discussing with their
partners the roles they play in life as well as in pursuing leadership roles unlike their previous
counterparts who saw themselves as inferiors and as mere followers.

Cause and Effect—this kind of paragraph specifies reasons or sources and results, telling how an event
takes place and why.

Example:

Why Students Leave College

There seem to be six basic reasons some of our classmates will not be with us when graduation day arrives
in four years.

The first to leave are the dissatisfied, such as my high school friend who could not adjust to being away
from home and among so many strangers.

Next to leave are those who get sick or have bad accidents. This happened to a girl down the hall in my
dormitory, but she plans to be back after Christmas.

Another reason to leave is marriage, either “shotgun” style or being unable to wait until summer or
graduation.

Also, after the first year or two, some students transfer, either for the reasons that might also make them
drop out (get closer to home, marry, money problems) or to earn a degree only offered elsewhere.

There are two final reasons that cause dropouts: money problems and bad grades. College students
everywhere are always short on funds.

Finally, some students cannot handle the academic part of college life. For many reasons, from too much
partying to weak high school preparation, they flunk out of school. In fact, after looking back over this list,
it will be surprising if anyone sitting in this class will be left to graduate in four years.

Guided analysis of the above-given example:

(1) What is the topic explored in the given example?

(a) why students leave college/ six basic reasons some of our classmates will not be with us when
graduation day arrives in four years

(2) What causes students to leave college?

 (a) dissatisfaction

(b) illnesses or accidents

(c) marriage

(d) transfer of residence or change of course preference

(e) financial problems

(f) bad grades because of bad habits or lack of ample preparation in high school

All of the previously identified paragraph development techniques/ methods fall under what is called
expository writing, a form of writing aimed at explaining ideas and educating or informing readers about
them. As opposed to other forms of writing, expository writing is informational and backed with facts and
is technical.

C. The Conclusion—the last part of an academic paper that serves the following functions: (1) to
summarize/ restate the main point/ thesis statement or (2) challenge readers to do certain action/s related
to the thesis statement.

Consider once again the example given previously:

(1) The human body is a wonderful piece of work that nature has created. (2) It is not beautiful like the
body of a butterfly or peacock but it is shaped practically. (3) It can do many types of work which other
animals cannot.

(4) It is not strong like the body of a tiger. (5) But in place of physical strength it has a big and sharp brain.
(6) By using this brain, the human physique has been able to overcome many of its limitations. (7) By
sitting in an airplane, it flies faster than a kite, by riding a motorcycle, it travels faster than a leopard, and
by firing a machine gun it fights much better than a tiger. (8) In spite of all this, the human body suffers
from many diseases because it has a weakness for habits such as smoking, drinking and overeating. (9)
When it is healthy the body can give great pleasure, but when it is sick, it can cause great pain.

(10) The wise man would always keep his body fit because only a healthy mind and body can work to do
amazing things that no other creature ever can.

Guided analysis of the above-given example:

(1) Which sentence in the above paragraphs serves as the conclusion?

(a) Sentence 10: The wise man would always keep his body fit because only a healthy mind and
body can work to do amazing things.

(2) Why and how does that sentence function as the conclusion?
 (a) Sentence 10 states a similar idea with the thesis statement as it says that the body can do amazing
things that no other creatures ever can, making it a restatement. Also, it challenges readers to stay
fit so that they can better take care of the wonderful bodies they have and prevent them from
suffering from the consequences of bad habits.

Final Requirement:

Action plan for solving a contemporary community/ social problem, with the solution being related to the
students’ respective degree programs

Action Plan—the requirement is a very short but practical academic paper that will require students to
identify a contemporary community/ social problem (which may or may not involve minority groups) then
provide a practicable solution using knowledge or skills in their degree program, e.g., if the chosen problem
is about teenage pregnancy, those from the College of Nursing may come up with proven deterrent and
medical solutions from the field of nursing.

Format/ Parts—the paper is expected to have the following parts which will require them to use all the
skills and topics covered in the whole course and their knowledge from their respective degree programs.
This will likewise be somewhat an introduction to how scholarly papers are expected to be written in the
collegiate level, i.e., replete with references and rooted in various relevant literature and studies that aim
to address certain societal concerns.

I. Statement of Purpose—at this part, students are expected to provide two to three sentences that would
identify the objectives/ goals of their proposed plan of action.

II. Rationale/ Background of the Problem/ Description of the Problem—In here, students are expected
to provide a background about the prevalence and importance of addressing a selected contemporary
community/ social problem using relevant local and international references.

The following guide question/s may be used:

• What prevalent problem in your community needs addressing/ solving?
• Why should it be solved/ addressed?
• What are the proofs that would support the idea that it is a big problem that affects many people?

III. Background and Analysis of the Solution/ Description of the Solution—In here, students are to
explore a possible solution for the problem introduced earlier, but the solution must be one that is anchored
on the students’ respective degree programs.

The following guide question/s may be used:

• What practical solution may your future profession do to help solve the problem you introduced
earlier?
• How may such a solution be done based on relevant studies and references from your field of
specialization?
• What may be the challenges that may arise from applying your proposed solution?
IV. Procedure and Schematics of the Proposed Solution—In here, students are to provide a brief step-
by-step guide on how the solution may be carried out paired up with a personalized graphic aid that may
visually illustrate the process, timeline, resources, budget, etc. of the plan.

References—In here, students are expected to list down following the APA 7th edition style all of
the references they used in formulating the plan.