Different Kinds of Language Varieties
1. Pidgin
Pidgin is a new language which develops in situations where speakers of different languages
need to communicate but don't share a common language. The vocabulary of a pidgin comes
mainly from one particular language (called the 'lexifier').
This chapter focuses on Varieties and Language registers of spoken and written
language. The aim of this chapter is to give the students the idea on how language is being
changed according to the situation, purpose and need of the speaker and listener.
LESSON OUTCOMES:
2. Creole
When children start learning a pidgin as their first language and it becomes the mother
tongue of a community, it is called a creole. Like a pidgin, a creole is a distinct language which
has taken most of its vocabulary from another language, the lexifier, but has its own unique
grammatical rules. Unlike a pidgin, however, a creole is not restricted in use, and is like any
other language in its full range of functions.
Examples are Gullah, Jamaican Creole and Hawai`i Creole English.
At the end of this lesson, the students should be able to:
1. Define language;
2. Identify the importance of language; and
3. Determine the varieties in language.
*Note that the words 'pidgin' and 'creole' are technical terms used by linguists, and not
necessarily by speakers of the language. For example, speakers of Jamaican Creole call their
language 'Patwa' (from patois) and speakers of Hawai`i Creole English call theirs 'Pidgin.'
LESSON 1: Language Varieties
All languages exhibit a great deal of internal variation. That is to say each language exists in
a number of varieties. Nevertheless, what is meant by a variety of a language? Wardhaugh
(1986, p.22) defined it as “a specific set of linguistic items” or “human speech patterns (sounds,
words, grammatical features) which can be associated with some external factor (geographical
area or a social group). A language itself can be viewed as a variety of the human languages.
Speech variety, a concept of domain, is important as it signifies the class of situation within
which a certain speech variety is used. A domain is also referred to as ‘a social situation’ as the
implementation of the rights and duties of a particular role relationship in the place most
appropriate or most typical for that relationship, and at the time societally defined as
appropriate for that relationship (John T. Plat and H.K. Plat, 1975 : 36). The domains may refer
to those of home, school, employment, mosque, etc).
3. Regional Dialect
A regional dialect is not a distinct language but a variety of a language spoken in a
particular area of a country. Some regional dialects have been given traditional names which
mark them out as being significantly different from standard varieties spoken in the same place.
4. Minority Dialect
Sometimes members of a particular minority ethnic group have their own variety which
they use as a marker of identity, usually alongside a standard variety. This is called a minority
dialect.
Examples are African American Vernacular English in the USA, London Jamaican in
Britain, and Aboriginal English in Australia.
5. Indigenized Variety
Indigenized varieties are spoken mainly as second languages in ex-colonies with
multilingual populations. The differences from the standard variety may be linked to English
proficiency, or may be part of a range of varieties used to express identity.
For example, 'Singlish' (spoken in Singapore) is a variety very different from standard
English, and there are many other varieties of English used in India.
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LESSON 2: Language Registers
3. Consultative Register
The users engage in a mutually accepted structure of communications. It is formal and
societal expectations accompany the users of this speech. It is a professional discourse.
LESSON OUTCOMES:
E.g communications between a superior and a subordinate, doctor and patient, lawyer
and client., teacher and a student, parent and child.
At the end of this lesson, the students should be able to:
1. Identify register in language clearly;
2. Distinguish different language registers; and
3. Utilize language registers for more effective communication.
4. Casual Register
This is informal language used by peers and friends. Slang, vulgarities and colloquialisms
are normal. This is “group” language. One must be member to engage in this register.
In every situation you encounter, you use speech appropriate to the person to whom
you are speaking and his or her context. The language you use when talking to your friends is
not the same language you would use when meeting someone as important as the president,
boss or professor. This difference in language formality is called register.
Register is one complicating factor in any study of language varieties. Registers are sets
of vocabulary items associated with discrete occupational or social groups. Surgeons, airline
pilots, bank managers, sales clerk, jazz fans, and pimps use different vocabularies. One person
may control a number of registers.
E.g chats, blogs, letters to friends.
5. Intimate Register
This communication is private. It is reserved for close family members or intimate
people and taking into the accounts of endearment in a certain relationship or bond.
E.g husband and wife, siblings, and parent.
There are five language registers or styles. Each level has an appropriate use that is
determined by different situations. It would certainly be inappropriate to use language and
vocabulary reserve for a boyfriend or girlfriend when speaking in the classroom.
These five registers can be classified into two types: Formal and Informal. The formal
registers include frozen/static and consultative while informal registers include casual and
intimate.
Thus, the appropriate language register depends upon the audience (who?), the topic
(what?), purpose (why?) and location (where?).
Categories of Language Register
The Five Language Registers
There are formal and informal registers in spoken and written language. Formal
registers can include everything from an academic essay to wedding vows. The academic essay
is formal because it includes polished speech, complex sentences, and precise vocabulary. The
wedding vows are an example of extremely formal language that must be said the same way
each time as part of a ritual.
1. Static Register / Frozen Register
This style of communications rarely or never changes and does not require feedbacks. It
is “frozen” in time and content.
E.g the Pledge of Allegiance, The Lord’s Prayer, the Wedding Vows, and the Philippine
Constitution.
2. Formal Register
This language is used in formal settings. This use of language usually follows a commonly
accepted format. It is used in impersonal and formal settings.
There are also varieties of informal registers. Informal language occurs between people
who know each other well and who speak without trying to be 'proper'. Sometimes this
includes speaking in slang and other times it's simply a more casual delivery.
For example, you might say, 'Could you bring us more coffee, please?' to a waiter at a
fancy restaurant, but at your favorite hangout you might say, 'Can I get a little more coffee
here?' when you've reached the bottom of your cup.
E.g sermons, speeches, oration, and pronouncements made by judges.
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❖ Written or Linguistic meaning: for spoken and written language through the use of vocabulary,
generic structure and grammar.
❖ Audio meaning: for music, sound effects, noises, ambient noise, and silence, through use of
volume, pitch and rhythm.
❖ Visual meaning: for still and moving images through the use of color, saliency, page layouts,
This chapter focuses on evaluating messages and/or images of different types of texts
reflecting different cultures. The lessons include multimodal text and cultural sensitivity in multimodal
text.
Learning Outcomes: The students are expected to:
1. Evaluate multimodal texts critically to enhance receptive (listening, reading, viewing) skills.
2. Convey ideas through oral, audio-visual, ad/or web-based presentations for different target
audiences in local and global settings using appropriate registers.
3. Adopt awareness of audience and context in presenting ideas.
LESSON 1: Multimodal Txt
Multimodal is a dynamic convergence of two or more communication modes within the same
text. All modes are attended to as part of meaning-making (The New London Group, 1996).
vectors, viewpoint, screen formats, visual symbols; shot framing, subject distance and angle;
camera movement, subject movement.
❖ Gestural meaning: for movement of body, hands and eyes; facial expression, demeanors, and
body language, and use of rhythm, speed, stillness and angles.
❖ Spatial meaning: for environmental and architectural spaces and use of proximity, direction,
layout, position of and organization of objects in space.
Multimodality is substantial in constructing activities that go beyond print-based literacies
(Harste, 2010). It recognizes that the digital media affordances make modes other than text increasingly
valuable (Cope & Kalantzis, 2009). It also provides opportunities for students to bring existing literacies
into the classroom (Mills, 2010; Curwood & Cowell, 2011).
The following screenshots are examples of multimodal text about food, fitness and photos.
These are presented as a web site using Wipasnapa. The task had a dual learning focus on food and
fitness, along with photography and strategic use of images to convey meaning. The completed project
included user generated (original) video and audio content, photographs and print.
Examples: image, gesture, music, spoken language, and written language
What is a multimodal text?
A multimodal text combines two or more semiotic systems like picture book, in which the
textual and visual elements are arranged on individual pages that contribute to an overall set of bound
pages; webpage, in which elements such as sound effects, oral language, written language, music and
still or moving images are combined; and live performance, in which gesture, music, and space are the
main elements.
It can be delivered via different media or technologies like paper (books, comics, posters),
digital (slide presentations, e-books, blogs, e-posters, web pages, and social media, through to
animation, film and video games), live (a performance or an event) and transmedia (story that is told
using multiple delivery channels through a combination of media platforms, for example: book, comic,
magazine, film, web series, and video game).
According to The New London Group (1996), there are five semiotic systems to make meanings
in a multimodal text:
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200,000 copies of the offending Windows 95 operating system software to try and heal the diplomatic
wounds. It cost them millions.
-The fast food giant McDonald's spent thousands on a new TV ad to target the Chinese consumer. The
ad showed a Chinese man kneeling before a McDonald's vendor and begging him to accept his expired
discount coupon. The ad was pulled due to a lack of cultural sensitivity on McDonald's behalf. The ad
caused uproar over the fact that begging is considered a shameful act in Chinese culture.
-A nice example of how pictures don't translate well across cultures is the time staff at the African port
of Stevadores saw the 'internationally recognised' symbol for "fragile" (i.e. broken wine glass) and
presumed it was a box of broken glass. Rather than waste space they threw all the boxes into the sea.
-When the US firm Gerber started selling baby food in Africa, they used the same packaging as in the US,
i.e. with a picture of a baby on the label. Sales flopped and they soon realised that in Africa, companies
typically place pictures of contents on their labels.
-Pepsodent tried to sell its toothpaste in South East Asia by emphasizing that it "whitens your teeth."
They found out that the local natives chew betel nuts to blacken their teeth which they find attractive.
-The film "Hollywood Buddha" showed a complete lack of cultural sensitivity by causing outrage and
protest on the streets of Sri Lanka, Malaysia and Burma when the designer of the film's poster decided
to show the lead actor sitting on the Buddha's head, an act of clear degradation against something holy.
LESSON 2: Cultural Sensitivity in a Multimodal Text
-The concept of Big Brother was somehow taken to the Middle East. The show was pulled of the air
after its first few episodes due to public protests and pressure from religious bodies stating the show's
mixed sex format was against Islamic principles.
Culture
Culture comes in many shapes and sizes. It includes areas such as politics, history, faith,
mentality, behaviour and lifestyle. The following examples demonstrate how a lack of cultural sensitivity
led to failure:
-Sony Corporation promoted a Black-against-white ad
in their multi-vignette PlayStation Portable campaign
in 2006. The ad featured a strong-looking white
woman, dressed in all white, clawing and dominating a
subordinate Black woman. The ad was constructed to
promote their new ceramic white PSP. It depicted
racism for the black.
-A golf ball manufacturing company packaged golf balls in packs of four for convenient purchase in
Japan. Unfortunately, the number 4 is equivalent to the number 13 due it sounding like the word
"death". The company had to repackage the product.
Language
The business world is littered with poor translations that have caused great embarrassment to
their perpetrators due to their lack of cultural sensitivity. The following are some of the choicest
examples:
-IKEA once tried to sell a workbench called FARTFULL - not a hugely popular product for obvious
reasons.
- When colouring in 800,000 pixels on a map of India, Microsoft coloured eight of them in different
shades of green to represent the disputed Kashmiri territory. The difference in greens meant Kashmir
was shown as non-Indian, and the product was promptly banned in India. Microsoft was left to recall all
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-Both Clairol and the Irish alcoholic drink Irish Mist did not properly consider the German language
when they launched their products there. Clairol's hair-curling iron "Mist Stick" and the drink "Irish Mist"
both flopped - why? 'Mist' translates in German as "manure".
-The Japanese seem to have a particular flair for naming products. The country has given us gems such
as "homo soap", "coolpis", "Germ bread" and "Shito Mix".
-A new facial cream with the name "Joni" was proposed for marketing in India. They changed the name
since the word translated in Hindi meant "female genitals."
- Coors had its slogan, "Turn it loose," translated into Spanish, where it became "Suffer from diarrhoea."
All the examples cited above could easily have been avoided by conducting some basic research
in respect to checking the concept, design, shape, colour, packaging, message or name in the target
culture. In the majority of cases it is simply assumed that 'if it is OK for us it is OK for them'. If businesses
want to succeed internationally, cultural sensitivity must be at the heart of everything they do; from
their personal interaction and relationships with clients to the products/services they develop.
This chapter focuses on the understanding of communication aids and strategies using
tools of technology.
LESSON OUTCOMES:
At the end of this lesson, the students should be able to:
1.Convey ideas through oral, audio-visual, and/or web-based presentations for different
target audiences in local and global settings using appropriate registers;
2. Adopt awareness of audience and context in presenting ideas; and
3. Create an audio-visual, and/or web-based presentation to promote cultural values
http://www.kwintessential.co.uk/blog/category/culture/cultural-sensitibity.html
LESSON 1: TECHNOLOGY –BASED COMMUNICATION TOOLS
Communication combined with technology is called as backbone of social interaction. Here
are some of the technology-based communication tools:
Email
Email has become a standard form of business communication, particularly for short
messages that require action. This allows you to take care of a lot of customers, as well as
partners and other stakeholders without lengthy conversations. Modern software allows you to
send the same email to all interested parties so that you can keep your message, name and
products in the forefront of their minds.
Texting
Texting has become the most personal form of business communication. The personal
text number is reserved for a few close associates. Your communications by text tend to be
more urgent than email. If a business is moving too slowly, you should examine whether you
are taking full advantage of texting.
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Instant Messaging
Instant messaging tends to be for longer discussions than texting. You can engage
someone in another city, state or country in a conversation that can lead to a lucrative business
deal. The advantage of this electronic conversation is that you can take time to think before you
respond. Moreover, it is an application that can contribute to the success of a negotiation. In
face-to-face conversations, it can be difficult to pause long enough to gather your thoughts.
Social Networking
Social network sites such as Facebook and MySpace can be essential to getting your
message out. You will have to adjust your communication style to a more informal approach.
Friends can be gathered on these sites. These can also be a place to do relationship marketing.
Instead of sales pitches, place messages on these sites that sound like you have a good deal for
Source : https://axerosolutions.com/blogs/timeisenhauer/pulse/283/5-foolproof-businesscommunication-tools-every-company-should-be-using
your friends.
Tweeting
Private, Group Messaging, & Chat Tools
The website Twitter allows you to broadcast very short messages called “tweets” to
people who have elected to follow your posts. This is not the place for a long treatise. Instead,
briefly refer to a new product, message or development a company is excited about. This may
not result in immediate sales, but it will result in awareness of a company in the marketplace.
Blogs
The word “blog” is short for “web log.” These sites are often written by amateurs, but
getting a blogger to review a product or service can be a good way to spread the word about
small business. Contact bloggers by email, usually listed on their blogs, and ask them to take a
look at your product or service. You can spread the word informally and quickly through this
technology-based communication. Many companies, from sole proprietorships to large
corporations, have established their own blogs as a primary communication channel to the
public.
Discussion Forums
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LESON 2: MULTIMEDIA PRESENTATION
Video Conferencing
When you want to convey your message with physical gestures and facial expressions,
this form of technology can be an effective communication tool. Using video-conferencing can
help save travel money. If you and another person both have cameras and the right software,
Multimedia uses a combination of different content forms such as text, audio, images,
animations, video and interactive content. Multimedia is distinguished from mixed media in
fine art; by including audio, forexample, it has a broader scope.
you can see each other and talk to each other on your computers. This gives you the face-toface meeting you need without having to be in the same location.
Source: http://smallbusiness.chron.com/examples-different-forms-technologymediatedcommunication-34313.html
A presentation program is a software package used to display information in the form of
a slide show. It has three major functions: an editor that allows text to be inserted and
formatted, a method for inserting and manipulating graphic images, and a slide-show system to
display the content.
A multimedia presentation differs from a normal presentation in that it contains some
form of animation or media. Typically a multimedia presentation contains at least one of the
following elements: Video or movie clip. Animation Sound (this could be a voice-over,
background music or sound clips)
Twelve Tips for Creating Effective Presentations
PowerPoint has become the de facto presentation tool for most of us. However, when
used improperly, PowerPoint slides can actually interfere with communication, rather than pro
mote it. Communications researchers have identified concepts that have subtancial implication
for how we can create the most effective presentations (Harrington and Car, 2010).
Harrington and Car (2010) suggested some tips with good and bad visual examples to
help presenters identify and avoid bad PowerPoint habits, and to promote awareness of how
nest to use Powerpoint to create effective and meaningful presentations.
1. Design a template that is free from distracting items.
∙ Strive for simplicity and readability.
∙ When creating your template, keep in mind the advice of French writer Antoine de
Saint-Exupéry:
“A designer knows he has achieved perfection not when there is nothing left to add,
but when there is nothing left to take away.”
2. Ensure your template promotes readability.
∙ Choose color combinations that make it easy for the audience to read your slides.
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3. Select a sans serif font.
∙ Limit your fonts to two, at most.
∙ Sans serif fonts (translated as “without serifs”), such as Calibri, Arial and Trebuchet,
produce a cleaner, less cluttered, easier to read look.
4. Always use fonts that are 24 point or larger.
∙ Displaying text that is too small to read compromises your message and frustrates your
audience.
∙
If you have more text than can reasonably fit on a screen using at least 24 point
fonts, then either: (a) create another slide or (b) shorten your text. As noted in tip #11,
let your handout contain the detailed information and use your presentation to
highlight your most significant points.
5. Incorporate high quality photos, images or diagrams that reinforce your verbal message.
∙ Avoid clip art, since it can make your presentation look dated and unprofessional.
∙ Incorporating your text into the photo presents a more unified and visually pleasing
message than having them completely separate.
9. Use animation, slide transitions, audio, and video sparingly
∙ The audience’s attention is immediately drawn to the movement on the screen, thus
breaking their concentration on the presentation content.
10. Highlight the most important information in tables and graphs.
∙ If needed, use builds to present data in a series of bite-sizes pieces.
∙ Consider the pace when presenting tables/graphs on screen.
11. Create a handout to accompany your presentation.
∙ Slides should be designed to visually enhance (not summarize) your presentation.
∙ Handouts
should be
well-written comprehensive reports,
containing
detailed information such as complex charts, data, analyses, and refrences.
12. Be passionate about your topic.
∙ The slides should serve to enhance your oral presentation
∙ Bullet points are not passionate, not even wen they arre highly decorated.
6. Use phrases or abbreviated sentences, rather than full sentences.
∙ With the possible exception of short direct quotes, keep full sentences in your oral
presentation and off the screen.
∙ “Humans are incapable of reading and comprehending text on a screen and listening to
a speaker at the same time. Therefore, lots of text (almost any text!), and long,
complete sentences are bad, Bad, BAD” (Reynolds, 2010, p. 57).
7. Use bullet points sparingly. If using bullet points, be sure they are less than six words long.
∙ The most effective sliders are often with the least text.
∙ If you want to use and outline organizer your talk, keep it on paper rather that putting it
on as bullets.
8. Eliminate the use of headings or titles unless they communicate the main message.
∙ Headings should not be used to introduce or identify the topic of the slide, though
they may be useful to call attention to the main finding in a chart or graph.
∙ Otherwise, headings tend to be redundant and should be eliminated.
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2. Goals and Objectives
Consider these:
1.
Changes you wish to cause
2.
Steps to reach goals
3.
Who, what ,when, how to communicate
3. Target Audience
This chapter focuses on the communication purposes. Discussion on informative,
persuasive and argumentative communication and types of speeches and public speaking are
covered in this chapter.
Consider these:
1. Defining audience
2. What they know
3. What influences them
4. Communication Impediments
LESSON OUTCOMES:
4. Key messages
At the end of this lesson, the students should be able to:
1. Convey ideas through oral, audio-visual, and/or web-based presentations for different
target audiences in local and global settings using appropriate registers;
2. Create clear, coherent, and effective communication materials;
3. Present idea persuasively using appropriate language registers,tone, facial expressions
Consider these:
1. Essential ideas
2. The Message
3. Specific needs are understood and acted upon
5. Communication Strategies
and gestures; and
4. Adopt awareness of audience and context in presenting ideas.
Consider these:
1.
LESSON 1: UNDERSTANDING CONVENTIONS OF TRADITIONAL GENRES
Resources
2. Effective communication
3. Outcomes delivery
Steps in Communication Planning
6. Evaluation
5. Research and analyze or take stock of current situation.
Consider these:
Consider these:
1.
Research
2.
Resources
3.
Communication Opportunities
4.
Communication Impediments
1. Communication plan
2. Message
3. Audience
4. Surveys
5. Audits
6. Focus group sessions
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LESSON 2: TYPES OF COMMUNICATION
Example of an Unprofessional E-mail
A. WRITTEN COMMUNICATION
There are several types of written communication discussed in this section: electronic
mail, memoranda, letters, reports and papers. Professionalism and effectiveness in written
communication depends on choosing the best type by which to express a subject, and then
following basic guidelines for conveying your message to the recipient.
From:
esfstudent@mailbox.edu To:
facultymember@esf.edu
i need a drop slip to dorp my class but you were’nt in
your office before. when will you be around?
Example of a Professional Polite E-mail
1. Electronic Correspondence
Electronic mail, or e-mail, is appropriate for short, rapid communications. It is not
effective for conveying large amounts of information or complex information. Because e-mail is
quick and easy, it is sometimes mistakenly considered informal. And certainly, when you
correspond with friends, informality is acceptable. But in other circumstances, e-mail should be
formal and professional. Below are some general considerations for professional e-mail
correspondence and etiquette (Hassett, 2003):
•
•
From: esfstudent@mailbox.edu To:
facultymember@esf.edu
Subject: advisee dropping a class
Hello Dr. Forest,
I would like to drop one of my classes. Do you have a
convenient time today when I may stop by your office
for your signature?
• Consider the audience and occasion, and avoid informality and jargon
Thanks,
Use a courteous tone in your message; avoid provoking misunderstanding or anger by
being too abrupt
• Indicate the subject of the message
• Greet the addressee appropriately
• Organize your thoughts and communicate them clearly and concisely
• Keep e-mail messages brief and to the point
• Use proper English, grammar, and spelling; proofread before sending
• Sign your name to the message
• Read messages you receive carefully before responding
Nice Student
If you need time to compose a reply, send a brief message acknowledging receipt and
communicating when you intend to respond in full
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2. Memoranda
A memorandum, or memo, is used to communicate specific information, usually within
a department, or organization. It is more formal than an e-mail, and can be used to transmit
more information– up to a page or two. Still, the information you convey should be relatively
straightforward and uncomplicated. Below are some general guidelines for memos.
• Format a memo with To, From, Date, and Subject (or Re:) lines
• Use proper English, grammar, and spelling
• Use a courteous, professional tone
• Be clear and concise
• Clearly state if a reply or other action is required or requested
• Print the memo on letterhead or a word-processing memo template
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Example Memorandum
3. Letters
Letters are the means of formal, professional communication with others outside an
organization. Sometimes, letters are used within an organization to formally present a
secondary document, such as a committee report. Letters can convey more detail than a
memo, and should always be used to introduce a resume. Below are general guidelines for
drafting a letter as well as an example business letter.
• Format a letter with the complete address of the recipient
•
Print the letter on letterhead, or compose a header with the sender’s complete address
and contact information
• Use a formal greeting, such as “Dear” or “To whom it may concern”
• Organize the information, and be clear and concise
• Include a formal closing, such as “Sincerely” and sign and print your name
Example Business Letter
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4. Reports and Papers
Sample Police Report
One of the most frequent forms of written communication that you will use to complete
assignments in your courses is the report or paper. The format for particular assignments will
often be given by a professor, but below are the basic elements of a report and guidelines to
follow for writing a paper. Also see the section on Citation.
Basic Components of a Report
• Introduction
• Literature Review
• Methods and Materials • Results
• Discussion • Conclusions
• Bibliography
General Guidelines for Writing Papers
• Use one inch margins, 12 point font, double-line spacing, and page numbers
• Avoid second person and passive voice
• Spell-check, grammar-check, and proofread (Spell check alone is insufficient! For example,
“Magellan circumcised the glob” does not contain spelling errors, but is certainly not the
intended communication) (Henriksson, 2001).
• Organize your thoughts by preparing an outline before writing
• Start a paper with an introduction and end with a conclusion
•Cite your sources internally, and include a works cited and/or bibliography in proper format
(see the citation section of this handbook)
Source:
https://www.google.com.ph/search?q=sample+police+report+of+accident+in+the+philippines&sa=X&biw=1366&bih=613&t
bm=isch&source=iu&ictx=1&fir=npjGkhY8wDWPAM%253A%252CVAEMpvwrlhkzlM%252C_&usg= IwNG4efCWvY4pmzJfDB
fYa10rUk%3D&ved=0ahUKEwiFhaO3x5_aAhULl5QKHaOxDdwQ9QEIMjAC#imgrc=OPckH5tkslg01M:
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B. ORAL COMMUNICATION
Oral communications include simple telephone calls, interviews for class projects or
research studies, and informal and formal presentations. Having a clear idea of what you want
to say or ask is essential to effective oral communications.
1. Telephone Conversations
Telephone contact between forest and natural resource managers and the general
public or client groups is very common. Throughout your career, you will need to answer
incoming telephone calls politely, even when conversing with a disgruntled individual. When
contacting other individuals by telephone, consider these steps.
often provide more detailed information because of the more-personalized contact between
you and the interviewee. Choose the form that is best based on project requirements and
travel limitations.
• Use an interview guide (i.e., a list of questions to be used during the interview). An interview
guide will help you keep the conversation focused and will prevent you from forgetting any
important questions. Make sure the questions apply to the interviewee’s personal experience.
• Always introduce yourself and the purpose of the interview.
• Let the interviewee know the purpose for which you will be using his/her comments.
•Obtain permission to conduct the interview. If you plan on tape recording an interview, always
ask permission before turning on the tape recorder, then ask permission again once the
tape is recording. Let the interviewee know that he/she can stop the interview at any time.
• Always thank the interviewee at the end of the conversation.
• Always send the interviewee a copy of any reports resulting from the project.
• Prepare a list of questions to ask the person you are contacting prior to making the phone call
•Always clearly identify yourself and your affiliation. o Example: My name is
. I am a
student at the SUNY College of Environmental Science and Forestry in Syracuse.
3. Presentations
especially useful when distance prevents you from interviewing in person. In person interviews
Presentations can either be informal (for example, a class presentation or a short
presentation at a meeting) or more formal, such as a presentation at a workshop or conference,
and speeches. Similar guidelines apply to both types of presentations.
Both general guidelines and guidelines specifically, for Power Point and overhead
projector presentations are included below.
•
Know your audience. Understanding the interests of your audience is essential to
understanding how to focus your presentation. Speak to the interests and educational level of
your audience.
•
Dress appropriately. Dressing appropriately for your audience can help to connect you
to your audience. For example, dressing in a formal suit for an audience of foresters may
create a psychological barrier between you and your audience. In this instance, casual
but neat attire may make you more approachable to your audience. For formal
conference presentations, a suit may be more appropriate. If you are unsure about the
dress code for an event, ask someone who has attended a similar conference or
meeting before.
•
Carefully structure your presentation. Your presentation should be well organized and
include the following: o a title slide that shows your name and the title of your
presentation, o the body of information you are presenting, and o a clear conclusion
that summarizes your presentation (never end with “that’s it.”)
•
The information on the slides should be presented in a logical order, beginning with
basic concepts and leading into more detailed information towards the end of your
presentation.
Purposive Communication
Purposive Communication
•State your purpose for calling. o Example: I am working on a project for my forest
management class, and was wondering if you could provide some input for this project based
on your experience as a forest manager.
•Ask your questions clearly without interrupting the person you are talking to, and take notes
on the conversation.
• Thank the person for his or her assistance.
• Be prepared to leave a message in case the person is not available. When leaving a message
on an answering machine, clearly state your name and, speaking slowly, include your phone
number and the purpose of your call. Also indicate if you will be calling the individual back or if
you’d like him/her to return your call.
2. Interviews
Often interviews are required for class projects or qualitative research studies. If you
plan on conducting a qualitative research project, coursework in qualitative research methods
will be necessary. Because of the complexity involved in conducting qualitative research
interviews, this section of this manual will discuss conducting an interview for a class project
only. Some guidelines for conducting basic interviews for class projects follow.
•Understand the benefits of telephone versus in-person interviews. Telephone interviews are
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•
Practice your presentation. Practicing your presentation beforehand is always a good
idea. Have a friend or family member watch your presentation. Ask him or her to let you
know if you have any mannerisms (e.g., saying “ummm” frequently, turning your back
to the audience, etc...) that you need to eliminate, or if any of the concepts presented
do not make sense. Practicing will also allow you to identify any portions of your
presentation that do not flow properly and that need further work.
•
Know the time limit for your presentation. Most class and conference presentations
have a time limit that is strictly enforced by an instructor or moderator. Make sure that your
presentation does not go beyond this time limit. Timing your presentation beforehand will
clarify if you need to cut back on the amount of material presented.
•
Stimulate audience interest. There are several ways that a presenter can increase the
audience’s interest in the presentation.
•
Use visual media when appropriate. For panel presentations, visual media are often not
used. For most other presentations, however, providing a visual aspect to your
presentation can be extremely effective in maintaining audience interest in your topic.
• Always speak enthusiastically (never in a monotone).
•
Get the audience involved in your presentation. Asking the audience questions and
bringing in examples of items that can be passed around (e.g., field equipment or
publications)
are two ways to get the audience involved.
•
Call for questions after your presentation. Once you have concluded, ask the audience
members if they have any questions for you. Never put down or downplay the importance of
any question, as this will discourage others in the audience from asking questions. Never argue
a point of view during a question and answer period; just state your response and end it there.
Finally, if you do not know the answer to a question, admit it. You can always say that you don’t
know the answer at that time but can find out the answer and respond to the audience
member later with the information.
..
Sample Political Speech
Speech
of
His Excellency Ferdinand E. Marcos
President of the Philippines
On a New Philippines, a New Republic
[Delivered on June 18, 1981]
A NEW PHILIPPINES, A NEW REPUBLIC
Sixteen years ago, on this same sacred ground, we shared together a vision of Filipino greatness.
It was this vision which guided us in the gravest crises; we owe to it our triumphs; it has kept us whole.
You will recall that on my second mandate, I gave it a definition– the New Filipinism. I said then that “the New Filipinism
represents the discipline and the ethic of independence, that it seeks the substance rather than the shadow of freedom, that it
develops independence beyond formality to reality.”
Let me recall to you the exact words, for they provide a perspective for today:
“Under the influence of this spirit, we have started to re-examine our own narrow outlook on ourselves and the world; we have
ceased to think ourselves as a small and insignificant nation, a non-entity in world affairs; we have started to re-examine the
time-honored postulates by which we have lived in the past five hundred years, and have lifted our sights to wider horizons and
more ambitious and peremptory goals.
“In the foreseeable future, this new spirit will prompt us to re-examine our own basic institutions and perhaps recast them to
make them more responsive to the needs of our people. We must not hesitate, from a sense of racial timidity, to change what
should be changed. From hereon we should be guided only by our own sense of what will advance, protect and fulfill our
national interest.
“We must aim at the reality rather than the formality of democracy. Political and social institutions that merely perpetuate
entrenched privileges based on the accident of birth must be remolded or replaced with new ones that promote genuine
democracy. . .
“We must not be afraid of innovation in our social, economic, political and cultural life. The New Filipinism is a call for
innovation– a revolution directed against the sterile and self-defeating habits of the race but without bloodshed and without
fratricide.
“The New Filipinism is. ultimately a call to greatness. But any form of greatness must begin with an act of will. . . Transformed by
the New Filipinism, the Filipino people will no longer return to the sterility, mediocrity and timidity of the past. The new spirit of
achievement will be indestructible, and will fashion, in time, a great nation of Asia.”
In connection, I asked you, the Filipino people, whether we should venture into a new world of possibility or retreat to the
safety of a familiar but sterile past, and your answer was– we should cross the frontier.
Twelve years have passed since we enunciated the New Filipinism. We have not only re-examined our outlook on ourselves and
the world; we have, in fact, changed it– as well as the world’s regard for us. That foreseeable future of re-examination of our
basic political and social institutions has come to pass: we have radically changed our institutions; we created a new social and
political order. In sum, we changed what needed to be changed.
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That all this had to be done under a crisis government attests to the strength, the compelling power, of the vision rather than its
weakness. There was a profound sense of historical necessity when eight years ago, we have had to proclaim martial law. The
measures then undertaken were swift and sweeping, as it became evident that slow deliberation and political opportunism in all
its forms, subversion, and secession, were endangering the life and liberty of the nation.
This is neither the time nor place to review once again the undeniable achievements of the period– the reorientation of
economic policy, the recasting of attitudes and the revolution in society. Rather is this the time for another re-examination, for
having achieved so much, the question now is whether we have achieved enough.
It was not meant for this generation– a generation which has seen the horrors of war and confronted the challenges of peace–
merely to win the struggle for national survival. We were not meant, perhaps, simply to surmount crisis, heroic as that may be,
but to achieve national harmony, economic prosperity and social equality. Some may call it fate, others destiny, but whatever its
name, history has a will and logic which a people can only ignore at its own peril. Your overwhelming mandate appear toconfirm this fate.
So, then, we must start anew.
Sixteen years ago, we woke up to a world in change. Now we are in a world of crisis and contradictions. The Third World nations
need to be self-reliant in a world that is irrevocably interdependent. All nations recognize the imperative necessity for a new
world economic order but few nations, especially the rich, would accept a change in their own economies. There is a clamor for
peace and a preparation for war. We need to cooperate but persist to take advantage. Meanwhile, the poor, which make up
two-thirds of the world’s peoples, are bewildered and resentful of the high professions and low intentions of the privileged.
It is against this setting that we have dedicated ourselves to the pursuit of a vision– Jose Rizal’s century-old prophecy of a New
Philippines. We are also infected with the world’s malaise, a particular reflection of its crises and contradictions. We are not,
therefore, exempt from the difficulties of the times.
Still, we have seen to the transformation of society. Institutions like barangay democracy have been established in order to give
our people true control of their lives in community. At a time when the common people of many nations no longer feel
sovereign in their lives, our own people, through the barangays, have a sense of purpose and control. The institutions, let us
frankly admit, are imperfect; they are young. But they are anchored on a philosophy that Filipinos recognize as their own– the
philosophy, or the ideology, if you will, of national liberation.
But where institutions are the protection of men, it is men who run them, and in this there are more imperfections still. The
reason for the failure of some is obvious: they have not “internalized,” as Mabini once pointed out in the original revolution, the
principles and tenets of the New Society. Thus we have experienced and heard of abuses and injustice, of privilege and
indifference, illnesses of old which plague our national life, which can no longer be endured either by this leadership or by our
people.
These illnesses– the social cancer, as it were– have their roots in the colonial past. They should no longer be a part of us. We
must, therefore, resist all the blandishments of the merchants of mendicancy, the propagators of the past, the advocates of
colonial restoration. Social injustice, graft and corruption, the abuse of power and the misuse of privilege, were partly
collaboration with and partly resistance of an abject people to a government which was not theirs. But we now live basically on
our own terms. We have no right to betray ourselves.
This was the noble purpose of the sacrifices and lives of our heroic forefathers. It was for this purpose that they established the
first authentic Filipino republic– the first Asian Republic– nearly a century ago and it is the purpose of our New Republic, which
we inaugurate today, keeping faith faith with the vision of unity, equality, and liberty.
What is then new in our republic is its fidelity to our historical legacy and its repudiation of the colonial past, in so far that its
opportunism and mendacity have left their mark upon us.
Possessed of our identity, restored to our destiny, we can meet any external challenge and bear any difficulty. But the way of
national liberation is not imperilled by forces outside of ourselves; it is ourselves that we must ultimately conquer. Tempting,
indeed, is the comfort of collaboration against the perils of resistance; a royal road seduces those who would progress without
sacrifice, who would be free without effort. Yet history has marked this as a false road whose destination is enslavement and
oblivion. In this regard, there can be no one to look to; there can be no outside savior. There is only us– the Filipinos.
We cannot survive, we cannot advance without being one race, one nation. We have known where division has led us– let us
dare where unity must lead us.
The national unity that is so vital to our existence is a covenant between each and every Filipino; it is also a covenant between
the leader and his people. The rare honor that you have bestowed on me as your thrice-elected leader imposes on my person–
and those closest to me– a debt, an obligation, that I cannot shirk and a pledge that I dare not betray. Let history judge me
harshly on this, my renewed pledge: that until every Filipino can say with conviction that he has been liberated from the
bondage of ignorance, poverty, and disease– that until he can call his mind, body, and spirit truly his own, I shall have failed you
and betrayed your trust.
From you, my countrymen, I ask the utmost commitment, the limits of your capacities as citizens, the endurance of all hardships
and sacrifices for the common good– not as a personal demand but as a way of your keeping faith with the vision of our race.
Give all that you can give to your country, and, God-willing, I will give you, with your support, a society that will respond to all
your needs for a decent and honorable life.
We have not been brought into this world simply to enjoy and indulge a brief existence. The poorest among us have a sense of
life as meaningful existence. In our most miserable state, we are a part of mankind and its noble dream. We may call it, as we
call it now, Filipino humanism, a nationalist humanism, but behind the concept and the precept is that certain knowledge within
us that Man is the wonder of creation, that all of us must, in the end, realize ourselves in the service of our common humanity.
Let us call on the intransigent to realize their just purposes with us; let us awaken the unconscious and enlighten the misled; let
us listen to our detractors in honest counsel. Let us, in sum, get together, bind the wounds of the past, and, in one united effort,
realize the aspirations of our people. !
We must also be firm in our resolution and not compromise our aims. History is a merciless and at times even a cruel judge. As
your president, I will risk the judgment, but as your fellow-countryman, I urgently appeal to you to spare the next generations
from the retribution which could be brought about by our own complacency.
We must liberate ourselves for the sake of a new republic, the inevitable child of the new society.
As I asked you twelves years ago, I ask you now: let us cross one more frontier!
Source: Presidential Museum and Library
Marcos, F. E. (1981). Speeches by President Ferdinand E. Marcos. [Manila] : Presidential Library.
We look back on the First Republic because it was self-proclaimed by the Filipino people on June 12, 1898; for three hundred
and fifty years, the inarticulated aspirations of the people had inexorably led to this event. There were, to be sure, two other
independence days– on October 14, 1943 under the sponsorship of the Japanese Imperial Army and on July 4, 1946, as a grant
of the American government. It is not in denigration of these events that we choose to call ours the New Republic, with its
historical roots in Kawit, but out of a rediscovered sense of identity and recovered national pride. Our national liberation must
be an act of our own political will.
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C. GRAPHIC COMMUNICATION
2. Graphs
Here are some guidelines to consider in preparing graphics for your written and oral
communications. In every case, a good general rule is that the table, graph, or map should have
enough information to be understood if removed from the larger report.
A graph is simply a device to present data. Various types of graphs are utilized to convey various
date. The table below provides guidelines for choosing the best graph to illustrate your data.
Data requirements for common graph types
1. Tables
A table is a convenient way to present data. Separate tables (numbered in the order of
their first appearance) should be used for all but the simplest tabular material. Every table
should have an informative title, which should make the tables intelligible without reference to
the text. Rows and columns should be clearly identified. Most word processing packages have
utilities to construct tables, and with a little practice a table can be customized by merging cells,
using a combination of no, regular, or bold lines, changing column widths, etc. See Table 1 for
an example.
EXCEL Graph Type
Dependent Variable (Y axis)
Independent Variable (X axis)
column
bar
continuous
discrete/category
discrete/category
Continuous
line
pie
area
scatter
continuous
continuous (size of slices)
continuous
continuous
discrete/category
discrete/category (# of slices)
discrete/category
continuous
For each type of graph, there are rules to ensure accurate data portrayal. Consider the data set
presented in Table 1, and the following example graphs that use the data.
Example Table
Examples of Ineffective Graphs
Figure 1 was generated in Microsoft Excel
using default choices from the Chart Wizard
feature. The graph may seem attractive, but is
deficient for several reasons. First, the
horizontal and vertical axes do not have labels,
and the Series 1 box is not necessary. These
are corrected in the next figure.
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Tufte (1997) has written three books devoted to display of quantitative information.
The following “principles of graphical excellence” are adapted from his first volume.
Figure 2 has the axes labeled and the Series 1
box removed. However, the horizontal axis
does not include all the intervals, box lines
and tick marks are too narrow, the weight and
size of fonts for the axis titles are too small,
and both the horizontal lines across the figure
and default shaded background are
unnecessary. These are corrected in the next
figure.
•
•
•
Graphical excellence is the well-designed presentation of interesting data – a matter of
substance, of statistics, and of design.
Graphical excellence consists of complex ideas communicated with clarity, precision,
and efficiency.
Graphical excellence is that which gives the viewer the greatest number of ideas in the
shortest time with the least ink in the smallest space. • Graphical excellence is nearly
always multivariate
3. Maps
Map is a spatial method of communicating information about a project, process, travel
route or idea. The key word is spatial: how something is distributed in space or how you get
from location A to location B. Getting from A to B can be described either through a map or
through a set of steps, as anyone who has used MapQuest or Google maps knows. For some
people, the map showing the route is a more effective way to communicate than the stepbystep instructions. Some spatial information is just best communicated with a map, and,
depending on your audience, a map can provide effective context.
There are several elements required for effective, professional maps. These are
illustrated in the example maps following the descriptions of map elements.
Figure 3 is in final form except for a lack of a
descriptive title. Also, it is generally useful to add a
trend line via regression analysis to convey the
precision of the data and allow for prediction (when
will the world champion pumpkin exceed 2000
pounds?).
Example of an Effective Paragraph
Map Elements
Note that this graph
represents the data
appropriately, is
numbered, has a caption,
and labels for both axes.
• Border. You should enclose it with a border to tie all the elements of the map together.
•Title. The map title should be in large type and perhaps a different font. This gives your
audience an initial idea about the subject of the map.
•Neatlines. Various elements of the map, in particular the graphic map itself, may have a
neatline surrounding them. In both example maps there is a neatline around the textural
material, and in Map B the legend is surrounded by a neat line.
•North Arrow. If the North Arrow is not present, N is assumed to be straight up the page.
Although placement of the North Arrow is a graphics choice, providing this feature may
eliminate questions.
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•Legend. A legend is usually required with any map. However, Map A is so simple that a legend
is not required. If you use a legend, you should only list the features actually in the map. File
names of features used in the mapping software should not be used. You should edit the
legend so it makes sense. Since the viewer’s eye travels across your map from upper left to
lower right, good practice requires that the legend then be in the lower right hand side of the
map (see Map B). This is not always possible, however.
•Scale. You must include a graphic scale bar and/or the mathematical scale. The verbal or
textural scale (1 inch = 1 mile) should not be used because if the map is copied the verbal scale
will no longer be correct.
•Text boxes. These describe the purpose of the map and any other information important for
the viewer to understand the map.
MAP A
•Metadata. Metadata is data about data. You should include the Projection or Coordinate
system used. Coordinate system notations must include the Datum (like NAD27, NAD83, etc.)
and the zone number. For example for Universal Transverse Mercator in central NY the notation
is UTM Zone 18 NAD27 (or NAD83) and for a State Plane coordinate system the notation is SP
Zone 1842 NAD83 (or NAD27).
•Balance and white space. The map should be balanced so that it does not visually “fall over”.
Map B is a more complex map showing the relationship between existing power substations
andpower transmission lines to possible new sawmill locations. Since the ability to move raw
material to the mill and finished products to market the road network is also important to
understanding the problem of mill location. Also important is the location of forested land
cover. The interrelationships between these variables are clearly evident in the map and would
take many words to describe. Thus, the cliche– “a picture is worth a 1,000 words”– does
sometimes hold true.
This is really a judgment call on your part. White space is another artistic property of a map. A
map with too little white space appears crowded, while a map with too much white space is not
well tied together.
Example Maps
Map A shows the four counties that were used in a study. The map clearly shows the
geographic position of the counties and the fact that they are spaced more or less uniformly in
a North-South direction over the eastern half of the state of New York. To further define the
spacing and orientation of the 4 counties would take many more words that those used above
but the map instantly and clearly makes the distribution of the counties clear.
MAP B
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For more information on creating effective, professional maps, see Dr. Herrington's PowerPoint presentation on
map composition.7 Brewer’s (2005) text on Designing better Maps and her color assistant web site (Brewer
2006) provide more information on map design.8
CITATION
Citation is an integral component of formal, professional communication. Although perhaps
most strongly associated with written work, citation is important in oral and graphic communication
also. If you use a quotation when giving a presentation, or copy a graph onto a PowerPoint slide, you
must credit the original author. Likewise, if utilizing a chart or table from a book within your paper, even
if you have added some information, you must reference the original creator of that chart or table. The
purpose of citation is twofold. First, it references sources and ideas or words attributable to others and
documents the research process. Second, it enables a reader to find the original work and words being
referenced. If the author of a paper has paraphrased someone else’s idea, the reader may want to see
the original sentences. The reader might also want to consult the original source to understand the
context of a particular quotation. Thus, citation must provide all of the details necessary to find a
referenced piece of literature. Different disciplines employ various citation formats. For example, the
humanities typically use footnotes, whereas the natural sciences typically use parenthetical references.
Citations are utilized within the body of a paper and they are also listed at the end of a document in
either a Bibliography or a Works (or Literature) Cited.9
There are a number of accepted styles, such as Chicago, Turabian, Modern Language
Association (MLA), and Council of Biology Editors (CBE). Different professors may provide various
guidelines for referencing, just as different scholarly journals require different formats for their
publications. Your primary objective is to be consistent and complete, and to learn the habit of
referencing others’ works. Generally, the Literature Cited is a list of alphabetized sources, single-spaced
with hanging indentation, with one line between entries. Below are online guides to consult and follow
in the absence of specific guidelines.
Plagiarism
When you do not cite your sources, or keep close track of your research process, you
run the risk of plagiarizing. Plagiarism is presenting someone else’s ideas, work, or words as if
they were your own. Plagiarism includes copying from a source without citing it, using the same
words without using quotation marks (even with a citation), or improperly paraphrasing (rewording) another's work. Always cite sources you consult. You must attribute words, ideas,
interpretations, information, and knowledge that is not your own to the appropriate author or
source.
The College does not tolerate academic dishonesty. The penalty for plagiarism may be a
grade of zero for a particular assignment, or failure of a course. The ESF policies on academic
dishonesty are covered in the Student and Judicial Handbooks and in Academic Integrity @
ESF.10 Students are expected to read and understand these policies. Below are links to other
webresources about plagiarism, even unintentional plagiarism (i.e., improper paraphrasing).
Online Resources
Avoiding Plagiarism. Purdue University Online Writing Lab.
http://owl.english.purdue.edu/handouts/research/r_plagiar.html
Avoiding Plagiarism: Mastering the Art of Scholarship. University of California –
Davis, Student Judicial Affairs. http://sja.ucdavis.edu/avoid.htm
Plagiarism : What It is and How to Recognize and Avoid It. Indiana University
Bloomington, Writing Tutorial Services.
http://www.indiana.edu/%7Ewts/pamphlets/plagiarism.shtml#wwwplagiaris
m
Online Citation Guides
A Research Guide for Students, by I. Lee ~ Various Styles
http://www.aresearchguide.com/styleguides.html
Purdue Online Writing Lab ~ MLA Style
http://owl.english.purdue.edu/handouts/research/r_mla.html#Handlin
g
University of Wisconsin Madison Writing Center ~ Chicago Style
http://www.wisc.edu/writing/Handbook/DocChiWorksCited.htm
l
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LESSON 3: PUBLIC SERVICE ANNOUNCEMENT
How to Create a Public Service Announcement
A public service announcement, commonly known by the PSA acronym, is a message
spread in the interest of the public. The objectives of PSAs are to raise awareness and change
public attitudes, opinions, or even behavior towards an issue. These messages can be
instructional, inspirational, or even shocking to elicit emotion and action.
Jell (2010) suggested the following steps in creating a perfect public announcent:
What do you want the world to know? That's the central question asked when you are
creating a public service announcement (PSA), which is any message promoting programs,
activities or services of federal, state or local governments or the programs, activities or
services of non-profit organizations.
Often in the form of commercials and print ads, PSAs are created to persuade an
audience to take a favorable action. PSAs can create awareness, show the importance of a
problem or issue, convey information, or promote a behavioral change. Whether you have a
cause of your own or you are an educator, PSAs create a forum for learners to actively
participate in a project that allows them to become stewards of — and advocates for — social
change.
PSAs came into being with the entry of the United States into World War II. Radio
broadcasters and advertising agencies created a council that offered their skills and facilities to
the war effort, creating messages such as, "Loose lips sink ships," "Keep 'em Rolling" and a
variety of exhortations to buy War Bonds.
Today that same council, the Advertising Council, now serves as a facilitating agency and
clearing house for nationwide campaigns that have become a familiar part of daily life. "
Smokey the Bear" was invented by the Ad Council to personify its "Only You Can Prevent Forest
Fires" campaign; "A Mind Is a Terrible Thing to Waste" raised millions for the United Negro
College Fund; the American Cancer Society's "Fight Cancer with a Checkup and a Check" raised
public awareness as well as funds for research and patient services.
Yet the most recognized PSA consisted of only an egg, a frying pan and these 15 words:
"This is your brain. This is drugs. This is your brain on drugs. Any question?"
This only goes to show the massive impact PSAs have on our culture and our society.
You can make an impact too!
1. Choose your topic. Pick a subject that is important to you, as well as one you can
visualize. Keep your focus narrow and to the point. More than one idea confuses your
audience, so have one main idea per PSA.
2. Time for some research - you need to know your stuff! Try to get the most current and
up to date facts on your topic. Statistics and references can add to a PSA. You want to
be convincing and accurate.
3. Consider your audience. Are you targeting parents, teens, teachers or some other social
group? Consider your target audience's needs, preferences, as well as the things that
might turn them off. They are the ones you want to rally to action. The action suggested
by the PSA can be almost anything. It can be spelled out or implied in your PSA, just
make sure that message is clear.
4. Grab your audience's attention. You might use visual effects, an emotional response,
humor, or surprise to catch your target audience. Be careful, however, of using scare
tactics. Attention getters are needed, but they must be carefully selected. For example,
when filming a PSA about controlling anger, a glass-framed picture of a family can be
shattered on camera. This was dramatic, but not melodramatic. Staging a scene
between two angry people to convey the same idea is more difficult to do effectively.
5. Create a script and keep your script to a few simple statements. A 30-second PSA will
typically require about 5 to 7 concise assertions. Highlight the major and minor points
that you want to make. Be sure the information presented in the PSA is based on up-todate, accurate research, findings and/or data.
6. Storyboard your script.
7. Film your footage and edit your PSA.
8. Find your audience and get their reaction. How do they respond and is it in the way you
expected? Your goal is to call your audience to action. Are they inspired?
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Through a Public Service Announcement you can bring your community together around
a subject that is important to you. Will your PSA be on education, poverty, drunk driving, or
maybe even Haiti disaster relief? For ideas and examples, check out the Ad Council and the Ad
Council Gallery. Keep your message clear and simple, and target your intended audience. Take
advantage of your interests, and practice important critical thinking and literacy skills because
you will be spreading important social, economic, and political topics.
About the Author: Jaclyn Bell is a digital media instructor and the director of community
content for OneSeventeen Media Inc. as well as the competition director of the Young Minds
Digital Times Student Film Competition.
This chapter presents communication for academic purposes.
LEARNING OUTCOMES:
At the end of this lesson, the students should be able to:
1. Write and present academic papers using appropriate tone,style,conventions and
reference styles;
2. Adopt awareness of audience and context in presenting ideas;
3. Convey ideas through oral,audio-visual,and/or web-based presentations for different
target audiences in local and global settings using appropriate registers;
LESSON 1: Research Paper
There are many different features available for looking at the purposeful uses of
communication. One of the most common tasks that students will encounter throughout your
academic career is writing a research paper. You will spend a semester writing a research paper
either in your field of study or in area in which you are interested .You will learn how to use
research materials available in libraries and online, and investigate a topic of your choice,
gather materials, and organize them into a research paper. Without a doubt, writing a research
paper will require patience and rigorous discipline, but hopefully the process will also enable
you to pick up a few helpful skills along the way.
The immediate purpose of a research paper is to learn about something and to present
it in written form. Knowing how to write the research paper is a pre-requisite skill across the
disciplines – history, science, natural science, economics, business, management, language-in
both secondary and tertiary levels, and yet, most teachers will no longer bother to teach you
the rudiments of research because they assume you would have probably learned these before
hand.
It is important to your academic survival that you master the skills involved in research
paper writing. If you wish to pursue career in academe, law, journalism, or any field that
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requires the presentation and analysis of information or argumentation, you will realize that
research paper writing is an invaluable skill to possess.
What is a Research Paper?
Research paper goes by a surprising number of names, from the ordinary critical essay
to the ubiquitous term paper to the more daunting thesis or dissertation. However, there is a
set of core principles that define and differentiate the research paper from other forms of
composition writing.
For starters, a research paper is primarily characterized by its use of data gathered from
a wide range of sources to clarify, analyze, expound on, discover, discuss, and debate an idea.It
entails undertaking a scholarly endeavor and acquainting yourself with the variety of materials
at your disposal (e.g., the library, various institutions, field interviews, questionnaires, the
internet, email and the like) to support their claims.
A research paper goes beyond mere report writing, as it is an exercise in both critical
reading and writing.
LESSON 2: Types of Research Paper
What are the types of research papers?
Research papers can be written across disciplines, regardless of the subject area.
However, the nature of the research paper can only be one of the two things: Analytical or
Argumentative.
Analytical Papers
An analytical research paper is one that uses evidence to study the facets involved in an
issue or topic.By definition, analysis entails breaking up a concept into component parts, and
restructuring them from your own perspective into a composite whole. A student who wishes
to do an analytical paper on the forces that led to the second Edsa Revolution will have to
survey information about the event, and then subject the data to close critical reading and
thinking in order to draw personal conclusions.
Analytical paper requires a writer to go beyond parts and subjecting the components to
close scrutiny and interpretation. If you choose to do an analytical paper, it is with the
understanding that you are not making judgments on the topic per se, but that you are going to
explore a topic for the purpose of being able to draw reasonable conclusions at the end. These
conclusions are personal opinion shaped by a critical understanding of the issues at
stake.Example of these can be Literay Analysis and Potical Science Paper.
Argumentative Papers
In contrast to analytical papers, argumentative papers require you to take a stand on an
issue and defend it. In an analytical paper, it would be reasonable to assume that you do not
yet have a fixed or firm conclusion in your head when you begin the paper. But in
argumentative paper, it is clear from the start that you are advocating for something, and more
importantly, you want your reader to share your opinion, and will present evidence to make
your stand convincing.
In the end, it is not so much what you say that really matters but how you can prove it.
It is possible that your stand may be something your teacher disagrees with personally, but
even he/she cannot discredit you if you present an airtight argument.
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Sample Political Science Paper
Cleofas, Jeseca Nina C.
May 21, 2017
Mocha Uson’s dubious Appointment as PCOO Asec
Mocha Uson was appointed as Assistant Secretary in the Presidential Communications Operations Office (PCOO) last
May 8, 2017. It was said to be that her role is to help the government in spreading its accomplishments as well as its messages
to Filipinos and to the media. Nevertheless, it was being associated with issues and questioned Mocha Uson’s appointment in
the government.
President Rodrigo Duterte shows Spoils System rather than Merit System who appoints someone in the civil service
based on political favoritism. Prior to this, it was witnessed that Mocha Uson buoyed Pres. Rodrigo Duterte in the last election
first and foremost through her blog which obtained almost 5 million followers. Duterte in an interview said that “I am just
paying back because she supported me in the last election; it is the right thing to do.”
dances inside and outside the country. In addition to that, her position as Asec of PCOO has nothing to do with her degree in
College. Even though it must not be the cause to disqualify her, she must have atleast an experience doing the same job. As we
recall before the appointment in PCOO, Mocha Uson was actually given a position as a board member in MTRCB last January
which firsthand disapproved by the netizens. According to Presidential Decree 1986, atleast 15 of the board members may come
from the movie and television industry. However; it will not guarantee her in a higher position since her term as a board
member was not finish. There is no proof that she can really address the responsibility in connection to media which she
recently called as “presstitutes” or prostitution in press. Given the fact that she even commented about the sex scenes in
television after revealing her first mission - to get rid of soft-core pornography or soft porn in television shows airing during
primetime, in contrast she said that “sex scenes on television are getting out of control”. Some of the media personnel and
celebrities showed their censures to Mocha Uson’s appointment. One of them is Ogie Diaz who used to support Uson’s
advocacies. However, he gave her an unsolicited advice: “You should study the position you are in. Not to rant in public as if you
are being condemned by the 29 board members.” Moreover, John Lapus made it clear in his tweet that he was not happy by the
announcement. It was followed by Mo Twister who shared the same opinion. And even Miss Universe, Mariel De Leon posted in
her twitter account that she was surprised that the President gave the position to the unqualified. “I love my country so it breaks
my heart to know someone like her got the position in the government” Mariel said.
Margaux Justiniano Uson, a 34-year-old known by her screen name Mocha Uson secured fame as the leader of the
Mocha Girls, an all-female sexy dance group. Uson earned a degree in Medical Technology from the University of Santo Tomas,
and then attended Medical School in the same University after dropping out to pursue a career in the Music Industry. In an
interview, one of the reasons why she stopped and later on decided to support the President was because of the murder of her
father, an RTC Judge in Pangasinan. “I was a second year medical student when my father was murdered. He was an RTC Judge
in Pangasinan, my hometown. He was killed in the line of duty in an ambush shooting. Several years later, still no justice for my
father. This is what I ask myself – if my own father who is a Government Official, a JUDGE, has not been given justice, how much
for for ordinary citizens? Can you just imagine what’s happening in our society? If a JUDGE who DISPENSES JUSTICE could not be
given protection and justice by our government, how much more for ordinary folks? The main suspect in the murder of my father
was a powerful POLITICIAN. We need a tough and strong president. We need an iron hand in dealing with criminals in this
country. We need a president who is brave and who has genuine concern for our country and that is none other than Duterte!”,
Mocha Uson responded.
In the meantime, the appointment acquired several bashers and supporters for both Duterte’s decision and Uson’s
acceptance of the said position. The thought of bringing Mocha into a higher position in the government shows Spoils System.
In effect, netizens reacted on this announcement and came up with hilarious hashtag #DutertePleaseAppointMe.
The basis was unexpectedly brought up not because of her credibility and competence rather her popularity alone as a
blogger who earns 5 million followers. Thus; if because of the 5 million followers made her the Asec of PCOO, what would the
government might offer, then? If we still remember, Mocha Uson used to give sex-tips on her blog and performed malicious
On a post in Facebook account, netizens were being asked of “What is your opinion about the appointment of Mocha
Uson as Asec of PCOO?” Most of the answers bared disapproval for some says, “I did not appreciate the fact that an important
position will be given to an inexperienced individual. Yes, technically she is qualified but is she efficient and effective? Yes, she
has a background in journalism but based on her past posts and the way she communicates herself are clear to say that she’s
not fully groomed to take the position.” One says, “I’m pro-Duterte but appointing her as Asec of PCOO was a joke! What will
she do there? Teaching sex education to the higher ups? So that they can last long in bed? What a drag.”
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says, “Everyone can be qualified as long as they will take the task seriously. Everyone can prove and improve themselves. We
don’t know what will happen now so for the support, let us trust each other.” Comparatively, one says, “Please don’t think that
by demeaning her livelihood, making fun of her profession, belittling her personality makes you a better candidate to be PCOO
Asec or simply a better human being altogether.”
Under the circumstances, President Rodrigo Duterte defended Mocha Uson on her appointment. In a press
conference before departing for his visits to Cambodia, China and Hong Kong, the president said that Uson has a "structured
mind." "There's nothing wrong with the woman, the girl. She's bright. She's articulate," Duterte told members of the press.
Duterte noted that Uson helped him during his campaign and that it was time for him to give back. The president stressed that
Uson's background as a former sex guru does not disqualify her from serving the public.
As a matter of fact, many times that Mocha Uson was being asked by the press if she will accept if the President offers
her a position in the government. And she said, “I just want to clarify that I don’t have any intention to enter politics. I don’t
have plans even I will be offered to. I will not accept any position in the government since it is not my field. I believe you don’t
need to have a position or a title to help the government or to help the country.” Surprisingly, the appointment was suddenly
announced by Mr. Martin Andanar, the PCOO secretary.
Explicitly, many critiqued the credibility of Mocha Uson as the new Assistant Secretary of Presidential Communications
Operations Office (PCOO). But despite of this, Mocha Uson managed to give positive reaction. In an interview in Unang Hirit,
Igan Clavio asked about her bashers and she said, “I’m used to it. I will just focus on the problems we’re facing and not to my
bashers in particular.” On the other hand, heaps of her supporters believed that she can supervise the task given to her. As
communications secretary, Martin Andanar explained that Mocha is very influential that is why it is a big help in PCOO. Also, Tito
Sotto called Mocha as a “good choice” for MTRCB so as to PCOO. Netizens who believed Mocha’s qualification
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Although this may be true, her appointment caught an attention not only with the netizens but also in the media and
artist industry which resulted to a questionable promotion to the entertainer, performer and a blogger who happened to be the
new PCOO Asec. The question arises be that as it may, qualification vs. credibility? Spoils system vs merit system? In the hope
that “Change is coming!”, trusting someone to make in the government position needs to prevail.
In conclusion, “Everyone must submit to governing authorities. For all authority comes from God, and those in
positions of authority have been placed there by God” - (Romans 13:1). Whatever it may be like, only God can put an end to
erroneous leadership or appointment. Altogether, we can make difference!
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LESSON 3: The Structure of Research Paper
Almost all materials on research paper writing summarize research writing as a matter
of completing a series of steps.Research is systematic. This implies that research follows
procedure/steps that cannot be undertaken haphazardly but in a certain logical and orderly
sequence. There are basically five steps that the institution follows. The research outputs must
adhere to a standard format that provides guidelines or characteristics to achieve an optimum
degree of order. These guidelines and formats were adapted by the ResearchDevelopment and
Innovation Center from the American Psychological Association 6 th Edition.
Abstract
The abstract is the little bit of everything. It has concise statements that contain the
summary of the contents of the paper. It should be written in complete sentences and
paragraphs. It should not exceed to 250 words and should not include formula, diagrams or
other illustrative materials. This part should include a brief introductory sentence, main
objective, summarized method, results with numerical values enclosed in parentheses, main
conclusion and main contribution.
The researchers must include keywords. Keywords are terminologies that are used to
retrieve the paper. Keywords must be carefully decided for it is essential to easily acquire the
research manuscript among the pool of research work.
4.0 Results
This presents the findings which are clearly and simply stated. This should be brief and
direct. Moreso, when describing the results from a table or a figure, make sure to introduce
the table or figure number and title on the first statement for easier locationof table or
figure involved.
5.0 Discussion
This is where results should be communicated: What principles have been established or
reinforced? What generalizations can be drawn? Are the findings comparable to other
findings or to expectations based on previous work and in what ways? Are there any
theoretical implications of the results? When these questions are addressed, the presented
evidence in results section should be the focused of the discussion. This should be
interpretative not just a restatement of the results.
Conclusion
This section enumerates the principal findings of the research. This answers the objectives
of the study.
1.0 Introduction
This part enables the reader to understand the context or territory of the study. This is
where we can read the trends and issues, objectives and main contributions of the study.
These are written in paragraphs and proper citations must be observed.
2.0 Literature Review.
Recommendation
In paragraph form, this section presents where the results of the study are directed.
Acknowledgement
This serves as the foundation of the research for it states how and why researchers come up
with the topic objectives. Like the Introduction, this is written in paragraphs with
technically correct sentences. Properly literature-reviewed research papers could answer
the trickiest questions of critics.
3.0 Research Methods
This will help to systematize your research by forcing you to identify what kind of data you
will need for your paper and what is the best way to go about getting it. This part of the
paper will provide sufficient information for the reader to duplicate the study and replicate
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the results. The researchers should consider the Research Design, Research Locale,
Population and Sampling/Key Informant Selection, Research Ethics, Research Instruments,
Data Collection and Data Analysis.
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This page mentions the assistance received from the advisers, professors and others to
whom the researchers wish to express appreciation. This provides the opportunity to thank and
recognize those who have assisted or contributed to the study but are not named as coauthors. This section must be written in no more than 3 sentences.
References
The reference section should begin on a new page with the title bold and left indented.
The references should strictly follow the American Psychological Appreciation (APA) 6 th Edition,
and written in 1.5 inch hanging indent. All reference types (journal, book, internet, etc.) are
integrated and arranged alphabetically.
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The interview can be an indication to employers of how the candidate or employee will interact
with supervisors, co-workers, and customers or resolve conflicts when they arise. On the other hand,
non-verbal communication is also critical in an interview. Employers expect good eye contact, good
posture, and “active” listening to their interviewee.
The method of sending or receiving gestured or wordless messages is called Nonverbal
communication. Consider the following seven types of non-verbal signals and cues we often use to
communicate our interest in and to others.
1.
Facial expressions: Facial expressions are the most common form of non-vebal communication.
Countless emotions can be expressed through them without saying a word. Across cultures, the
facial expressions for anger, surprise, fear, disgust happiness and sadness are the same.
2.
Body movements and posture: We consciously or unconsciously communicate to the world
through the way we move and carry ourselves. Non-verbal communication under this includes
posture, bearing, stance, and subtle movements. The way others sit, walk, stand up, or hold
their head may convey meaning that affected our perceptions of them.
3.
Gestures: Misinterpretation might occur when we are insensitive with our gestures. As
gestures can have different meaning across cultures and regions. Waving, pointing, pleading,
and often using our hands when we are speaking in an animated way are some of these
common gestures..
4.
Eye contact: Eye contact is an essential type of non-verbal communication. We can
communicate many things; including interest, affection, hostility, or attraction by the way we
simply look or stare at someone. To maintain the flow of conversation in communication, eye
contact is very helpful. It can also assess another person’s response.
5.
Touch (Haptics): Haptic communication is a means where people or animal communicate
through the sense of touch. Touching is the most effective way to communicate our feelings and
emotions. These include a firm handshake, timid tap on the shoulder, warm bear hug,
reassuring pat on the back, patronizing pat on the head, and controlling grip on arm.
6.
Space (Chronemics): This non-verbal communication refers to physical space. The need differs
depending on the culture, situation, and closeness of the relationship. We can use physical space
to communicate many different non-verbal messages, including signals of intimacy, aggression,
dominance, or affection.
7.
Voice (Paralanguage): Even when we do not talk or say a word, we can communicate through
our voice. Important communication elements are the verbal speech sounds such as tone,
pitch, volume, inflection, rhythm, and rate. When we talk to other people, we have to be careful
with our words and be conscious with our voices. We may sound sarcatistic, angry, affectionate
or confident
This chapter focuses on communication for work purposes.
Learning Outcomes: The students are expected to:
1. Create clear, coherent and effective communication materials.
2. Present ideas persuasively using appropriate language registers, tone, facial expressions and
gestures.
3. Adopt awareness of audience and context in presenting ideas in communicating ideas.
LESSON 1: Effective Communication in Work Environment
Communication skills are necessary for the development of self-advocacy and selfdetermination for a lifelong success. They are how we give and receive information and convey our
ideas and opinions with those around us. Communication comes in many forms:
• verbal (sounds, language, and tone of voice)
• aural (listening and hearing)
• non-verbal (facial expressions, body language, and posture)
• written (journals, emails, blogs, and text messages)
• visual (signs, symbols, and pictures)
It is important to develop a variety of skills for both communicating to others and learning how
to interpret the information received from others. Knowing our audience and understanding how they
need to receive information is equally important as knowing ourselves.
To an employer, good communication skills are essential. In fact, employers consistently rank
good communication skills at the top of the list for potential employees. During an interview, for
example, employers are impressed by a job candidate who answers questions with more than one-word
answers (such as yeah…nah…dunno), demonstrates that he or she is listening, and shares information
and ideas (by asking questions for clarification and/or follow-up).
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depending on our voice tone delivery. These non-verbal speech sounds provide indirect but powerful
clues into our true feelings and what we really mean.
How to achieve effective communication?
When the message is sent, fully received and understood by the audience, effective
communication takes place.There’s a good communication when the right message received by the right
person in right medium and at the right time. The audience may participate and involve in a productive
conversation of the message depending on the nature of the message and audience.
Elements to Achieve Effective Communication
• The message must be clear, concise and complete (KISS - keep it short and simple).
• The content of the message must be factually accurate.
•
•
•
The sender develops the content of the message. In the process, the sender decides on the
medium (written or spoken) and the format (such as email, letter, leaflet, meeting, talk, press release,
presentation, podcast.). The sender then transmits the communication by the relevant communication
channel (such as presenting at a meeting of the heads of department, producing printed material,
announcing on a website or in the press). The message then reaches the audience.
The audience will then decide whether to respond and if so how. The audience response will
have a particular content and format through their chosen communication channel. This may not be the
same as the one the sender used to transmit the message (such as an email after a meeting where the
sender gave their presentation)
What makes a good communicator?
The message can be a mix of factual and psychological aspects to give the message its full
impact; rather than just dry facts or overly emotional in style.
• The message should be relevant to the concerns of the audience.
The language should be appropriate to the audience and communication medium. Avoid
technical jargon unless talking to another professional.
• The message should be positive and focused on solutions rather than listing problems.
• The language should invite appropriate participation and engagement.
The message should use the right medium for the intended audience, the context and the
A powerful message needs to be delivered convincingly. There are three stages of
communication to think about. Firstly, prepare well and understand what you want to communicate.
Next, be confident to the point and focused on solutions. Finally, let the person or group you are
communicating with have the opportunity to respond and listen to what they are telling you.
How a good communicator puts their message across?
Before Communicating
∙
∙
∙
Well prepared message and arguments
Has full knowledge of the message
Has full understanding of the message
Delivering the message
∙
Confident
including
encouraging
body language
and
communicating with enthusiasm
Uses facts and well-founded opinion, not rumor; is honest
Concise
Articulate and/or uses persuasive writing skills
Focused on solutions not problems
Understands the recipient’s point of view
Actively listens to the response
Confidently defends the message
Is prepared to ask clarification
Is flexible in developing a solution (collaborative not competitive)
desired response.
• The message should pick the right person/stakeholder to send it out.
•
The message is sent at the right time to enable the audience to have time to understand and
act on the message.
The stages of communication
There are several components in communication as the diagram below shows.
Responding
the
recipient
SENDER
Content
Format
to
Medium
∙
∙
∙
∙
∙
∙
∙
∙
∙
COMMUNICATION CHANNEL
Good communication ensures that you are being heard. You can then influence your
environment according to your own goals and requirements. If you do not get your message across
effectively, others will not know or understand your needs. In general, effective communication
achieves the following:
AUDIENCE
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•
applies positive influence on decision-making by presenting a strong point of view and
developing mutual understanding
∙ delivers efficient decisions and solutions by providing accurate, timely and relevant
information
∙ enables mutually beneficial solutions
• builds healthy relationships by encouraging trust and understanding
∙ ensures that all service staff are sending out the same messages.
Listening Skills
Lesson 2: Workplace Documents
Listening skills are just as important as communication skills in delivering message. This allows
full understanding of the other party and what their response is to your point of view. Good listening is
vital for building strong relationships. To be a good listener means to fully understand and constructively
respond to what the other party is communicating.
A workplace document is any document that provides steps or gives instructions to carry out
tasks that contains technical details. All workplaces use documents to record their business activities.
Some documents need to be completed as part of government acts or regulations, while others are
developed to ensure the efficient delivery of services and products to customers. It is important to know
which workplace documents, records and forms you will be expected to complete as part of your job.
There are many different types of workplace documents. Some examples are:
⮚
⮚
⮚
⮚
Sometimes people seem to be giving one answer when they actual mean another; or wanting to
say something else but feel unable to do so. This can occur in any communication scenario, like face-toface or remote, instant or over a longer time period, with one person or a group.
Messages
Memorandum
Business Letters
Minutes from meetings
⮚
⮚
⮚
⮚
Agenda
Annual reports
Presentations
Diagrams
It is significant for someone to know how to listen carefully and to ask help for help if necessary.
There’s a great chance of job retention and an opportunity for promotion if an employee and supervisor
learn to communicate well.
Messages, memorandum, minutes and agenda are usually workplace documents that are
prepared for internal use. That is, these documents are only used and read by people inside your
organization.
Core Listening Skills
Messages
•
Messages come in all sorts of formats. It can be a simple phone message to an email or a short
message left for a work colleague. Whatever the format, it is important to be sure that people’s names
are spelled correctly, that phone numbers or other figures are written down correctly. It is also
important to mark on the “message” the time and date as well as who is leaving the message. Above all,
it is vital that you use clear and neat handwriting.
•
•
•
Giving the other party your full attention. If you are in their presence look at them directly,
don’t do other activities such as doodling. Try to understand their body language.
• Encouraging them to speak. Ask open-ended questions.
Showing that you are genuinely listening by nodding, repeating back what they have said but in
your own words.
• Acknowledging their feelings – ‘It must have been really difficult for you when…’
• Asking for clarification when you do not understand.
Trying to understand other’s point of view, rather than immediately applying own
preconceptions about the respondent.
Letting the other party put over their response fully before you react and giving them time to
express their point of view.
• Being cautious in expressing your opinion. If it is clearly not appropriate don’t express it.
• Being timely in your reaction to the other party’s responses to your messages.
Memorandum
Memorandum or memo is a workplace document that sends information to people in your
organization about a work related topic. Most messages of this type are sent by email, but in some
instances a hard copy of a memorandum is distributed to staff members.
Guidelines in Writing a Memorandum
1.
2.
3.
4.
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Choose a representative phrase that immediately tells the reader what the memo will be about.
Use plain paper (not stationery) with one-inch margins around the page.
Use a professional font and black color.
Begin all the lines of the memo at the left margin, except the MEMO line which can be centered.
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5. Use single-spaced, with two spaces between paragraphs in the body of the memo.
6. If your memo is more than 1 page long, use a subsequent page header that includes who the
Memo is addressed to, the page number, and the date.
7. Sign the Memo next to the FROM line, using initials, first name, or complete name.
8. Don’t add a greeting between the memo heading and body.
9. Use declarative verbs, and simple sentence structure.
10. Be specific and detailed without including unnecessary (i.e. time-wasting or confusing)
information and without insulting reader’s intelligence.
11. Use a more informal tone. Remember, however, that what counts as “formal” or “informal” is
defined in terms of each organization’s culture.
12. Pay attention to the intended audience and context. Be guided with the template below.
Memorandum needs to be short and direct, and easy to read and understand. This means that
the first step in writing a memo is thinking carefully about what you want to say and how to say it clearly
and briefly.
Agenda and Meeting Minutes
Agenda is a list of topics that are planned to be discussed at a meeting. It is used a guide to the
Chairperson of a meeting, to keep the meeting “on track”. The minutes of the meeting are the record of
the matters that are discussed during a meeting. They are a “formal” record of what took place in a
meeting. Consider the following questions in writing meeting minutes:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Template
MEMORANDUM
TO:
FROM:
DATE:
SUBJECT:
XYZ Company Employees
Engr. Juan Dela Cruz (Place you signature above your name)
(Month-Day-Year)
How to Write a Business Memo
Guidelines in Writing a Meeting Minutes
Begin with an introductory paragraph—very short, often only 1-2 sentences long—that
clearly states the purpose of the memo to the reader. If the memo is responding to or
following up on a specific situation or meeting, state that in the first paragraph.
For easier reading, format the content of your memo into short paragraphs. Paragraphs
made of a few lines of text with white space between them are easier to read. Writing
short paragraphs also encourages you to break your information into bite-sized chunks
for easy comprehension.
Consider Using Formatting: Use formatting—such as headings and bulleted or numbered
lists—to format information organized in steps (for example, instructions) in the body of
the memo. Using this kind of formatting:
∙
∙ Breaks information down into manageable chunks,
Which makes it easier and faster for the reader to process. End the body of the
memo with a concluding paragraph that clearly informs the reader what action
they need to take. Finally, end the memo with your (the sender’s) email address
and/or phone number for people to contact with questions.
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When was the meeting?
Who attended?
Who did not attend? (Include this information if it matters)
What topics were discussed?
What was decided?
What actions were agreed upon?
Who is to complete the actions, by when?
Were materials distributed at the meeting? If so, are copies or a link available?
Is there anything special the reader of the minutes should know or do?
Is a follow-up meeting scheduled? If so, when? where? why?
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11. Write minutes soon after the meeting, preferably within 48 hours. That way, those who attended
can be reminded of action items, and those who did not attend will promptly know what
happened.
12. Don't skip writing minutes just because everyone attended the meeting and knows what
happened. Meeting notes serve as a record of the meeting long after people forget what
happened.
13.Don't describe all the "he said, she said" details unless those details are very important. Record
topics discussed, decisions made, and action items.
4.
Don't include any information that will embarrass anyone (for example, "Then John/Jane left the
room in tears").
5.
Use positive language rather than describing the discussion as heated or angry, use passionate,
7.
lively, or energetic--all of which are just as true as the negative words.
6. Edit and proof the meeting minutes.
Attach any hand-outs or documents electronically, so that all participants and non-participants have
easy access to them.
8. Include the following information:
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Topics
Decisions
Template
MINUTES OF THE MEETING
Actions Agreed Upon
Person responsible
Deadline
Next Meeting
Date and Time
Location
Agenda items
PRESENT: A list of first and last names of all those present at the meeting
REGRETS: A list of first and last names of Committee members who have contacted the Chairman to let them
know that they will be unable to attend the meeting
ABSENT: A list of first and last names of Committee members who DID NOT contact the Chairman to let them
know that they won’t be in attendance
1. CALL TO ORDER/OPENING REMARKS
∙
Time that the Chairperson called the meeting to order.
∙
Summary of any opening remarks from the Chairperson
2.APPROVAL OF THE MINUTES FROM (DATE) (You need a motion to approve the minutes of the previous
meeting as circulated or a motion to approve the minutes as amended if any corrections are needed to the
minutes)
Motion: To approve the minutes of (DATE) as circulated (or AMENDED)
Motion By: Name of person (FIRST & LAST) who made the motion
Seconded By: Name of the person (FIRST & LAST)) who seconded the motion
Carried or Defeated
3.ADDITIONS TO THE AGENDA (If anyone has an item that they like to add to the agenda, they would bring it
up in this part and ask the Chairperson if the item maybe added to the agenda or can be added to the next
meeting’s agenda. See #8 below for added items to current meeting agenda.)
4. APPROVAL OF THE AGENDA
Motion: to approve the agenda as circulated (or AMENDED)
Motion By: name of person (FIRST & LAST) who made the motion
Seconded By: name of person (FIRST & LAST) who made the motion
Carried or Defeated
5. BUSINESS ARISING OUT OF THE PREVIOUS MEETING
a. Outstanding Items from the previous meeting that need to be updated or discussed further
b. Outstanding Items from the previous meeting that need to be updated or discussed further
c. Outstanding Items from the previous meeting that need to be updated or discussed further
6. ITEM # 1 TO BE DISCUSSED
Put a summary of the discussion around the topic
If a motion was made put the information in
here
If further information is needed agree on who is to do the follow up and put their name and a
timeline that this information will be completed
Task: put who is to do it and when it is to be completed by (DATE)
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LESSON 3: Writing Proposals
Key Features:
7. ITEM #2 TO BE DISCUSSED
Put a summary of the discussion around the topic
If a motion was made put the information in
here
If further information is needed agree on who is to do the follow up and put their name
and a timeline that this information will be completed
Task: put who is to do it and when it is to be completed by (DATE)
1. A well-defined problem.
Example:
“Motorcycle riders who do not wear helmets risk serious injury and raise healthcare costs for everyone.”
2. A recommended solution.
8. ADDITIONS TO THE AGENDA
a) Added agenda Item # 1
Put a summary of the discussion around the topic
If a motion was made put the information in
here
If further information is needed agree on who is to do the follow up and put their name
and a timeline that this information will be completed
Task: put who is to do it and when it is to be completed by (DATE)
-
Once the problem is defined, propose solutions to the problem.
-
Explain it by providing details to said solution.
3. A convinvcing argument for your proposed solutuions.
-
Convince readers that your solution is feasible and that it is the best way to solve the
problem.
b) Added agenda Item # 2
Put a summary of the discussion around the topic
If a motion was made put the information in
here
If further information is needed agree on who is to do the follow up and put their name
and a timeline that this information will be completed
Task: put who is to do it and when it is to be completed by (DATE)
-
Consider any questions readers may have about your proposal; and
-
Show how its advantages out-weigh any disadvantages.
5. A call to action.
9. ADJOURNMENT (Record the time the Chair adjourned the meeting.)
10.NEXT MEETING (DATE) (The next meeting date should be decided before everyone leaves the meeting. It
is a handy reminder to put it at the bottom of the minutes.)
Explain in detail how your proposed solution would work.
4. Anticipate questions.
-
The goal of a proposal is to persuade readers to accept your proposed solution.
-
This solution may include asking readers to take action.
6. An appropriate tone.
-
Since you are trying to persuade readers to act, your tone is important is important –
readers will always react better to a reasonable, respectful presentation than to
NOTE:
✔ The minutes should be completed by the Recording Secretary and forwarded to the
Chairperson to review prior to being sent out to the rest of the Committee. The minutes
should be distributed no more than 2 weeks after the meeting was held. The minutes are a
reminder of the tasks that need to be completed and items to be followed up on.
✔ A copy of the minutes should also be saved for future references.
anger or self-righteous.
Guide to Writing Proposals
1. Decide on a TOPIC
Choose a problem that can be solved. Complex, large problems, such as poverty,
http://web.csulb.edu/divisions/students/sld/student_organizations/officer_dev/documents/SampleMinutes.pdf
hunger and terrorism, usually require large solutions.
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Focus on a smaller problem or a limited aspect of a large problem because it will
Simple Steps in Wrtiting Proposal
yield a more nmanageable proposal.
2. Consider the Rhetorical Situation.
A. Purpose
Do you have a vested interst in the solution your readers adopt, or do you simply
want to eliminate the problem, whatever solution might be adopted?
B. Audience
How can you reach your readers? Do you know how receptive or resistant to change
they are likely to be? Do they have the authority to enact your proposal?
C. Stance
How can you show your audience that your proposal is reasonable and should be
taken seriously? How can you demonstrate your own authority and credibility?
Sample Proposal
CLEOFAS, JESSECA NINA C.
May 17, 2017
D. Media/Design
How will you deliver your proposal? In print? Online? As a speech? Would visuals
The Problem
According to Sophia Loren, “Nothing makes a woman more beautiful than the belief that she is beautiful.” But what if
women do not believe that way? What if being beautiful depends on what other people will say about you?
Nowadays; media portrays the side of being beautiful as those models and actresses seen in the TV Programs. So
then, many gets frustrated by how they look on themselves, many gets jealous of how other people gain appreciation because
of being beautiful on the outside. Hence; they suffer from having low self-esteem and insecurities.
help support your proposal?
3. Generate Ideas and Texts
Explore potential solutions to the problem.
The Proposed Solution
How?
RESEARCH to see how others have solved, or tried to solve similar problems. Don’t
settle on a single solution too quickly because you will need to COMPARE the
advantages and disadvantages of several solutions in order to argue convincingly for
one.
There would be a TV Advertisement which provides two doorways with a signage above – one is labeled as
“beautiful” and the other is labeled as “average”. The girls involved would have a confronting decision to make whether to be
beautiful or to be an average. Some of them will be asked randomly of:
What do you mean by being beautiful?
Why did you choose to be beautiful?
Why did you choose to be an average?
Reason why it is the BEST Solution
Source: Tagay, L., PowerPoint Presentation, PC GenEd 2 nd Training, 2017
Sometimes, being asked “How do you think of yourself”? in person makes us uncomfortable. We are pressured by the
question or on how we will justify our answer. Thus, action makes it clearer to analyze the question. They will simply enter on a
door. These women do not have any idea about the experiment, they will simply enter on a door and choose one – beautiful or
average.
Call for action
Beauty is in the eye of the beholder. We are the only one who can put value or label on ourselves, no one will be.
Beautiful is a great word so be that word! Choose to be beautiful!
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