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WEEK 16 Lesson - n/a
Bachelor in Secondary Education (BSED 4101- S)
Bestlink College of the Philippines
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WEEK 16 PRINCIPLES OF SPEECH WRITING: WORD CHOICE AND
GRAMMATICAL CORRECTNESS
Most Essential Learning Competency/ies (MELC) In-Focus:
1. Use principles of effective speech writing, with a focus on word choice and grammatical
correctness.
At the end of this module, you should be able to:
1. identify the six principles of word choice; and
2. analyze the importance of grammatical correctness.
WORD CHOICE
As a speaker, you need to be careful with your choice of words because one wrong use can lead to a misunderstanding that may cause you to lose your audience. You can often remedy what you have said. But once you have said something, it cannot be unsaid.
Whether you meant to say it or not, once they have entered people’s minds, some words or phrases will shape the way they view you forever afterwards. No amount of backpedalling can fix this situation. Other people may forgive what you have said, but they will never forget it. The words we choose to speak, what we think, how we view the world, and who we are. This is why our words have such a powerful ability to either make or break our characters.
Six Principles of Word Choice Below are the six principles of word choice for speech writing (Toppr, 2019):
Understandable Words You have to use words that meet the educational level of your audience. This may mean simplifying your speech, but it can also mean that you will need to learn some new words yourself to get your point across. A thesaurus is the most useful tool you can use for such a task. However, be careful not to fall into the trap of filling your speech with many fancy new words; you do not need to use words that only you and a couple of people in your audience understand. This will only come off as you being arrogant and condescending. Your audience will relate to you better if they can understand you. Thus, write your speech according to your audience’s understanding.
Specific, Precise Words Avoid using general terms or generic words when trying to get your point across. When you speak generally or generically, you find that your exact choice of words can still be applicable if you were to repeat them in several different situations to different audiences on various occasions. This tends to feel cold, and you will find your audience losing interest because they will not feel that you are talking to them specifically but to anyone who happens to be listening. Example 1: In the sentence, “I lost my dog,” replace “dog” with the specific breed of your dog and an adjective or two. Your new sentence might read, “I lost my darling, adorable golden retriever.”
Example 2: The sentence, “One should write one’s assignment using a word processor,” feels cold, distant, and detached. This exact sentence can be repeated word-for-word all year long to every class for every assignment. Meanwhile, the sentence, “Please write your oral communication paper using Microsoft Word,” is specifically directed at you and is only applicable to that particular assignment; it is unique and precise.
Strong Words Use words that are powerful and can arouse emotions; use adjectives. Example: You can use the strongest words you know to guarantee the greatest impact.
Emphasize Positive Words whenever you deliver a speech, always highlight the great news you are delivering. Even if you are speaking at a funeral, people would want to hear about the positive aspects of that person’s life and not be reminded of the dreadful fact that s/he is dead. People love to hear positive words, and you always want your audience to feel good about things, regardless of whether your topic may be shameful or embarrassing. Example 1: At a funeral, you should say, “She has passed,” instead of saying, “She’s dead.” Example 2: Instead of the negative focus found in the word workaholic, try saying hardworking instead.
Avoid Overused Words Overusing words is a fast-track to giving a monotonous speech. As much as possible, use alternates. This gives your speech the sense of variety you desire. Here are several examples and their alternatives: Like vs. similarly Good vs. adequate Great vs. significant And vs. in addition Many vs. numerous Very vs. extremely
Avoid Obsolete Words you generally want to avoid using words no longer spoken by the general population but tailor this to your audience. A room full of millennials will have a different lexicon than a room full of senior citizens. Hence, know your audience and adjust accordingly. Example: Instead of describing someone as a cockalorum to a millennial audience, try calling him arrogant.
Factors That Influence Word Choice (Nordquist, 2019):
Meaning You can choose a word for either its denotative meaning (the definition found in a dictionary) or its connotative meaning (how the word is used in a sentence). Example: The word brush can mean a hairbrush, a paintbrush, a slight touch, or sweeping something away, but its connotative meaning is apparent in the context of speaking to a painter: you mean paintbrush.
Specificity You use concrete words instead of abstract words, especially when you are writing a formal speech that requires technical terms. Abstract Example: “Preparation is the key to giving a good speech.” Concrete Example: “If you are to give a good speech, then you will need a detailed outline, an adequate audience analysis, and a good understanding of your topic and the methodology you will use to present your ideas. You must also practice repeatedly.”
Audience Your audience is the reason why you are writing your speech. They are the endpoint of your collected ideas and are as essential as the words you choose to give them. Whether you want to entertain or amuse your audience or provide them with the information of your topic, you should use words that they can easily understand. Remember, a good joke is not good if you find yourself explaining it to your audience.
Level of Diction Your audience analysis will inform your choices in using or abstaining from some words based on your specific audience. Below are the four levels of diction:
Formal – These words are solemn or dignified. Example: “Ladies and gentlemen, make no mistake, we are joined together in a common cause.”
Informal – These words are more relaxed but still polite. Example: “Make no mistake, my friends, we’re in this cause together.”
Colloquial - These words are ones we use every day. These including terms that are not always grammatically correct. Example: “You’d better believe it, you guys, we’re in this cause together.”
of your sentence and it still makes sense, you’ve used it correctly. However, if you’ve used that correctly, then removing the that portion of your sentence will change the meaning of your sentence. That Example: “My dog that ate my friend’s homework is in the house.” The use of that here implies that you have more than one dog. If you remove the that clause in the sentence (“that ate my friend’s homework”), you are left with “My dog is in the house,” which implies you have only one dog; some of the meaning to your sentence is lost. Which Example: “My dog, which ate my friend’s homework, is in the house.” In this sentence, it is apparent that you have only one dog, that is, the dog who ate your friend’s homework. Here, the which clause in your sentence (“which ate my friend’s homework”) merely enhances your sentence’s meaning by giving additional information, but its removal does not alter the meaning of that which remains. “My dog is in the house” still implies that you have only one dog, which is what the original sentence implied.
⮚ Sentence Errors Sentence errors generally occur when sentences are incomplete (fragmented), run-on, or have a comma splice.
Incomplete sentence Make sure your sentence has a subject and a predicate to avoid fragmented sentences. Bad example: “The dogs without hope.” Did you end your sentence short or forget an apostrophe? Good example: “The dogs without hope are still barking.” Turns out you ended it short.
Run-On Sentence This means your sentences “run” together or are joined together without punctuation. Bad example: “Your love of grammar makes you beautiful I love the way you write.” Good example: “Your love of grammar makes you beautiful. I love the way you write.”
Comma Splice This is similar to a run-on sentence except you used a comma between two independent clauses or used conjunction or a semicolon instead. Bad example: “Your love of grammar makes you beautiful, I love the way you write.” Good example: “Your love of grammar makes you beautiful; I love the way you write.”
EAPP
WEEK 16 DESIGNING AND TESTING SURVEY QUESTIONNAIRE
INTRODUCTION
Gathering data is never an easy task, especially if the participants in a study are randomly picked and belong in different groups. A survey questionnaire makes the data collection more manageable. In addition, it can be a helpful tool in collecting a wide variety of data across a wide variety of participants. Hence, it is a widely used tool in research studies.
This module introduces you to Survey Questionnaires and how to effectively use them in gathering quantitative and qualitative data. Surveys are very common in the academe, especially for students and experts alike who would like to find out the answer to specific confusions. Accordingly, questionnaires are flexible tools to gather information from the participants of the study with less hassle.
By the end of this module, you will be acting like a curious researcher finding answers to your questions. This module will help you experience in advance the same experience graduating students experience－ conducting surveys, constructing questionnaires, and dealing with diverse people. What are you waiting for? Let’s start!
Definition of Terms
Barrot & Sipacio (2016) defined the terms survey and questionnaire. According to them, a survey is an instrument that contains planned questions to measure the attitudes, perceptions, and opinions of the participants of the study. At the same time, a questionnaire is a list of written questions to get specific information. “Oftentimes, responses in a questionnaire are usually dichotomous and use an identification type of test. In some cases, open-ended questions are incorporated in the questionnaire.” (STI Colleges (multiple campuses), n.)
Parts of a Questionnaire
They further discussed the questionnaire by listing the common and specific parts that are necessarily included in a questionnaire.
Personal information section- This section includes the survey-related personal information and background of the participant in the survey. It includes the name (which is often optional), age, date of birth, address, educational background, and other personal information about the respondent.
Basic questions section- serves two purposes. “The first one is to establish that the person you are asking is the right person for the study. The second purpose (which is only applicable to interview) is to establish rapport with the interviewees.” (STI Colleges (multiple campuses), n.)
Main questions section- This section contains validated researcher-made questions that draw out specific expert answers from the respondents. It is often multiple-choice; however, it can include open- ended questions that elicit specific answers. “The greater the number of questions, the greater the possibility of more conclusive results,” according to Barrot and Sipacio (2016).
Open-ended questions section- asks for a brief explanation or response to an open-ended question.
Types of a Questionnaire
Survey questionnaire items are either open-ended or closed-ended. Open-ended items simply ask a question and allow respondents to answer in whatever way they want. Closed-ended items ask a question and provide several response options that respondents must choose from. (Jhangiani, Chiang, Cuttler, Leighton, & Price, 2019)
- Dichotomous - Consists of only two choices - Yes or No. It may also be Agree/Disagree, True/False, Male/Female.
Source: Trochim, W. M. K. (2020, March 10). Types of Survey Questions. Research Methods Knowledge Base. conjointly/kb/types-of-survey-questions/.
- Open-Ended- allows the respondents to input their knowledge and perceptions into the questionnaire in a free manner. Usually, qualitative questions fall under this type.
What changes would this company make to make for you to give it an
Simplify all instructions and questions to ensure that there is no ambiguity in meaning.
Proofread your questionnaire before validation and before giving it out to your respondents.
Objectify your questions as much as possible, so there is only one answer. It simplifies the data gathering and interpreting.
Make the questionnaire as brief as possible without sacrificing content.
Arrange questions according to categories or based on your research questions.
Relate all questions to your research topic and make sure the responses drawn out are sufficient for your analysis.
Create as many questions as possible as long as there is no redundancy.
Do not include unnecessary questions.
Simplify complex questions so that respondents can understand and answer well.
Write the questions in affirmative and avoid the words not, no, and other words that are alike.
Make the respondents anonymous, if necessary.
Avoid leading questions. Construct questions to be direct to the point.
21 ST CENTURY
WEEK 16 THE STUDY AND APPRECIATION OF A LITERARY TEXT OF
SOUTHEAST ASIA (FORMALISM)
Most Essential Learning Competency/ies (MELC) In-Focus:
1. Explain the texts in terms of literary elements, genres, and
traditions: (EN12/Lit-IIb-23)
At the end of this module, you should be able to:
1. differentiate the literary work from Southeast Asian Literature; and
2. appreciate and understand a literary text from South Asian Literature using
Formalism.
What is Formalism? (Formalism In Literature, n.)
Formalism is a branch of literary theory and criticism which deals with the structures of text. It means that external agents outside of the text are not taken into consideration. All the things about culture, politics and the author’s intent or societal influences are excluded from Formalism.
Formalism is a scientific, technical mode of understanding texts which expects a greater degree of mental intelligence instead of emotional intelligence from the readers.
Formalism
brings attention to structural tendencies within a text or across texts such as genre and categories. based on an analysis of a text rather than a discussion on issues more distant from the text. based on the technical purity of a text.
argued that a text is an autonomous entity liberated from the intention of the author
A text, according to Formalism, is a thing on its own without the need for external agents
The focus in Formalism is only on the text and the contents within the text, such as
Grammar syntax signs literary tropes
Formalism is divided into two branches
Russian Formalism New Criticism
What is Russian Formalism?
Russian Formalism
was a school of literary criticism in Russia from 1910 to 1930. brought the idea of scientific analysis of poet. alludes to the Society for the Study of Poetic Language (OPOYAZ), 1916 in St. Petersburg by Bori Eichenbaum, Viktor Shklovsky, and Yury Tynyanov. It also refers to the Moscow Linguistic Circle founded in 1914 by Roman Jakobson.
Principles of Russian Formalism
Analysis of literature should be factual. Linguistics will also be an aspect of Russian Formalism. Literature is independent of external sources surrounding the texts.
Some prominent scholars of Russian Formalism were
Vladimir Propp, Boris Eichenbaum, Roman Jakobson, Grigory Gukovsky. Viktor Shklovsky Yury Tynyanov.
What is New Criticism?
New Criticism (Formalism In Literature, n.)
“Is an American Literary theory in the 20th century. Its philosophy was taken from John Crowe Ransom’s The New Criticism, 1941.
New Criticism talked about the closed-reading approach.
The closed-reading approach was a method developed by I. Richards in which only words on- page were analyzed very closely in a text. It argued that a text should be very closely read and analyzed without referring to external materials and cultural, political, and economic issues.
now they are in the kitchen, making jokes while rolling their cigarette leaves
UCSP
16 SYSTEM STRATIFICATION
Most Essential Learning Competency/ies (MELC) In-Focus:
- Examine the characteristics and forms of stratification system using sociological perspectives.
At the end of this module, you should be able to:
- Determine the characteristic of social stratification; and
- Identify the system of stratification.
There are several stratification characteristics; firstly, stratification creates beliefs that reflect the social structure, which formed the second character. The beliefs access to the society like institutions and political groups. Lastly, stratification divides people as groups and puts the same expectation on the group. Unfortunately, the effects of stratification are not so positive. In contrast, it enhances social inequality.
Systems of Stratification
Sociologists distinguish between two types of systems of stratification. Closed systems accommodate little change in social position. They do not allow people to shift levels and do not permit social relationships between levels. Open systems, which are based on achievement, allow movement and interaction between layers and classes. Different systems reflect, emphasize, and foster specific cultural values and shape individual beliefs. Stratification systems include class systems and caste systems, and meritocracy (What is Social Stratification? n.).
The Caste System
Caste systems are closed stratification systems in which people can do little or nothing to change their social standing. A caste system is one in which people are born into their social standing and will remain their whole lives. People are assigned occupations regardless of their talents, interests, or potential. There are virtually no opportunities to improve a person's social position (What is Social Stratification? n.).
In the Hindu caste tradition, people were expected to work in their caste occupation and enter into marriage according to their caste. Accepting this social standing was considered a moral duty. Cultural values reinforced the system. Caste systems promote beliefs in fate, destiny, and the will of a higher power, rather than promoting individual freedom as a value. A person who lived in a caste society was socialized to accept his or her social standing (What is Social Stratification? n.).
Although the caste system in India has been officially dismantled, its residual presence in Indian society is deeply embedded. In rural areas, aspects of the tradition are more likely to remain, while urban centers show less evidence of this past. In India's larger cities, people now have more opportunities to choose their career paths and marriage partners. As a global center of employment, corporations have introduced merit-based hiring and employment to the nation (What is Social Stratification? n.).
The Class System
A class system is based on both social factors and individual achievement. A class consists of people who share similar status about factors like wealth, income, education, and occupation. Unlike caste systems, class systems are open. People are free to gain a different level of education or employment than their parents. They can also socialize with and marry members of other classes, which allows people to move from one class to another (What is Social Stratification? n.).
In a class system, occupation is not fixed at birth. Though family and other societal models help guide a person toward a career, personal choice plays a role (What is Social Stratification? n.).
In class systems, people can form exogamous marriages, unions of spouses from different social categories. Marriage in these circumstances is based on love and compatibility rather than on social standing or economics. Though social conformities still exist that encourage people to choose partners within their class, people are not as pressured to choose marriage partners based solely on those elements. Marriage to a partner from the same social background is an endogamous union (What is Social Stratification? n.).
The Estate system
It provides another system of stratification that gave much emphasis to birth and wealth, and possessions. Each estate had a state.
The Slavery system
Slavery had an economic basis. In slavery, every slave had his master to whom he was subjected. The master's power over the slave was unlimited (Social Stratification: meanings, types, and characteristics, n.).
Meritocracy
Meritocracy is an ideal system based on the belief that social stratification results from personal effort—or merit—that determine social standing. High levels of effort will lead to a high social position and vice versa. The concept of meritocracy is ideal—because society has never existed where social rank was based purely on merit.
Because of the complex structure of societies, processes like socialization, and the realities of economic systems, social standing is influenced by multiple factors—not merit alone. Inheritance and pressure to conform to norms, for instance, disrupt the notion of a pure meritocracy. While a meritocracy has never existed, sociologists see aspects of meritocracies in modern societies when they study the role of academic and job performance and the systems in place for evaluating and rewarding achievement in these areas (What is Social Stratification? n.).
Status Consistency
Social stratification systems determine social position based on factors like income, education, and occupation. Sociologists use the term status consistency to describe the consistency, or lack thereof, of an individual’s rank across these factors. Caste systems correlate with high-status consistency, whereas the more flexible class system has lower status consistency (Social Stratification? n.).
Characteristics of Social Stratification:
Based on the analysis of the different definitions given by eminent scholars, social stratification may have the following characteristics.
(a) Social stratification is universal
No society in this world is free from stratification. Modern stratification differs from the stratification of primitive societies. It is a worldwide phenomenon. According to Sorokin, "all permanently organized groups are stratified."
(b) Stratification is social
Indeed, physical qualities do not determine one's superiority and inferiority. Factors like age, sex, intelligence, and strength often contribute as the basis on which statues are distinguished. But one's
WEEK 16 Lesson - n/a
Course: Bachelor in Secondary Education (BSED 4101- S)
University: Bestlink College of the Philippines
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