Reviewer in english 10 Receiving stage

 Analytical listening - is the intentional focus on hearing a speaker’s

 Evaluating and making judgements message, which happens when we filter out
about a range other sources so that we can isolate the message
 Evaluating spoken texts using given and avoid the confusing mixture of incoming
criteria stimuli. At this stage, we are still only hearing
 Exposition text the message. Notice in Figure 4.3 “Stages of
 Language or research, campaigns, and Feedback” that this stage is represented by the
advocacies ear because it is the primary tool involved with
 Opinion and assertion this stage of the listening process

Understanding stage

I . Analytical listening  In the understanding stage, we attempt

Critical or active to learn the meaning of the message,
listening which is not always easy. For one thing,
if a speaker does not enunciate clearly, it
Analyze the sound listened to
may be difficult to tell what the message
was—did your friend say, “I think she’ll
be late for class,” or “my teacher
Distinguish and categorize the information delayed the class”?
listened to  Even when we have understood the
words in a message, because of the
differences in our backgrounds and
Require the listeners to provide significant and experience, we sometimes make the
evaluative feedbacks or responses mistake of attaching our own meanings
to the words of others.

Restate or rephrase the information heard to Remembering stage

check one’s understanding
 Remembering begins with listening; if
you can’t remember something that was
said, you might not have been listening
Avoid miscommunication, misinterpretation, effectively. Wolvin and Coakley note
and misinformation between the speaker/s and that the most common reason for not
listener/s remembering a message after the fact is
because it wasn’t really learned in the
first place (Wolvin & Coakley, 1996).
Stages of analytical listening However, even when you are listening
attentively, some messages are more
 Receiving stage difficult than others to understand and
 Understanding stage remember. Highly complex messages
 Remembering stage that are filled with detail call for highly
 Evaluating stage developed listening skills. Moreover, if
 Responding stage something distracts your attention even
for a moment, you could miss out on
information that explains other new
 concepts you hear when you begin to
listen fully again
Evaluating stage
The fourth stage in the listening process
is evaluating, or judging the value of the
message. We might be thinking, “This makes
sense” or, conversely, “This is very odd.”
Because everyone embodies biases and
perspectives learned from widely diverse sets of
life experiences, evaluations of the same
message can vary widely from one listener to
another. Even the most open-minded listeners
will have opinions of a speaker, and those
opinions will influence how the message is
evaluated. People are more likely to evaluate a
message positively if the speaker speaks clearly,
presents ideas logically, and gives reasons to
support the points made.
Responding stage
sometimes referred to as feedback—is the fifth
and final stage of the listening process. It’s the
stage at which you indicate your involvement.
Almost anything you do at this stage can be
interpreted as feedback.  4. What is the purpose and form
II. evaluating and making
judgements about a range of texts
using a set of criteria
Evaluating
Is a reading strategy that is conducted during
and after reading. This involves encouraging the
reader to form opinions, make judgements, and
develop ideas from reading. Teachers can create
evaluative questions that will lead the student to
make generalizations about and critically
evaluate a text.
8 questions you should consider in
evaluating a text
1. What is the text about?
Authors are trying to convey a message or an
idea. Summarizing the author’s main idea in a
sentence of two is a good way for a reader to
begin to analyze a piece of work. You’ve got to
be able to articulate the author’s ideas if you
hope to be able to say what you think about
them.
2. Who is the author?
Knowing whom the author is and when and
where he or she wrote can sometimes provide
useful information that will help you understand
what is being said. All text is written within a
certain context and this context can help you
interpret the author’s ideas. Similarly, when and
where a text is written can also be important
when evaluating or analyzing a text.
3. Who is the audience?
All writing is aimed at a particular audience. The
author was speaking to a particular group of
people or perhaps just one person, but there was
someone whom he or she wanted to read his or
her ideas.
of the text?
Authors have a reason to write and they choose a
particular form of writing to best convey their
ideas to an audience. To analyze and evaluate a
text, readers must consider why the author wrote
the text in the first place and why he or she
decided, for example, to write a newspaper
article instead of a flyer.
5. How does the author’s style
contribute to meaning?
Authors often emphasize their ideas by adopting
a particular style. One author might be fond of
using a lot of metaphoric language in his or her
work while another might choose to use satire to
communicate. A different author might choose
to communicate through graffiti messages or the
conversational writing of a blog.
 6. What is the author’s point of
view?
By its nature, all writing represents a particular
point of view. When readers evaluate a text,
consideration must always be given to the
author’s bias and the way in which he or she
crafts a certain perspective.
7. Whose voices and values are
represented in the text?
All writing reflects the values and beliefs of
Characteristics/features of spoken
certain individuals and authors speak to some
people but neglect or ignore others in their work.
8. How do personally reconcile
what you’ve read with what
you already know?
As readers become more knowledgeable about
the world, they become critical analyzers of text.
Good readers don’t believe everything they read
but instead accept parts and reject others. Good
readers sometimes reserve any judgment until
they’ve read more about a topic.
III. evaluating spoken texts using
given criteria
Spoken texts
Spoken texts include oral stories, dialogues,
monologues, phone conversations, discussions,
role plays, or any other piece of spoken
language. When people are speaking to each
other, their interaction is made up of series of
utterances, for example questions and replies,
comments and suggestions, requests and
responses.
Basic elements of spoken texts
1. Word - it refers to a sound or
combination of sounds that conveys
meaning and is spoken or written.
2. Grammar - it is the set of rules that
explain how words are used in language.
A speech or writing is judged by how
well it follows the rules of grammar.
3. Speech writing - it is the art of
writing a speech for public presentation.
text
1. Spoken texts have shorter, less complex
words and phrases. They are composed
of simple language. They have fewer
nominalizations, more verb-based
phrases, and a more limited vocabulary.
Spoken texts are lexically less dense
than written language – they have
proportionately more grammatical
words than lexical words.
2. Spoken text uses more active verbs than
written language and less formal then
written language. It is more fragmented
– more simple sentences and more use
of coordination and, but, so, because
rather than subordination (embedding).
3. The spoken text is more verbal than the
written text, which is more nominal.
This means that the written text has a
very high frequency of nouns; the
spoken text a high frequency of nouns
and pronouns. First and second person
pronouns are used especially in the
conversation because speakers address
each other, and they are typical for face-
to-face interactions. Nominalization is
therefore typical for this written text. It
means the formation of a noun from a
verb
4. Spoken texts in particular are governed
by the social context (or the
 surroundings, the people, the occasion
etc that influences how you interpret
things, how you speak, what you speak
about, or how you act) which determines
the shape of all discourse and the
language used
5. It is very typical for a spoken texts to
contain many phonological
abbreviations, which means contractions
and abbreviations of verbs are used
instead of the standard and normally
longer form. They are used because they
are timesaving which is important in
conversation.
Questions to consider when evaluating spoken
using given criteria:
 Is the language used suited
for the audience and the
occasion?
 Is the content relevant or
helpful?
 Is the content true or valid?
 Is the source reliable?
Fluency - it refers to the continuity,
smoothness, rate and effort with which language
is spoken.
- it is also often defined as rate
(words per minute) and accuracy (number of
words correctly identified) with which students
perform reading tasks, accompanied by
appropriate expression. Fluency also aids in both
reading and writing.
TONE – it is defined as the writer’s or
speaker’s toward his subject, his audience, or
himself (or as reflected in his treatment to his
topic/subject, and how the audience perceives
the overall message).
- it is the emotional colouring, or the
emotional meaning of the work and is extremely
important part of the full meaning. Some
examples are serious, sad, funny, light, etc.
COHESION – it refers to the manner of
connecting the ideas to make a logical
presentation of the subject/topic. It further refers
to the linguistic features which link sentences
together and are generally easy to identify
(repetition, reference)
CORRECTNESS – it refers to the accuracy
of the data or information given in the text and if
the sentences are grammatically correct.
Key points:
 Spoken text usually has to be understood
immediately, so it also helps one to
develop and improve speaking and
listening ability.
 Speaking and listening (to spoken texts),
to other people in English helps to boost
the faith you have in your own abilities
and banish the doubts that are inside
your head. So, it’s definitely a
coincidence booster, but there are many
more ways in which speaking the
language can improve your English
skills, fast
 Essentially, speaking a language helps to
move your knowledge of grammar,
vocabulary, and pronunciation from the
back of your mind to the front, or from
your ‘slow memory’ to your ‘quick
memory’. Given time, this will improve
your fluency and memory too.
IV. exposition text (key structural
elements)
Exposition
A piece of text that presents one side of an issue.
The purpose of an exposition is to persuade the
reader or listener by presenting one side of an
argument, that is, the case for or the case
against.
Examples of exposition texts include:
 Advertisements
 Spoken arguments
 Editorials
 Legal defense
Features of an exposition
(constructing a discussion)
An exposition text usually has three sections.
The first section introduces the author’s point of
view and can preview arguments that may
follow in the text. Next comes a series of
arguments that aim to convince the audience.
The final section is the conclusion that sums up
the arguments and reinforces the author’s point
of view.
Grammatical features of a
discussion
Exposition texts usually include the following
grammatical features:
The words that express the author’s attitude
(modality) for example, will, may, must, always,
rarely
Emotive nouns and verbs
Adverbs that show a time sequence and link the
arguments
Argumentative
It presents arguments about both sides of an
issue. It could be that both sides are presented
equally balanced, or it could be that one side is
presented more forcefully than the other. It all
depends on the writer, and what side he supports
the most.
The general structure of an
argumentative text follows this
format:
INTRODUCTION: Attention Grabber/hook,
Background Information, Thesis Statement
Body: Three body paragraphs (three major
arguments)
Counterargument: An argument to refute
earlier arguments and give weight to the actual
position
Conclusion: Rephrasing the thesis statement,
major points, call attention, or concluding
remarks.
Rhetorical devices often use in
argumentative texts:
 Choice of words
 Stylistic Devices
 Linking words
 Gerunds/Participle constructions/Passive
RHETORICAL QUESTION
Is a question asked to make a point, rather than
get an answer.
Ex:
If you have ever been late, someone might say:
“What time do you call this?” This person
doesn’t want an answer to the question. They are
making the point that you have arrived at an
unacceptable time.
V. language of research,
campaigns, and advocacies
 Research is a systematic investigation
and study of materials and sources in
order to establish facts and reach new
conclusions (Oxford Dictionary)
Through research, you can investigate an issue
then discuss findings and propose solutions or
options to address the issue. You can extend
your efforts through campaigns and advocacies.
Basic in the language of campaigns and
advocacies
A campaign is any series of actions or events
that are meant to achieve a particular result.
All campaigns despite varying purposes are
created using similar structures as well as
through the use of language and persuasive
techniques in order to convince audience to
perform a certain action.
Some of the many types of
campaigns include:
 Civil society campaign – a project
intended to mobilize public support in
order to instigate social change.
 Political campaign – an organized
effort which seeks to influence the
decision-making process within a
specific group.
 Advertising campaign – a series of
advertisement messages that share a
single idea and theme.
The word “advocacy” comes from the Latin
‘advocare’ and literally means ‘to call out for
support’.
Advocacy involves promoting the interests or
cause of someone or a group of people. It
generally involves speaking or acting with the
intention of affecting or changing specific
policies, systems, or ideas. This change can
occur in an array of settings: governmental,
health, social, economic and legal, among
others.
Advocacy is also about helping people find
their voice. Some of the many types of
advocacy to enact change include:
Mass Advocacy – organized and orchestrated
through large groups (ex. polls, protests.)
Media Advocacy – using media as the primary
means to promote a specific cause.
Health Advocacy – supporting the rights of
patients and improving the community of people
who care about patients.
Self-Advocacy – motions taken by individuals
to support their own rights in the workplace,
schools, etc.
Advocacies can be delivered through
campaigns in Social Media, TV Commercials,
YouTube and other internet platforms. Just like
the Project Smile’s Advocacy introduced earlier,
campaign activities were conducted through
Facebook and Instagram accounts
The Language of Campaign and Advocacy
CLEAR. Easy to understand and remember no
matter the audience.
CONCISE. Direct and to the point without
unnecessary insertions yhat may distract
audiences from the main points.
CREDIBLE. Believable in that the messages
are backed by proof points and incorporate
supporting details to strengthen the key points.
COMPELLING. Catches your audiences’
attention and inspires them to take applicable
action.
CONSISTENT. Repeatable and flexible enough
to be incorporated into varying communications
channels again and again.
 Simple and persuasive, incorporating a
direct call to action;
 Rational, moral and appealing to hearts
and minds;
 Repetitive and reinforced
Plan for an advocacy
 FORMULATING CLAIMS OF FACT,
Goal: offer solutions or options to POLICY, AND VALUE
pressing social concerns brought by the
pandemic Claim of fact:

Role: researcher, advocate A claim of fact is an assertion of a condition that

Audience: Filipino Youth
Situation: you are requested by the
National Youth Commission of the
Philippines to pass an advocacy plan.
You can choose from these types of
advocacy: mass advocacy, self advocacy
and health advocacy.
Product: Advocacy Plan
exists, will exist, or has existed. It is supported
by verifiable facts or data such as statistics or
testimonies; hence, there is a potential for
controversy, conflict, or conversation.
Claim of policy:
A claim of policy is an assertion that specific
plans or courses of action should be instituted as
solutions to problems. It is often procedural
and/or organized.
Claim of value:

Standard: detailed/accomplished Usually, people disagree about beauty or

worksheet advocacy plan morality. A claim of value is an attempt to prove
the desirability or undesirability of something, or
if something is good, bad or wrong. It expresses
VI. Opinion and assertion approval or disapproval.
Opinion - Is the personal judgment or
view of a person about an issue or a
topic.
Is a statement that cannot be proven.
Personal judgement, point of view

Examples: I think titanic is the best

movie of the year
I believe that education is key to success

Assertion - An assertion is a statement

used to make a declaration or to make a
firm belief on a particular topic.
A statement that makes a claim or a
strong belief.
In writing an assertion, the writer aims to convey
an idea or feeling directly and the writer
convinces the reader to accept his or her claim
about a particular topic.
A statement that is believed to be true but
cannot be proven.
Formulating claims of fact, policy and value