Module 1: Information Gathering through Listening for Everyday Life Usage

Information gathering is the act of getting varied kinds of information for a particular reason or purpose.
The type of information you are trying to obtain, as well as the people or other resources providing the
information will determine which techniques you should use.
The common methods in gathering information are the following:
1. listening
2. reading
3. interviews
4. questioning
5. questionnaires
6. observation
7. study of existing reports

Tay (2020) identifies some of the effective informational listening approaches which are:
Info listening: Make sure you receive the same thoughts which speakers are trying to convey.

Don't judge or argue prematurely: Try to understand the speaker's ideas before judging them.

Look for key ideas: Listen carefully to the speaker to find out the main ideas that he or she is trying to
convey.

Paraphrase: Restate in your own words the message of the speaker. Repeating the speaker’s words as he
or she says them will strengthen his or her message and help you to stay attentive.

Gonzalez (2020) also added that informational listening helps us learn, become keener, and become better
at what we do in life. Consequently, it is clear that improving skills that develop our informational
listening abilities is advantageous to our lives. Other skills that help with informational listening are:

Knowledge of Vocabulary: The more words we know, the more we can understand. Therefore, increasing
mastery of vocabulary through techniques like learning a new word a day or reading books can contribute
in being a good informational listener.

Concentration: We must know that in order to concentrate, we need to be motivated to focus, stay
disciplined in the face of distractions, actively and mentally say no to distractions, and accept
responsibility in getting the task at hand accomplished. Informational listening requires immense
concentration.

Memory: With good memory, we can recall experiences and information from our lives to help make
sense of information in informational listening.

Refraining from Judgment: This skill requires an open mind. If we begin judging and jumping to
conclusions when attempting to properly listen and retain information, our mind will wander and possibly
miss valuable pieces of information.

Organization: This means identifying key concepts from auditory information and mentally organizing
them into an outline so that you can better understand and remember material.

Asking Questions: If listening to a panel discussion, asking mental questions to further grasp the
information as the speakers are talking can mean that the listener is truly comprehending the information
that is being said.

Taking Notes: This is a common skill that enhances informational listening in school. One valuable tip in
taking notes is to only write down key concepts and terms instead of trying to write down everything that
is being said.

Module 2: Determining the Effect of Textual Aids on the Understanding of a Text

Textual aids refer to non-textual elements that help readers understand the content of the text. They also
refer to elements that stand-out from the main text such as titles and subtitles, bold, italicized and
underlined texts. Non-textual elements include illustrations, maps, tables, graphs and charts.

These aids have two main functions, namely: first, to direct the readers’ attention to important ideas in the
text and second, to provide more information as a supplement to what is already written.
Textual Aid Description

Example

> Provide initial

idea on what the
text is all about

> Activate prior

knowledge on the
topic

> “Represent the

1. Titles
key concepts (title)
and
and supporting
Subtitles
ideas (subtitles) in
the paper” (Elite
Editing, 2015)

> Layering or
positioning of
these aids convey
the ideas’ level of
importance
Mechanical weathering physically breaks up rock. One example is called
frost action or frost shattering. Water gets into cracks and joints in
bedrock. When the water freezes it expands and the cracks are opened a
little wider. Over time pieces of rock can split off a rock face and big
boulders are broken into smaller rocks and gravel.

> Visual
representation of a
subject
2.
Illustration > Facilitates better
retention of the
information
presented
 > Information (facts and figures) that are
organized and arranged in columns and
rows

> Used to show patterns and relationships

that still appeals to the readers’ verbal
system, meaning tables are supposed to be
3.
read like a text (Nussbaumer, 2011)
Tables
> Column headings - found on top of the
columns; used to identify the contents of a
specific column

> Row headings - used to define or

identify the contents of a specific row

> Used “when a simple table cannot adequately

demonstrate important relationships” of and Bar graph
within data (Mind Tools Content Team, 2020)

> 4 types:

A. bar graph - uses either vertical or

horizontal bars to show the data it represents
but SkillsYouNeed.com (2020) emphasized
4. Graphs
that these bars do not touch each other; height
of the bar indicates the value it represents: the
longer the bar, the higher the value it
represents, the shorter the bar, the lower the
value it represents

B. line graph – used to show how numerical

data have changed over time and it is best used
to show trends
Line Graph
C. pie graphs - show “how a whole is
divided into different parts”
(SkillsYouNeed.com, 2020)

D. pictograph - “similar to bar chart but

use pictures to symbolize a countable unit
of items” (Google Sites, n.d.).

Pie graph

Pictograph
 > Visual representations of selected
characteristics of a place, usually drawn on
a flat surface

> 2 types

A. physical map - includes labels for

features such as mountain ranges and
Political map
bodies of water

5.
Maps

B. political map - usually includes labels

for features such as cities and major towns,
units such as states or provinces, and bodies
of water

Physical map

Module 3: The Writer’s Purpose

Characters: They may be human or supernatural beings, animals, or even inanimate objects as characters

: could be either the protagonist or the antagonist.

Characterization: the process by which the author reveals the personality of the character.

a. Direct characterization: wherein the writer directly tells the views what that character is like.
b. Indirect characters: relies on the reader to discover what the character is like.

Setting: can be a combination of a place of occurrence, the time which the event takes place, a historical
period, and even the weather described in the story.

Plot: the story sequence where the characters systemically plays their roles.

Film genre: the term categorizing a film based on some stylistic criteria.
The General Purpose of the Author

“Description begins in the writer’s imagination but should finish in the reader’s” -Stephen King

- Generally, a film has 2 purposes: to entertain and to inform.

Module 5: Evaluating information sources (Print vs. Web)

Print source: material that has been printed and can be produced as a hard copy.

The CRAAP Test

C - Currency

R - Relevance

A - Authority

A – Accuracy

P – Purpose

Currency: the timeliness of the information

Relevance: the importance of the information for your needs.

Authority: Source of Information

Accuracy: Reliability, Truthfulness, and Correctness of the information.

Purpose: Reason the information exists

Web sources: include anything you can find on the internet, which contains a wealth of high-quality
information if you know where to look.

Module 6: Analytical listening in Problem Solving

The 4 types of listening:

Appreciative listening: listening for enjoyment

Empathic listening: listening to show mutual concern.

Comprehensive listening: listening to understand or to comprehend.

Analytical/Critical Listening: listening to evaluate the content of the message

Module 7: Making Judgements about a Range of Texts

Myth: is an ancient story created to explain natural events, present a lesson on how to live, or serve as
warning to follow the rules of the society.

What a critical reader must look for in a:

A. Short story:
- There is a powerful setting
- The characters, including characterization, are well drawn and developed
- The plot of the story is original and not predictable
- There should be interesting conflict that will move the plot
- The story should have a relevant theme
B. Myth
- The characters are comprised of a hero with special skills, monsters who play the villain and gods
and goddesses who may help, reward or punish the hero.
- The plot and conflict usually resolve around the hero’s adventure or quest.
- The setting should visualize the hero’s environment during the quest.
- The myth should leave the readers with a life lesson.

Persuasuve essay: refers to the kind of writing which presents reasons and examples to affect thought
and/or action.

The writer must follow this structure:

1. Statement of the thesis, or theme/topic of an argument

2. Enumeration of a set of reasons supporting the thesis
3. Presentation of evidences that substantiate the reasons and strengthen the thesis.
4. Conclusion which reinforces the thesis and calls for action.

T- thesis

E- evidence

L- logic

L-
language

S- style
Module 8: Evaluating Spoken Texts

 When a person’s listening skill is excellent, it will not be difficult to evaluate whether or not the
text heard conveys fluency, tone, cohesion, and correctness.

Fluency: speaking effortlessly, reasonably fast, and without unnecessary stops or pauses.

Cohesion: is the linking of words and sentences by using correct transitional/cohesive devices, such as
conjunctions, and adverbial conjunctions.

Tone: is the attitude of the writer/speaker regarding a subject.

Correctness: is focused on correct grammar, vocabulary, and pronunciation.