MODULE 1

The 9 Intelligences of MI Theory

By Howard Gardner
Intelligence
Skills and Career Preferences
Verbal-Linguistic Intelligence
Well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words
Skills - Listening, speaking, writing, teaching.
Careers - Poet, journalist, writer, teacher, lawyer, politician, translator
2. Mathematical-Logical Intelligence Ability to think conceptually and abstractly, and capacity to discern logical or
numerical patterns
Skills - Problem solving (logical & math), performing experiments
Careers - Scientists, engineers, accountants, mathematicians
3. Musical Intelligence
Ability to produce and appreciate rhythm, pitch and timber
Skills - Singing, playing instruments, composing music
Careers - Musician, disc jockey, singer, composer
4. Visual-Spatial Intelligence
Capacity to think in images and pictures, to visualize accurately and abstractly
Skills - puzzle building, painting, constructing, fixing, designing objects
Careers - Sculptor, artist, inventor, architect, mechanic, engineer
5. Bodily-Kinesthetic Intelligence
Ability to control one's body movements and to handle objects skillfully
Skills - Dancing, sports, hands on experiments, acting
Careers - Athlete, PE teacher, dancer, actor, firefighter
6. Interpersonal Intelligence
Capacity to detect and respond appropriately to the moods, motivations and desires of others
Skills - Seeing from other perspectives, empathy, counseling, co-operating
Careers - Counselor, salesperson, politician, business person, minister
7. Intrapersonal Intelligence
Capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes
Skills - Recognize one’s S/W, reflective, aware of inner feelings
Careers - Researchers, theorists, philosophers
8. Naturalist Intelligence
Ability to care, recognize and categorize plants, animals and other objects in nature
Skills - Recognize one’s connection to nature, apply science theory to life
Careers – Scientist, naturalist, landscape architect
9. Existential Intelligence
Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and
how did we get here?
Skills – Reflective and deep thinking, design abstract theories
Careers – Scientist, philosopher, theologian
What is a text?
* a book or other written or printed work, regarded in terms of its content rather than its physical form. E.g. "A text that
explores pain and grief"
* the main body of a book or other piece of writing, as distinct from other material such as notes, appendices, and
illustrations. "The pictures are clear and relate well to the text"
What is an academic text?
*Academic text is defined as critical, objective, specialized texts written by experts or professionals in a given field using
formal language. Academic texts are objective. This means that they are based on facts with solid basis.
What is Academic writing?
*Academic writing is a core subject in the academe
*Academic writing is a particular style used in formal essays and other assessments for the course. It requires formal
language, a logical structure and is supported by evidence/s.
*Academic writing is clear, concise, focused, structured and backed up by evidence. Its purpose is to aid the reader's
understanding. It has a formal tone and style, but it is not complex and does not require the use of long sentences and
complicated vocabulary.
*Academic writing refers to a style of expression that researchers use to define the intellectual boundaries of their
disciplines and their specific areas of expertise.
What is Academic Reading?
*Academic reading differs from reading for pleasure. You will often not read every word, and you are reading for a
specific purpose rather than enjoyment. This page explains different types of purpose and how the purpose affects how
you read, as well as suggesting a general approach to reading academic texts.
*Academic and nonacademic texts are also typically written for a particular audience. While nonacademic texts are
intended more for mass, public consumption than scholarly or academic texts, they may be targeted towards special
interests or occupations in society.
What is Academic language?
*Academic language is the language needed by students to do the work in schools. It includes, for example, discipline-
specific vocabulary, grammar and punctuation, and applications of rhetorical conventions and devices that are typical
for a content area (e.g., essays, lab reports, discussions of a controversial issue.)

MODULE 2
Importance of academic writing.
As a required core subject in senior high school, it means that the skill of writing is a necessity to be able to
communicate using the appropriate language needed in formal communication.
Since the goal of academic writing is to communicate, it is very important to apply the appropriate language, learn the
rules and practice the skills of writing for academic and professional purposes.
It is important because it is a measure of one’s professionalism as it seeks to simplify complex messages providing
common understanding with the target audience. It is important because it is fundamental in achieving higher
education. It serves as the window of one’s thoughts. It aids in one’s understanding of the intended message or text.
Characteristics or features of a text. FECOS
F -formal or informal. A text used for academic and professional purposes make use of a formal
rather than informal language.
E- explicit or implicit. A text used for academic and professional purposes make use of explicit or observable, clear and
precise facts or objects rather than implicit, unclear, unspecified facts.
C- complex or simple. A text used for academic and professional purposes is simplified to be able to reach or connect its
target audience or readers.
O- Objective or subjective – A text for academic and professional purposes uses behavioral objectives that could be seen
and touch by the senses. Text with subjective or unclear purposes could be used in other purposes rather than for the
purpose of producing an academic text.
S- specific or holistic - An academic text could be written using either of the two approaches, parts to whole approach
(specific) or whole to parts approach (holistic).
Features of academic writing: CFPO
Complexity - Through written language, complex ideas could be simplified using a simple
language or commonly used idioms that are understandable to a specific target
audience.
Formality - Academic writing uses formal language rather than slang or informal language.
Precision - In academic writing, facts and figures could be quoted from exact sources for
further reference.
Objectivity - Written language could provide more explicit or objective purpose of
communication.
Characteristics of Good Academic Writing
Good academic writing is transparent: right from the start, the reader should have a clear understanding of the author's
purpose, argument, and structure.
Good academic writing, no matter the discipline, field, or genre, is characterized by:
1.Use Good Ideas.
Your ideas are the most important element of your project, especially as it takes shape. But before you show your final
drafts to other readers, you need to pay attention to style, grammar, and mechanics. Mechanics include your
punctuations, capitalization and margins
2. Has Clear Sense of Audience, Genre, and Purpose.
Keep in mind the rhetorical purpose and academic standards under which you write:
(a) Who is your audience?
(b) What is your purpose? and
(c) What is the genre of what you are writing?
Approaching the “So What” Question. Academic Writing is considered successful when it answers the “So What”
question or problem statement, best described by the following guidelines to be answered in the text:
(a) What is the issue?
(b) What are the specific questions surrounding the issue?
(c) What is the context and background of the issue? and
(d) Why does the issue matter? If the work you produce answers these questions and tackles the answers by paying
attention to both higher- and lower-order concerns, and adds new information (called the value-add) to make the
writing even more compelling, the paper will be successful.
3. Use appropriate conjunctions for ideas to flow logically using a certain pattern
Use transitions words, signal phrases, and verbs that tell the reader (the audience) your stand based on the given
evidence from verifiable source/s.
Each paragraph, and your paper as a whole, should follow this format:
(a) Introduce the main idea that will be discussed,
(b) Provide the evidence used to prove your argument, and
(c) Outline the significance of the evidence you have provided.
4. Choose sources judiciously. Choose appropriate authentic sources of information and decide:
(a) How much information to provide, (b) What kind of information to provide, and (c) How to sequence the information
you provide.
5. Use clear and direct. Use strong verbs, rather than nouns and adverbs. Use strong verbs, such as “to speed,” rather
than “to drive quickly,”
6. Specific and detail-oriented prose. Explain with specific examples and elaborate if needed.
7. Be consistent in tone and style. Voice and verb tenses used in the text need be consistent from start to finish. In the
Sciences, passive voice is often used (the chemicals were mixed), whereas in the Humanities, active voice is used (the
assistant mixed the chemicals). Use the appropriate tone and style needed to communicate.
8. Use compelling strong voice. Write with conviction to the target audience.
9. Be mechanically competent: Cite references and acknowledge the source of information. Failure to do so could be a
case of Plagiarism. Plagiarism is a “no-no” to academic writing.

MODULE 3
Types of written text based on genre.
There are many types of written text based on genre or form. This includes
1. Fantasy
2. Biographies
3. Memoir
4. realistic fiction
5. Forms
6. Bill
7. Brochures
8. Maps
9. Magazines
10. Articles, etc.
Types of written text based on structural pattern and purpose
Structure is the way the text is organized and presented.. It includes
1. Description- Factual writers use description and technical language
2. chronological sequence
3. comparison and contrast
4. cause and effect
5. problem and solution
The presence of these structures, especially when combined, can increase the challenge for readers.
Types of written text based on content
Content refers to the subject matter of the text and the concepts that are important to understand.
1. Fiction . Content may be related to the setting or kinds of problems characters experience.
2. Non-fiction. Content are the factual texts. The more a reader knows about the topic, the easier it is to
comprehend the text.
Types of written text based on complexity of themes/ ideas:
1. Concrete and accessible . The text that can be verified by the sense of sight, hearing and touched.
2. Complex and abstract. The text can be imagined and not necessarily accessible in a certain point in time. It
needs supporting ideas to clarify the complexity of ideas.
Types of written text based on language forms
1. Written language. It refers to a written text for a certain audience and purpose.
2. Spoken language. It is an oral text like dialogue, interview, conversation, small talk, public speaking, debate,
panel discussion, reporting, making presentation or introductions, etc.
3. Figurative language – It is the use of figures of speech like simile, metaphor, personification etc. to convey
message either done orally or in written form.
4. Literary language. It is the use of literary structures such as character, setting, and plot
Four types of academic writing based on style EPND
They are expository, persuasive, narrative, and descriptive.
Expository – Writing in which author’s purpose is to inform or explain the subject to the reader.
Persuasive – Writing that states the opinion of the writer and attempts to influence the reader.
Narrative – Writing in which the author tells a story. The story could be fact or fiction.
Descriptive – A type of expository writing that uses the five senses to paint a picture for the reader. This writing
incorporates imagery and specific details.
MODULE 4
Structure of Academic Text
Structure is an important feature of academic writing. A well-structured text enables the reader to follow the
argument and navigate the text. In academic writing a clear structure and a logical flow are imperative to a
cohesive text.
Text structure refers to the way an author arranges information in his writing. Text structure provides the
format and enables writers to organize their thoughts as they write. It also helps the reader in that it provides a
structure in which information can be found and understood while it is being read.
Every piece of academic writing is structured by paragraphs and headings. The number, length and order of
your paragraphs will depend on what you are writing – but each paragraph must be: Unified: all the sentences
relate to one central point or idea.
Meaning is mapped onto the structure of language.
1. Simple structure/simple sentence.
Texts that make use of kernel sentences are easier to process. Sentence patterns with simple structure are
easier to understand than with those with complex structure.
Simple structure includes the S-TV-DO pattern or structure, the S-LV-Adj. sentence structure, the S-IV
structure etc. The more familiar words used in a text, the easier to connect and be understood by the target
reader.
2. Complex structure/complex sentence. Sentences embedded with clauses make a text more difficult to
comprehend. The use of appropriate connective words like conjunctions may be utilized to maintain the flow of
an idea being decoded by the target reader when written in complex structures.
There are several different types of text structure, including the following:
1. Chronological: discussing things in order
2. Cause and effect: explaining a cause and its results
3. Problem and solution: presenting a problem and offering a solution
4. Compare and contrast: discussing similarities and differences
5. Classification-division: sorting information into topics and categories
Classification-division text structure is an organizational structure in which writers sort items or ideas into
categories according to commonalities. It allows the author to take an overall idea and split it into parts for the
purpose of providing clarity and description. Sorting can take place on many levels with topics, subtopics,
categories, subcategories, and so on.
For readers, a classification-division piece can be identified by looking for use of certain words, such as: first,
finally, to begin, next, in addition, on the other hand, for example, or then.
Process for Classification-Division
For writers, there are several steps to be followed in the process of developing a written piece that follows a
classification-division text structure:
1. Decide on a main topic.
2. Divide the main topic into two or more subtopics.
3. For each subtopic, provide information and details to clarify and explain, or divide each subtopic further by
creating categories for each subtopic.
The basic structure of an essay has the following format:
1. Introduction
Including a thesis statement, a description of the topic as a whole, and an explanation of the process and
purpose for dividing the main topic into subtopics and beyond.
2. Body
Least important subtopic first, most important subtopic last
Subtopic One followed by categories if needed
Subtopic Two followed by categories if needed
Subtopic Three, etc.
3. Conclusion
A basic summary of each subtopic and category followed by a restating of the original thesis statement.
Most academic texts in the sciences adhere to the model called IMRAD, which is an acronym for introduction,
methods and materials, results, and discussion.
MODULE 5 Content/s Paraphrasing Paraphrasing and
summarizing
How to paraphrase?
Writing in the academe involves integrating ideas from other authors into your own writing. One way to
integrate is to learn the skill of paraphrasing.
Paraphrasing- presenting the ideas and information using one’s own words. It is an important academic skill
that every learner needs to acquire and succeed in the academe. Paraphrasing is not simply taking what
someone has written and changing a few words to make it your own. It is about translating another person's
ideas into your own words and in reduced form.
To paraphrase is to rewrite something 'in your own words'. Lecturers like to see you using paraphrasing in your
writing because it demonstrates what you know and understand about their subject (because it is in your own
words). Most of your academic reading texts are made up of paraphrases.
Paraphrasing involves taking a passage - either spoken or written - and rewording it. Writers often paraphrase
to deliver information in a more concise way. Paraphrasing is clearly restating in your own words the ideas or
thoughts of other authors.
Paraphrasing and summarizing require acknowledgment of the original authors where one took the
information to avoid intellectual stealing of ideas called plagiarism. Plagiarism is against the ethics of writing
and it could be a form of stealing intellectual properties. That is why referencing is a ‘must’ in academic writing.
Effective paraphrasing also demonstrates your understanding of the information.
Rephrasing or restating information from another source in your own words without changing the meaning. It
is usually shorter than the original passage.
Summary
A summary includes only the main ideas of someone else’s writing, restated in your own words.
Much shorter than the original text. Always acknowledge the original author when using a paraphrase or
summary.
How to paraphrase?
1. Change the structure of the sentence. Using active voice is preferable to give impact except in the field of
scientific text where passive voice is usually used.
In changing the structure of a sentence, the following steps need be followed:
a. Read the original text a number of times to get and understand the main ideas.
b. Write down the main ideas from memory.
c. Check what you have written against the original text – make sure you have retained the original ideas and
that your version is different.
2. Change the words in the sentence.
One can paraphrase by using synonyms that reflect the intended meaning of the original text by the original
author. The main ideas of the original text could be the key words that need be retained even when restated
using the preferred writing style of the writer.
3. Look for words or phrases that can be restated in a simpler way using simple sentences..
4. Use a thesaurus or dictionary to find synonymous words.
Sources:
https://examples.yourdictionary.com/examples-of-paraphrasing.html
https://writingcenter.unc.edu › English Language Services › Resources
https://lo.unisa.edu.au/mod/book/view.
https://www.learninghub.ac.nz/writing/paraphrasing-summarising-and-techniques/
MODULE 6
Content/s:
Critique
What is an article critique?
Importance of writing a critique.
The purpose for writing a critique
How to write a critique?
How do you critique a speech?
How do you critique an article title?
Critique
As a verb, critique means to review or examine something critically.
As a noun, a critique is that review or examination, like an art essay or a book report.
The French version of this word is spelled the same (meaning "the art of criticism") and came from the Greek
kritike tekhne ("the critical art").
What is an article critique?
A critique is not (only) a criticism. A critique is a specific style of essay in which you identify, evaluate, and
respond to an author's ideas, both positively and negatively. It is usually applied to academic sources.Feb 5,
2018
Article critique - OWLL - Massey University
owll.massey.ac.nz/assignment-types/article-critique.php
Like an essay, a critique uses a formal, academic writing style and has a clear structure, that is, an introduction,
body and conclusion. However, the body of a critique includes a summary of the work and a detailed
evaluation. The format of a critique also includes the 'introduction, body and conclusion' format.
Importance of writing a critique.
Writing a critique on a work helps us to develop: A knowledge of the work's subject area or related works. An
understanding of the work's purpose, intended audience, development of argument, structure of evidence or
creative style. A recognition of the strengths and weaknesses of the work.
The purpose for writing a critique is to evaluate somebody's work (a book, an essay, a movie, a painting...) in
order to increase the reader's understanding of it.
A critical analysis is subjective writing because it expresses the writer's opinion or evaluation of a text.
A critique refers to a critical assessment. The key difference between the two is that a review can be compiled
by anyone and consists of a subjective opinion of a work, unlike a critique which is written by an expert in the
field with a technical comprehension.
Critique papers require students to conduct a critical analysis of another piece of writing, often a book, journal
article, or essay. For psychology students, critiquing a professional paper is a great way to learn more about
psychology articles, writing, and the research process itself.
A critique essay looks critically at a particular subject, area or topic. It means evaluating information,
comparing and contrasting theories and analyzing situations.
Reaction papers, reviews, critiques usually range in length from 250-750 words. They are not simply
summaries but are critical assessments, analyses, or evaluation of different works. As advanced forms of
writing, they involve your skills in critical thinking and recognizing arguments.
How to write a critique
1. Study the work under discussion.
2. Make notes on key parts of the work.
3. Develop an understanding of the main argument or purpose being expressed in the work.
4. Consider how the work relates to a broader issue or context.
How do you critique a speech?
It’s necessary to evaluate the speaker's abilities in both speech writing and delivery. Determine whether the
speaker used facts and anecdotes to make a convincing case, and decide if his or her style was engaging enough
to keep your attention through the end.
How do you critique an article title?
1. Introduce your reader to the title of the article, the authors, and the main point of the article.
2. Provide a brief summary of the article in your own words.
3. Begin the critique. This can be multiple paragraphs, but follow any specific guidelines from your instructor
4. Conclusions.
Sources:
https://www.vocabulary.com/dictionary/critique
https://www.verywellmind.com/how-to-write-a-critique-paper-27957
https://www.bestessaytips.com/writing_article_critique.php
https://writepass.com/journal/2013/03/how-to-write-a-critique-essay/
https://www.quora.com/What-is-the-difference-between-critique-and-review
https://www.scribd.com/.../EAPP-HANDOUT-WRITING-A-REACTION-PAPER-
https://www.citewrite.qut.edu.au/write/critique.jsp
https://www.citewrite.qut.edu.au/write/critique.jsp
MODULE 7
Content/s
Reflection paper/ Reaction paper
Steps in writing reflection essays
Writing a Response or Reaction Paper
Reflection paper/ Reaction paper
A reflection paper is an essay of your thoughts about something that could be a movie, book, incident, etc.
A reflection paper is your chance to add your thoughts and analysis to what you have read and experienced.
A reflection paper is meant to illustrate one’s understanding of the material and how it affects their ideas and
possible practice in the future.
Steps in writing reflection essays
1. Write clearly and concisely. ...
2. Think of the main themes. ...
3. Ask questions to get more details. ...
4. Create a reflective essay outline. ...
5. Write briefly. ...
6. Write the text. ...
7. Good academic tone and proper sharing of the information
Reaction papers and reflection papers are two types of essays often considered as synonymous. Both types of
papers feature a student's reaction or thoughts regarding a certain topic, book, or film. The primary difference
lays in the type of focus the student places on the topic about which he is writing.
A reaction paper
It is a type of written assignment, which requires personal opinion and conclusions on a given article or
abstract. Unlike a summary, a reaction paper should contain your own thoughts on the problem, discussed in
the original text.
A reaction/response paper has an introduction, a body, and a conclusion.
The introduction should contain all the basic information in one or two paragraphs. ...
Your introduction should include a concise, one sentence, focused thesis. ...
The body should contain paragraphs that provide support for your thesis.
The importance of reaction paper is it help us to improve the written output and also deepens its content. It
also helps us in our daily decisions by following the opinions of those people who are more educated and more
experienced in life.
A reaction paper requires you to formulate analysis and reaction to a given body of material such as readings,
lectures, or student presentations. The purpose of a reaction paper assignment is to focus your thinking on a
topic after a close examination of the source material.
A reaction paper is not just a paper where you express your opinion. These papers require a close reading of the
text that goes beyond the surface meaning. You must respond to implied ideas, and elaborate, evaluate, and
analyze the author's purpose and main points.
The reaction paper is not the same as diary entry because reaction paper uses formal writing that follows the
rules and methods on how to write the concept. .While diary entry uses informal writing that you have the
freedom to write anything, it is more personal and you are allowed to use abbreviations
THE WRITING PROCESS
Writing a Response or Reaction Paper
PART 1: A SUMMARY OF THE WORK
To develop the first part of a report, do the following:
§ Identify the author and title of the work and include in parentheses the publisher and publication date. For
magazines, give the date of publication.
§ Write an informative summary of the material.
§ Condense the content of the work by highlighting its main points and key supporting points.
§ Use direct quotations from the work to illustrate important ideas.
§ Summarize the material so that the reader gets a general sense of all key aspects of the original work.
§ Do not discuss in great detail any single aspect of the work, and do not neglect to mention other equally
important points.
§ Also, keep the summary objective and factual. Do not include in the first part of the paper your personal
reaction to the work; your subjective impression will form the basis of the second part of your paper.
PART 2: YOUR REACTION TO THE WORK
To develop the second part of a report, do the following:
§ Focus on any or all of the following questions. Check with your instructor to see if s/he wants you to
emphasize specific points.
§ How is the assigned work related to ideas and concerns discussed in the course for which you are preparing
the paper? For example, what points made in the course textbook, class discussions, or lectures are treated
more fully in the work?
§ How is the work related to problems in our present-day world?
§ How is the material related to your life, experiences, feelings and ideas? For instance, what emotions did the
work arouse in you?
§ Did the work increase your understanding of a particular issue? Did it change your perspective in any way?
§ Evaluate the merit of the work: the importance of its points, its accuracy, completeness, organization, and so
on.
§ You should also indicate here whether or not you would recommend the work to others, and why.
POINTS OF CONSIDERATION WHEN WRITING THE REPORT
Here are some important elements to consider as you prepare a report:
§ Apply the four basic standards of effective writing (unity, support, coherence, and clear, error-free sentences)
when writing the report.
§ Make sure each major paragraph presents and then develops a single main point. For example, in the sample
report that follows, the first paragraph summarizes the book, and the three paragraphs that follow detail three
separate reactions of the student writer to the book. The student then closes the report with a short concluding
paragraph.
§ Support any general points you make or attitudes you express with specific reasons and details. Statements
such as "I agree with many ideas in this article" or "I found the book very interesting" are meaningless without
specific evidence that shows why you feel as you do. Look at the sample report closely to see how the main
point or topic sentence of each paragraph is developed by specific supporting evidence.
§ Organize your material. Follow the basic plan of organization explained above: a summary of one or more
paragraphs, a reaction of two or more paragraphs, and a conclusion. Also, use transitions to make the
relationships among ideas in the paper clear.
§ Edit the paper carefully for errors in grammar, mechanics, punctuation, word use, and spelling.
§ Cite paraphrased or quoted material from the book or article you are writing about, or from any other works,
by using the appropriate documentation style. If you are unsure what documentation style is required or
recommended, ask you instructor.
§ You may use quotations in the summary and reaction parts of the paper, but do not rely on them too much.
Use them only to emphasize key ideas.
§ Publishing information can be incorporated parenthetically or at the bottom of the page in a footnote.
Consult with your instructor to determine what publishing information is necessary and where it should be
placed.
A SAMPLE RESPONSE OR REACTION PAPER
Here is a report written by a student in an introductory psychology course. Look at the paper closely to see how
it follows the guidelines for report writing described above.
Part 1: Summary
Part 1: Summary
Topic sentence for summary paragraph
A Report on Man's Search for Meaning
Dr. Viktor Frankl's book Man's Search for Meaning (New York: Washington Square Press, 1966) is both an
autobiographical account of his years as a prisoner in Nazi concentration camps and a presentation of his ideas
about the meaning of life. The three years of deprivation and suffering he spent at Auschwitz and other Nazi
camps led to the development of his theory of Logotherapy, which, very briefly, states that the primary force in
human beings is "a striving to find a meaning in one's life" (154). Without a meaning in life, Frankl feels, we
experience emptiness and loneliness that lead to apathy and despair. This need for meaning was demonstrated
to Frankl time and again with both himself and other prisoners who were faced with the horrors of camp
existence. Frankl was able to sustain himself partly through the love he felt for his wife. In a moment of
spiritual insight, he realized that his love was stronger and more meaningful than death, and would be a real
and sustaining force within him even if he knew his wife was dead. Frankl's comrades also had reasons to live
that gave them strength. One had a child waiting for him; another was a scientist who was working on a series
of books that needed to be finished. Finally, Frankl and his friends found meaning through their decision to
accept and bear their fate with courage. He says that the words of Dostoevsky came frequently to mind: "There
is one thing that I dread: not to be worthy of my suffering." When Frankl's prison experience was over and he
returned to his profession of psychiatry, he found that his theory of meaning held true not only for the
prisoners but for all people. He has since had great success in working with patients by helping them locate in
their own lives meanings of love, work, and suffering.
Part 2: Reaction
Topic sentence for first reaction paragraph
One of my reactions to the book was the relationship I saw between the “Capos” and ideas about anxiety,
standards, and aggression discussed in our psychology class. The Capos were prisoners who acted as trustees,
and Frankl says they acted more cruelly toward the prisoners than the guards or the SS men. Several
psychological factors help explain this cruelty. The Capos must have been suppressing intense anxiety about
“selling themselves out” to the Nazis in return for small favors. Frankl and other prisoners must have been a
constant reminder to the Capos of the
courage and integrity they themselves lacked. When our behaviors and values are threatened by someone else
acting in a different way, one way we may react is with anger and aggression. The Capos are an extreme
example of how, if the situation is right, we may be capable of great cruelty to those whose actions threaten our
standards.
Topic sentence for second reaction paragraph
I think that Frankl’s idea that meaning is the most important force in human beings helps explain some of the
disorder and discontent in the world today. Many people are unhappy because they are caught in jobs where
they have no responsibility and creativity; their work lacks meaning. Many are also unhappy because our
culture seems to stress sexual technique in social relationships rather than human caring. People buy popular
books that may help them become better partners in bed, but that may not make them more sensitive to each
other’s human needs. Where there is no real care, there is no meaning. To hide the inner emptiness that results
from impersonal work and sex, people busy themselves with the accumulation of material things. With
television sets, stereos, cars, expensive clothes, and the like, they try to forget that their lives lack true meaning
instead of working or going to school to get a meaningful job, or trying to be decent human beings.
Topic sentence for third reaction paragraph
I have also found that Frankl’s idea that suffering can have meaning helps me understand the behavior of
people I know. I have a friend named Jim who was always poor and did not have much of a family—only a
stepmother who never cared for him as much as for her own children. What Jim did have, though, was
determination. He worked two jobs to save money to go to school, and then worked and went to school at the
same time. The fact that his life was hard seemed to make him bear down all the more. On the other hand, I can
think of a man in my neighborhood who for all the years I've known him has done nothing with his life. He
spends whole days smoking and looking at cars going by. He is a burned-out case. Somewhere in the past his
problems must have become too much for him, and he gave up. He could have found meaning in his life by
deciding to fight his troubles like Jim, but he didn't, and now he is a sad shadow of a man. Without
determination and the desire to face his hardships, he lost his chance to make his life meaningful.
Concluding paragraph
In conclusion, I would strongly recommend Frankl’s book to persons who care about why they are alive, and
who want to truly think about the purpose and meaning of their lives.