Chapter 1
relate the communication models to their
Communication in the Twenty-First Century
This chapter will introduce several
concepts about communication beginning from
the Ancient Greeks until the twenty-first century.
It will illuminate several perspectives about
communication, the most important one being that
it is a necessary and important skill that should be
honed to become better citizens and to help in
building one's society.
It will explore the use of English in the
world, as well as its usage in the Philippines. It
will also discuss the perils of language, and how
we can find the seeds of racism, sexism, and
classism in the language that we use-and what
one can do to ensure that one's language is as
academic and inclusive as possible.
Chapter Objectives:
By the end of this chapter, you should be able to:
1. have a thorough understanding of
communication models and processes;
2. understand the importance of ethics in
communication and academic
writing; and
3. discover how the English language spread
throughout the world and appreciate the
differences between Standard English, World
English and Philippine English.
Lesson 1: Communication Models
In this lesson, students will be exposed to
the different ways of looking at communication. It
should give the students a good understanding of
why communication should be studied at the
tertiary level, and the potential of such a course in
helping them transform themselves and me
society. It includes communication models that
students can use in the future, and may explain
why communication tasks in the past have either
failed or succeeded. It is a good introduction to the
different processes, principles, and dimensions of
communication that students should be aware of,
when they start communicating in the academe
and the professional world.
Lesson Objectives:
By the end of this lesson, you should be able to:
1. understand the importance of communication in
society:
2. know the principles and processes of
communication as embodied in the
communication models provided; and
3.
experiences and apply them to their own
communication processes.
Before-Reading Questions:
1. Why is communication important to you?
2. Why is communication important to society?
3. Why do you think communication skills are
considered to be essential in being good citizens?
Introduction
"The art of communication is the language of
leadership." (James Humes)
It is a mistake to believe that
communication is a simple process. Although
people communicate with one another every day,
the real question is whether the ideas one has
expressed are truly understood by another.
Communication breakdowns happen in every part
of the globe and these have led to a plethora of
problems. Effective communication can breach
peace, spark revolutions, and affect change in
government' However, to communicate properly,
one cannot simply strive to express oneself and
leave understanding to fate; one must also learn
how to organize one's thoughts, control one's
emotions, use one's words to articulate concepts
and arguments, and express oneself in the best war
possible.
The art of one's communication reflects
the art of one's thinking According to James
Berlin (1982), one of the major proponents of The
New Rhetoric, "In teaching writing, we are not
simply offering training in a useful technical skill
that is meant as a simple complement to the more
important studies of other areas. We are teaching a
way of experiencing the world a way of ordering
and making sense of it" (776).
This is also true when it comes to all the
language skills essential in communication,
whether this is in writing, reading, listening, or
speaking They are tools that help us analyze,
critique, and negotiate with the world. To
construct ideas and bring people to believe in
one's vision, it is important to be able to
communicate in an effective, articulate manner.
On a personal level, honing one's communication
skills can also bring about success to one's
personal and professional life.
To lead nations or corporations,
communication skills are essential. To work
smoothly as a team, communication is
indispensable. And to create a vision that people
will believe in, one needs to learn how to
communicate purposefully in today's society.
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After-Reading Questions:
1. What problems can happen when there are
communication breakdowns?
2. What does Berlin mean when he says "(In
teaching writing), we are teaching a way of
experiencing the world, a way of ordering and
making sense of it"?
3. Is this only true for writing? Explain.
Communication Models
One way of thinking about communication
processes is by looking at the different
communication models available. According to
Denis Mcquail and Sven Windahl (2013), in their
book Communication Models for the Study of
Mass Communications, "a model seeks to show
the main elements of any structure or process and
the relationship between these elements... it helps
in explaining by providing in a simplified way
information which would otherwise be
complicated or ambiguous." (2)
Professor Ramona S. Flores (2016), in her
book Oral Communication in Context, discusses
four models of communication in the chapter,
"Explaining the Nature of Communication." She
discusses the different communication models as
follows (Aristotle, Shannon-Weaver, Schramm,
and White, 2016):
The earliest model comes from Aristotle at
around 5 B.C. In this model, Aristotle explains
that speakers should adjust their messages
according to their audience and the occasion to
achieve a particular effect. Let us apply this to a
modern example. After the Japanese attacked
Pearl Harbor on December 7, 1941, then US
President Franklin Roosevelt delivered a stirring
speech to declare war on Japan on December 8
(National Geographic, 2017). The speaker, in this
case, was US President Franklin Roosevelt and his
speech was crafted especially for the occasion,
filled with strong words that were crisp and
straight to the point. The occasion was the US
President's response to the attack on Pearl Harbor;
the main audience was the US Congress; and the
effect was to persuade members of Congress to
declare war on Japan, which they did, with only
one dissenting vote. These components of speaker,
speech, occasion, audience, and effect should be
considered when communicating one's message.
The Shannon-Weaver model was created
by Claude Shannon and bon mo Warren Weaver
(Flores, 2016). According to the website
Communication Theory.Org, in 1948, Shannon
and Weaver wrote an article in the Bell System
Technological Journal entitled "A Mathematical
Theory of Communication." According to Flores
(2016), this is also often called the "Telephone
Model," since it was developed because of the
technology of the telephone and the experience of
"noise" coming from the switchboard.
The sender would be the person giving the
message, while the encoder would be the
transmitter which converts the message into
signals. Let us use the modern example of the
mobile phone. With our modern example, the
encoder would be the cellphone, and the sender, of
course, would be the person calling. The decoder,
on the other hand, would be the reception place of
the signal which converts signals into message,
which is why in modern parlance, when there is
"no signal," there is difficulty in decoding the
message. The receiver would be the destination of
the message by sender which would be the person
who is being called and when there are problems,
or "noise," that interferes with the message, then
the receiver would give feedback, which is usually
phrased as "choppy," when the message cannot be
heard because of the signal. The messages are
transferred through the use of a channel; in the
case of the telephone, the channel would be the
cables, while in the case of the cellphone, the
channel would be radio frequencies
(Communication Theory.Org). This model can
also be used in other situations, and can tell us
how the message may sometimes get lost because
of the noise, which can be physical or
psychological, and how feedback is an essential
component of communication to ensure that the
message is successfully received.
On the other hand, when it comes to
Schramm's model of communication, there are
two primary models involved. The first one is
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built on the theories of Osgood, which is why this
is also known as the Osgood-Schramm model.
Osgood-Scharmm Model of Communication
In this model, pay attention to the role of
the interpreter. Encoding and decoding are not
automatic processes both go through the filter of
the interpreter. Therefore, the message may
succeed or fail, based on the interpreter's
appreciation of the message. There are times when
the sender and receiver may apply different
meanings to the same message, and this is termed
"semantic noise" (Communicative Theories.Org).
His second model, on the other hand, builds this
theory about the interpreter into the different
fields of experience of the sender and the receiver.
For the message to reach the receiver,
there must be a common field of experience
between the sender and the receiver. Although
receiver might not fully appreciate all the nuances
of the n as there are parts of the sender's
experience that the receiver be knowledge of the
receiver may still understand the core meaning
message. According to Sneha Mishra (2017), this
field of experience constitute "culture, social
background, beliefs, experiences, value rules."
The last model is Eugene White's Stages of
Oral Communication According to White, it is
possible to begin at any of the stages in his model.
People are under the mistaken impression that
when we communicate, we usually start with
thinking, but that is not ne the case. Since it is a
circular model, it means that oral communication
a continuous process with no real beginning or
end, The most important contribution from
Eugene White's model is the concept of feedback
can only be processed by the speaker if he or she
has been monitoring the audience or the listener.
Hence, the speaker must also pay at to the
listener's verbal and non-verbal cues (Flores,
2016).
White’s Stages of Oral Communication
In conclusion, communication is not a
simple process that starts with the speaker and
ends with the listener—there are many factors that
should be considered. When it comes to the
message, how the message is organized and what
field of experience it comes from should be taken
into consideration. When it comes to the sender,
the best communication is the one that involves
feedback. Furthermore, there are several kinds of
"noise" that may severely affect the reception of
the message and thus, should be considered and
avoided. Cultural differences, technology, and
interpretation need to be considered as well. To be
good communicators, one needs to pay attention
to how people are responding to the message, and
adjust accordingly, rather than being preoccupied
with simple expressing oneself.
Lesson 2: Communication Ethics
In the previous lesson, you read a short
introduction to communication. In this lesson, you
will find out that there are different guidelines in
communicating in an ethical manner.
Before-Reading Questions:
1. What is ethics?
2. Why do you think there should be ethics in
communication?
3. What problems can arise when people are not
ethical in their communication practices?
It is important to understand that whatever
we communicate should be guided by certain
ethical principles. The US National
Communication Association (NCA, 1999)
discusses this in their Credo for Ethical
Communication, stating that, "Ethical
communication is fundamental to responsible
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thinking, decision-making, and the development
of relationships and communities within and
across contexts, cultures, channels, and media.
Moreover, ethical communication enhances
human worth and dignity by fostering
truthfulness, fairness, responsibility, personal
integrity, and respect for self and others. We
believe that unethical communication threatens
the quality of all communication and consequently
the well-being of individuals and the society in
which we live.
While-Reading Question:
Why does unethical communication
threaten the quality of all communication, and
consequently the well-being of individuals and the
society in which we live?
In their Credo, there are four ethical principles of
communication that are especially relevant for
students today.
Firstly, they "advocate truthfulness,
accuracy, honesty, and reason as essential to the
integrity of communication" (NCA, 1999).
Nowadays, social media and speeches in public
have been so, filled with black propaganda and
whitewashing that there is a call to reiterate the
need for truth and honesty. It is important to be
accurate when we communicate, and to have facts
and figures to prove our assertions. It is important
to be reasonable, rather than to be too emotional
or threatening when we communicate.
Secondly, the NCA also endorses
"freedom of expression, diversity of perspective,
and tolerance of dissent to achieve the informed
and responsible decision-making fundamental to a
civil society" (NCA, 1999). In certain political
climates, people may feel threatened to the point
that they no longer feel that it is safe to express
what they feel or think. This is not a good
environment to live in. We fully agree with the
NCA that to have a vibrant democracy, we must
be able to hear different perspectives and have a
high tolerance for views that are different from
ours. It is important to foster an environment
where people feel safe enough to express what
they think and feel, and for these expressions to be
met with reasonable dialogue and debate, rather
than outright censure or violence.
Thirdly, the NCA (1999) states that they
"condemn communication that degrades
individuals and humanity through distortion,
intimidation, coercion, and violence, and through
the expression of intolerance and hatred" (1999).
This condemnation is important because it
safeguards society from racism, sexism, and
violence against oppressed peoples, History has
shown us that a tolerance for hate speech, as well
as speeches that incite violence and the act of
killing, have often instituted such violence in
society, whether this is in the context of slavery,
colonialism, or misogyny.
Lastly, the NCA (1999) states that
communicators should "accept responsibility for
the short- and long-term consequences of our
own communication and expect the same of
others." All too often, there have been people who
do not feel accountable for their actions.
Therefore, if one risks to communicate
maliciously, spread false news, or incite hatred or
violence, he or she should be ready to face the
consequences of such actions. States are
beginning to realize this, especially in the porous
medium of social media.
Everytime we communicate, we should
consider the consequences of our actions. If
people were more responsible in their use of
communication, there would be less conflict in
this world. Even though the four principles above
are short and concise, they are important, because
they help us discern the difference between ethical
and unethical communicators.
After-Reading Questions:
1. Why is it important to be ethical in
communicating today?
2. Is honesty still a virtue valued today? Why or
why not?
3. Can you give historical examples that show
how intolerance of dissent has been a problem for
certain sectors of society?
4. Can you give historical examples that show
why hate speech is a problem?
5. When you think of politicians today, would you
say that they have been communicating in an
ethical manner?
6. Who comes to mind on the subject of violating
the ethics of communication?
7. Why do people communicate in an unethical
manner?
8. What consequences can you think of because of
this?
Lesson 3: Communication and Globalization
This lesson focuses on the implications of
globalization on communication. You will read
essays and expositions that will provide you with
an awareness of the role and status of English as a
global language, the notion of World Englishes,
and the need for standard forms in academic and
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professional writing, and the importance of
culturally sensitive and bias-free language when
communicating with people from different
cultures and discourse communities.
Lesson Objectives:
By the end of this lesson, you should be able to:
1. understand the implications of globalization on
communication;
2. explain the notion of World Englishes in the
context of English being a global language; and
3. use Standard English and bias-free language in
writing.
Globalization
Globalization has affected us in numerous
ways. Airfare has become cheaper, and one can
travel internationally more than one could in the
past. Many Filipinos have decided to work or live
abroad, with some of them migrating to other
countries. The free trade of goods and services all
over the world has brought multinational
companies and foreign investors to our shores.
Because of all of these factors, it is imperative to
be aware of the differences between our culture
and the rest of the world's cultures.
Because of the advent of the Internet, the
world seems to be shrinking continually. One can
communicate internationally in a matter of
seconds, whether one is sending an email, chatting
in social media, or sending a text message. One
can read about different cultures, and have access
to films, academic papers, and the like from
countries around the world, and vice versa. Given
this increasingly shrinking world, one should
know the difference between the kind of English
that we write and speak, and the kind of Englishes
that exist outside of the Philippines.
World Englishes
David Crystal (2003) begins the first
chapter of the book English as a Global Language
with the assertion that English is, in fact, the
global language. After giving various examples to
support this statement, he questions the assertion
by asking, "What does it mean to say that a
language is global?" (Crystal, 2003). In asking
this, he considers the implications of English
having this status, especially for its many users
who speak different mother tongues.
In The Story of English, Robert McCrum
et al. (1986) discuss the "success story" of the rise
of English. They also provide a variety of
examples that demonstrate the global presence of
English. The questions that follow help the reader
explore the implications of the language's wide
reach.
Before-Reading Activities
1. Review what you know about The Story of
English. How did it come to be a global lingua
franca or an international language?
2. Watch "The History of English in Ten
Minutes" posted by The Open University on
YouTube: https://www.youtube.com/ watch?
v=H3r9bokYW9s (accessed April 3, 2017).
After watching it, come up with your own list
of the factors that led English to take on its
global status.
3. Do some quick Internet research to find out
how English came to have an official status in
the Philippines.
4. How do you feel about the role and status of
English in the Philippines?
Readings in World Englishes
Read “Speak English: The Story of a
Once-obscure Language and How It Became the
Last Word in Global Communication,” excerpted
from the Chicago Tribune from The Story of
English (McCrum et al., 1986). You may access
the full excerpt via the following link:
http://articles.chicagotribute.com/1986-09-07/feat
ures/8603070293_1_official-language-mother-
tongue-speak). Read only up to the first paragraph
of page 2 of the article. The first and final
paragraphs of your assigned reading are given
below for your reference.
(First paragraph)
The rise of English is a remarkable success story.
When Julius Caesar landed in Britain nearly 2,000
years agao, English did not exist. Five hundred
years later, English, incomprehensible to modern
ears, was probably spoken by about as few people
as currently speak Cherokee─and with about as
little influence. Nearly a thousand years later, at
the end of the 16th Century, when William
Shakespeare was in his prime, Englishmen, and it
was, in the words of a contemporary, “ of small
reatch, it stretcheth no further than this iland of
ours, naei not there over all.”
(Final paragraph)
The emergence of English as a global
phenomenon─ as either a first, second or foreign
language─has recently inspired the idea
(undermining the above claims) that we should
talk not of English but of many Englishes,
especially in Third World countries where use of
English is no longer part of the colonial legacy but
the result of decisions made since their
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independence. Throughout the history of English of the political forces─ nit just economic ones─
there has been a contest between the forces of guiding their use of the language.
standardization and the forces of localization, at The two most well-known varieties of English
both the written standardization. It was Victorian are those of the colonial superpowers: British and
England that realized the idea of “the Queen’s American English. But there are many
English,” a spoken standard to which the “lesser multilingual countries around the world in which
breeds” could aspire. The industrial revolution varieties of English have developed. This may be
meant roads, canals and, above all, trains: People because English was initially “transported” to that
travelled more, both geographically and socially. country by English-speaking settlers─ as in the
The pressures of class ambition speeded the United States, Canada, Australia, and New
emergence of a standard form of English speech. Zealand. It could also be that English may have
After-Reading Questions: been brought to that country as a language of
1. Based on McCrum’s essay and some conquest by English- speaking colonizers─ as in
additional research on your part, why is the South Africa, Hong Kong, Malaysia, Singapore,
rise of English such a remarkable “success and the Philippines. In the latter countries, English
story”? What led to English taking on the has a particular role as official language, medium
role of a global language? of instruction, or even language of law and
2. Can you add the evidence given by government. English is also studied as a foreign
McCrum in paragraphs 3 to 7 that English language in some non-English speaking countries,
is the most widespread language in the such as Holland and Yugoslavia, as mentioned
world? earlier by McCrum, and in Korea and Japan. In
3. David Crystal (2003) says that “ a these countries, there is less exposure to English,
language achieve a genuinely global status and it is often learned for career progression
when it develops a special role of English because it is the language of international
in the Philippines? business.
4. Why does McCrum say that “we should As mentioned earlier, all of these World
not talk of Enlish but many English”? Englishes are equal in functionality, but not all are
Question number 4 is an important one. It is equal in prestige. The idea, however, in writing, is
now a more widely accepted fact that there are to adhere to the Standard English of one’s country
many World Englishes, sometimes referred to as because each variety, including those of the
“varieties of English” used in the world. All are United States and United Kingdom, has its own
equal in the sense that each is best suited to the peculiar or individual features. These features
communication needs of its speakers. However, include differences in spelling, punctuation,
not all are equal in prestige. Some varieties are favoured words and expressions, and sometimes,
more prestigious than others because of social grammatical constructions. The table that follows
attitudes about the speakers of these varieties. For gives an example of some of these differences for
example, in the social variety of English called American English and British English.
African American English (AAE)’ used by many Aspect American British
(but not all) African Americans in different English English
regions of the USA,” certain features such as ‘g- (US) (UK)
dropping’ in words like readin’ (reading), walkin’ Punctuation She said, She said,
(walking), and signin” (singing) are stigmatized” “I’ll be at “I’ll be at
(Yule, 2010). This process of stigmatized follows work by work by
“a regular pattern whereby the social practices 8:00a.m.” 8:00a.m.”
especially speech, of dominated groups who are in Date March 2, 2 March
charge of defining ‘normal’ ” (Yule,2010). Some 2017 2017
scholars, like Ruanni Tupas and Rabdy (2015), Spelling center, centre,
use the term “unequal Englishes” to focus color, colour,
discussions of “the unequal ways and situations in organize, organise,
which Englishes are arranged, configured, and program programme
contested.” It is important for writers from a Words elevator, Lift,
postcolonial relationship with English, to be aware pants, diaper trousers,
nappy
Page | 6
 Expression/ Ruffled knickers in a
Local Idiom feathers twist
(agitated) (agitated)
Grammar Do you have Have you
that book? got that
book?
Pronunciation Vase / vãs/ - Vase / va:z/ -
(irrelevant in sounds like sounds like
writing) VEYZ VAHZ
Thus, two English speakers─ one from US
and the other from the UK─ may be become
confused when encountering the other’s
unfamiliar accent and word choices in a
conversation and when seeing different spelling
and punctuation conventions in writing.
Activity: Varieties of English
1. Can you think of more examples of the
differences between American and British
English? Add examples to the previous table,
or create your own table of aspects and
examples.
2. For further awareness of World Englishes,
watch David Crystal talk about the topic in a
video posted by the British Council│Serbia
on YouTube. Search for “David Crystal ─
World Englishes” or access the video via this
link: http:// www.youtube.com/watch?
v=2q9b9YqGRY (accessed June 21, 2017).
3. Just for fun, look for a video clip on YouTube
of a person speaking a variety of English that
you like. Share this video with your
classmates and list and describe at least three
features of accent/pronunciation, word
choices, and unique expressions.
Philippine English, as well, has its unique
and idiosyncratic usages. For example, “comfort
room” is a Philippine term for a “washroom.”
“toilet,” or “lavatory.” When Filipinos say,
“There’s traffic,” they mean “There’s heavy
traffic.” Moreover, the word “salvage” in the
Philippine context can mean either “to save” or
“to brutally murder, usually for political reasons.”
Matthew Sutherland, who writes about Philippine
English from an Englishman’s perspective talks
about the expression “for a while,” which he says
baffles foreigners because the expression does not
exist outside of the Philippines. The UK’s
equivalent, he says, it “just a second” or “just a
moment” (quoted in Aguilar, 2004). Similarly,
Sutherland notes that “for a while” is frequently
used in the Philippines on the telephone, whereas
in the UK, the more typical expression would be
“hold on” or “hang on” (quoted in Aguilar, 2004).
Importantly, he mentions that these British
idiomatic equivalents would be just a baffling to
those unfamiliar with these usages. Filipinos
might, in response to being told to “hang on,” may
very well ask, “Hang on to what?”
Sutherlands also notes that "every English-
speaking nation has its own set of English phrases
and idioms: English is equally idiosyncratic in
say, Jamaica, Zimbabwe, or Singapore." In other
words, there is no wrong way of speaking English
as long as those who speak it understand each
other. In fact, Sutherland says, "The many
versions of English spoken around the globe
merely serve to make English an even richer
tongue." However, the fact that all varieties of
English have individual or peculiar sages is why it
is important—in the context to follow a standard.
This standard advocates the use of a consistent
spelling and punctuation system. It also avoids
colloquial and informal usages, eschewing these
in favor of more widely understood uses or
explaining such usages for the reader if it becomes
necessary to use in writing.
The label for this variety is Standard
English or—depending on the region—Standard
American English, Standard British English, or
Standard Philippine English. This is defined as
consisting of "the conventional vocabulary and
usage of educated speakers and writers of
English" (Roberts & Turgeon, 1998). To use this
kind of English means to follow a spelling or
punctuation system that is consistent with the
prescribed standard. For example, Standard
Philippine English follows Standard American
usages for spelling, punctuation, and the
formatting of dates. In terms of grammar and
diction, Standard English "does not include slang,
vulgarisms, regionalisms, and other constrictions
that are considered... unorthodox by those seeking
a language acceptable to a general audience"
(Roberts & Turgeon, 1998). In general, then,
writers should avoid local idioms, expressions,
and constructions like those examples mentioned,
and essentially, to use words that will be clearly
understood by English speakers from any region
of the world.
In summary, in everyday speech and
informal contexts, one is free to use his or her own
variety of English. However, in more formal
writing contexts, one should be able to identify
which features of this variety may not be
understood by other speakers of English and to
Page | 7
use alternatives that will be understood by a wider similarities between people exist and that these
audience. should not be assigned a positive or negative value
Activity: Philippine English, World via words and descriptions selected in writing.
Englishes, and Standard English Academic and al writings are characterized by
 Watch these two videos by Mikey Bustos on bias-free language. Students, professionals, and
YouTube. You may type in the titles below or anyone wishing to maintain harmonious
access the sites via the links provided. communicative relations should be careful in
 “Filipino Accent Tutorial” by Mikey Bustos at using words and phrases that do not discriminate
https://www.youtube.com/watch? against particular groups, whether in terms of
v=33BBtS1ir4tA (accessed April 3, 2017) race, ethnicity, gender, social class, age, and
 Mikey Bustos Pinoy Lessons “Pinoy English” disability. The essential point is to communicate
at http://www.youtube.com/watch? in a way that is respectful of diversity.
v=UqIFT8zT8V8 (accessed April 3, 2017) Here are some general principles to follow
2. List examples of the following when referring to different groups or categories.
characteristics of the Philippine English: 1. Race and Ethnicity
a. two pronunciation features Racism is a form of discrimination against
b. one grammatical features a person or persons of a different race. In general,
c. two unique expressions from Philippine it is best to avoid identifying people by race or
English and their more commonly understood ethnic group. Race is an emotionally charged
equivalents. topic, so it is best to tread carefully with the
3. Look up the meaning of the following language used and to refer to race, as Patricia
examples in the table from Philippine English, Arinto (2009) asserts in English for the
Canadian English, Australian English. Then, Professions, "only if it is relevant to what you
provide alternatives that will be understood by have to say." Words that reinforce stereotypes and
other English speakers from different regions that imply all people of a particular race or ethnic
of the world. group are the same should be avoided. For
Usages Unique to a More Widely example, although the assessment is positive in
Variety of English Understood the sentence "Naturally, the Asian students won
Alternative the math contest," the word "naturally" reinforces
Philippine English the stereotype or generalization that Asians have
— “I bought some superior aptitude in math.
dirty ice cream for Next, one must be attuned to the current
you.” terminology by which racial and ethnic groups
Canadian English — refer to themselves. This may be done by reading
“I’m going to write a national newspapers and watching television
test today in news, which typically are good indicators of
English.” current and preferred usage. According to Kitty
Australian English Locker and Donna Kienzler (2013), one should
—“That book has "refer to a group by the term it prefers," which
good oil.” means some research is required to find out about
South African acceptable and preferred terms. For example, for a
English — “She is long time, "Native American" has been considered
coming just to now.” the politically correct term for the indigenous
Singapore English — peoples of the Americas, over the label "Red
“He always likes to Indian." But today, most Native American people
action in front of the prefer to be referred to by their specific nation or
ladies.” tribe. In the Philippine context, there have been
shifts in the preferences for terms that Filipinos of
Culturally Sensitive and Bias-Free Language
Chinese ancestry use to describe their identity:
Just as important as awareness of the from Tsino, to Chinoy, to Filipino Chinese.
existence of the World Englishes is that is that of It is also important to be sensitive to
practicing cultural sensitivity. To write in a religion when referring to various ethnic groups.
culturally sensitive way 10 be aware that cultural Assumptions should not be made that stereotype a
differences and similar of cultural differences and
Page | 8
race, nationality, or ethnic group with a specific
religion. For example, not all Arabs are Muslims,
not all Indians are Buddhists, and not all Filipinos
are Roman Catholics.
2. Gender and Sexual Orientation
Sexism refers to the prejudice and
discrimination based on sex or gender. To be
inclusive of all people in general references, one
should favor gender-neutral words and phrases
over gender-biased words. For example, rather
than "man-made," one can say "manufactured,"
"synthetic," or "artificial." Instead of "layman's
terms," one can use "ordinary terms." Neutral
words should also be chosen over words with
"man" and "woman" in job titles or descriptions.
For example, it is more appropriate to use
"chairperson" in place of "chairman," "flight
attendant" in place of "stewardess," and "labor" in
place of "manpower." One should also avoid
sexist terms like "woman lawyer" and "male
nurse" and simply use "lawyer" and "nurse."
Pronouns may also be gender-biased, for
example, when the masculine "he" pronoun is
used as a generic one for both genders. Gender-
biased pronouns can be avoided by (a) dropping
pronouns that signify gender and restating the
sentence, (b) changing to plural construction, and
(c) replacing masculine or feminine pronouns with
"one" or "you." Examples of alternative gender-
neutral constructions are provided here.
Gender-biased example: Each student should
submit his term paper by Monday.
Restatement Each student should submit a
term paper by Monday.
Plural Students should submit their
term papers by Monday.
Use of “you” You should hand in your term
paper by Monday.
Other gender-related terms may have to do
with gender orientation or sexual orientation. It is
important to be sensitive to new attitudes about
homosexual, transsexual, and transgender people.
For example, most gay people prefer the term
"gay" to the more clinical "homosexual" as a
label. "Lesbian" is currently the term preferred by
gay women. Transgender people prefer to be
referred as being gender they identify as, not to
their birth gender. Again, as a matter of principle,
one should refer to societal groups in the way that
members of these groups prefer in the way
referred to. Note also that i not everyone agrees.
3. Social Class
Class discrimination or classism is a form
of prejudice against a Person or people because of
their social class. An example of language with a
bias against class is the American term "white
trash," which is not only a racial slur but a classist
one that refers to white people, usually from the
rural Southern United States, coming from a lower
social class inside the white population. The term
is negative not just because of the words that
comprise it but because of its connotation of
danger; white trash people are seen as criminal,
unpredictable, and without respect for authority.
In the United States and other cultures, there may
also be a kind of classism against those who are
economically privileged. The rich are sometimes
referred to by the derogatory terms "preppie" and
"yuppie." both of which connote not just wealth
but arrogance.
There are examples from Philippine
culture as well, in the informal terms "conyo" and
"jologs," both derogatory terms referring to class.
The first, used to describe young people from the
upper class who speak an idiosyncratic mix of
English and Tagalog, connotes vanity and
consciousness about social status. The second,
now perhaps replaced by the term "jejemon," as
used in reference to an idiosyncratic spelling or
writing style, is used to describe persons who look
poor and out of style.
There are no academic articles about the terms
"conyo," "jolog," and "jejemon," but the
following sites offer some ideas about their
negative connotations.
 On "conyo" -
http://www.cosmo.ph/lifestyle/motivation/13
signs-you-re-a-conyo-of-manila(accessed
June 21, 2017)
 On "jologs -
http://en.wikipilipinas.org/index.php/
Jologs(accessed June 21, 2017) On "jejemon"
-
http://www.philstar.com/news-feature/577357
/ students-urged-shun-jejemon (accessed June
21, 2017)
Classism may also appear even in more
formal terminology. Sociologist/Activist Betsy
Leondar-Wright, argues in a video interview that
Classist terms "attribute favorable traits to the
wealthy and powerful" and "those in poverty or
near-poverty are similarly cast in a negative light"
(ClassismExposed, 2014). A more sensitive
vocabulary uses terms that more precisely portray
the actual circumstances of people within the class
Page | 9
structure. For example, instead of "the owning
class," one can use "the upper class" or "the
privileged class," and instead of "the underclass,"
one can say "the less privileged" or describe a
condition of "chronic poverty." In the Philippines,
"informal settlers" is now the more politically
correct term for "squatters."
For more information on classist language, watch
this YouTube video entitled "What's wrong with
saying 'classy'?" featuring Betsy Leondar Wright:
https://www.youtube.com/ watch?
v=sudznVtmPxU (accessed June 21, 2017).
4. Age
Ageism is a form of discrimination against
other people because of their age, or assuming that
older people are less physically, intellectually, or
emotionally able than other age groups. The
capabilities of younger people should also not be
underestimated on the basis of their age. Again, it
is important to refer to a person's age only when
that information is pertinent to what is being
discussed. When referring to a generic group, one
should also ask their subjects what wordings they
prefer: Do they wish to be called "older persons"
or "senior citizens"? Do they prefer the label
"youths," "teenagers," or "young people"?
Lastly, according to the American
Psychological Association, writers should be
specific when referring to males and females in
terms of their age: females 18 years or older are
women, not girls. "Girls" refers to those in high
school or younger (under 18). The same is true for
"boys" and "man."
5. Disabilities
Discrimination in this area often arises
because of lack of understanding and awareness.
Therefore, first, it is important to distinguish e
terms that are mistakenly understood to be
synonymous. Various laes on bias-free
communication and often-confused terminology
are available online. One example is "A Guide to
Bias-Free Communications" published by the
University of Wisconsin-Madison. It defines the
terms “impairment," "disability," and "handicap"
as, respectively, (1) "a physiological condition,"
(2) "the consequence of an impairment" which
"may or may not be handicapping," and (3) "the
social implication of a disability; a condition or
barrier imposed by society, the environment or
oneself."2 Thus, according to these definitions, a
“limp" is an impairment in which a leg or foot is
damaged or stiff. A disability that may result from
arthritis is difficulty in walking, or walking
unevenly and haltingly. People who limp may be
handicapped by having to climb stairs in buildings
with no elevators. Other guides from other cultural
contexts may provide different definitions and
examples; it is essential when writing to do
research on these definitions.
Finally, when referring to people with
disabilities, the focus should be on the person, not
the condition (Arinto, 2009). In Patricia Arinto's
English for the Professions (2009), she advises
writers to avoid hurtful expressions such as
"retards" or even the seemingly neutral description
"the mentally retarded" and to use instead "people
with mental retardation." Similarly, instead of "the
blind" and "cancer patients," one should instead
use "people with vision impairments" and "people
being treated for cancer," respectively. These
examples demonstrate the importance of identity-
first language or the importance of putting the
person or people first. Note the difference in the
following sentences:
Disability first: The blind student used a special
keyboard during the exam.
Person first: The student, who is visually
impaired, used a special keyboard during the
exam.
Next, Arinto (2009) suggests considering
the negative implications of usages such as
"confined to a wheelchair" and "AIDS victim."
For the former, one should instead write or say
"uses a wheelchair" because wheelchairs enable
people to escape confinement, while for the latter,
one should use "person with AIDS" as someone
who can acquire a disease without being
victimized by it. Arinto (2009) also notes that me
word "abnormal" may be replaced with "atypical"
because "people who have disabilities are atypical
but not necessarily abnormal" (Arinto, 2009).
These latter examples demonstrate the importance
of not representing people with disabilities as
unfortunate, limited, and helpless victims.
Synthesis
These general guiding principles are
helpful, but not always apt. For example, there are
heated debates now among parents of children
with autism about whether to use "person with
autism" or "autistic person." Yet again, it must be
emphasized that research is necessary to become
aware of trends and debates in this and other
Page | 10
areas. One may also simply ask the concerned
people what their preferred terms are.
For further reading, you may search for
university guidelines about bias-free
communication, or you can visit the following
site:
https://academicaffairs.ucsd.edu/_files/aps/adeo/
Article_Guide_ to_Bias-
Free_Communications.pdf
To learn about debates regarding the
description of autistic persons or persons with
autism, visit the following site: http://
autisticadvocacy.org/about-asan/identity-first-
language/
The final takeaway is that to be an
effective writer, one must not stereotype, demean,
or exclude any member of his or her audience.
Such stereotypes and biases are barriers to
communication.
Chapter 2
Public Speaking and Reports in the
Information Age
In the previous chapter, introduction to
communication, communication ethics, and
communication in a globalizing world were
studied. There were discussions about different
kinds of English and how to communicate in a
more professional and neutral manner.
In this chapter, we will be more specific in
dealing with communicating and reporting in the
age of information. While the previous chapter
was more theoretical in nature, here, we will be
tackling both theory and practice, with the help of
model essays and tasks assigned for you. For
Lesson 1. you will be able to read a short history
of public speaking. It is important to be able to
locate oneself in the different traditions of public
speaking around the world and to be able to learn
from those who have come before us.
Chapter Objectives:
By the end of this chapter, you should be able to:
1. appreciate the importance and history of public
specking
2. speak in public in an organized and competent
manner and;
3. analyze speeches and identify perceived
strengths and received strengths and weaknesses.
Lesson 1: Public Speaking
Introduction
The importance of public speaking cannot
be denied. Great speeches have moved nations to
war and revolution; they inspire and move people
to act. What people say, and how they say it, can
get them elected in public office or create a new
movement in society. For the Greeks, public
speaking was political in nature, and the spoken
word was thought to be such an important skill
that citizens were taught the art of rhetoric.
Public speaking is an important life skill,
yet few people master it. In fact, many people are
afraid of speaking in public. However, the
significance of public speaking has only gotten
stronger in contemporary times. Public speaking
platforms, such as TED Talks and YouTube, have
captured and disseminated public speech to an
unprecedented scale, and what one says at the spur
of the moment can live forever on the Internet.
Great speeches have created hope in perilous
situations, and have made people change their
minds about the world and their places in it.
According to acclaimed public speakers
Dale Carnegie and Joseph Berg Esenwein (2007),
"Public speaking is public utterance, public
issuance, of the man himself; therefore, the first
thing both in time and importance is that the man
should be and think and feel things that are worthy
of being given forth.'
Although this chapter includes a short
history on public speaking, we believe that this is
not complete without actually reading or watching
great speeches. Aside from the written speeches
included, links are also provided to access these
speeches online, should they be needed. To be
able to understand how to become a good speaker,
one needs to learn how to appreciate a good
speech and aspire to have the kind of skills that
good speakers have.
Lesson Objectives:
By the end of this lesson, you should be able to:
1. understand the history of public speaking and
the nature of communication;
2. dissect a speech using the general principles of
logos, pathos, and ethos.
3. give a short, prepared speech in public.
A Short History of Public Speaking
Before-Reading Questions:
1. Why do you think it is important to know the
history of public speaking?
2. How should speeches be organized? Why do
you think so?
3. Do you think public speaking is important?
Why or why not?
4. Should public speakers be ethical too? Why or
why not?
Page | 11
5. Who are the people would you consider ethical
speakers? Who are the speakers you consider
unethical? Explain your answers.
There are many public speaking traditions
around the world. We will discuss a few of these
traditions, from the more well-known public
speaking traditions of the Greeks and Romans,
and the public speaking traditions that are found in
the Philippines.
The most well-known public speaking
traditions come from the West, specifically from
the Greco-Roman tradition. The Greeks studied
the art of rhetoric on the island of Sicily, and it
began with a practical need. Their government had
been overthrown, a new democracy was formed,
and the Greek courts were filled with clashing
property claims. The Greek teacher of rhetoric,
Corax, and his student, Tisias, proceeded to help
citizens when it came to speaking persuasively in
courts of law, and this led to the expansion of the
teaching of rhetoric to mainland Greece.
According to Corax,a basic speech has three parts,
the introduction, evidence, and conclusion, and
this simple organization of speeches has endured
throughout the ages (Morreale, 2010).
Other famous Greek teachers were
Protagoras, the father of debate, who made his
students argue for and against issues of the day, to
sharpen their reasoning skills and appreciate
different sides of an issue. And there was the
famous Greek philosopher, Aristotle, also known
as the father of modern communication. Aristotle
wrote a treatise entitled "Rhetoric," where he
discussed the use of logos (logical argument),
pathos (emotional argument), and ethos (the
speaker's character and credibility), in the use of
persuasive speaking (Morreale, 2010).
According to Grenville Kleiser (2009), in
Successful Methods in Public Speaking, "The
great orators of the world did not regard eloquence
as simply an endowment of nature, but applied
themselves diligently to cultivating their powers
of expression." The most famous orator in Ancient
Greece was Demosthenes. In the beginning, he
had many flaws when it came to public speaking,
chief among them were his stammer and weak
voice. According to Kleiser (2009), Demosthenes
practiced earnestly by "declaiming on the seashore
with pebbles in his mouth, walking up and
downhill while reciting," and that his speeches
were known for their deliberation and forethought.
On the other hand, the most famous
Roman orator was Cicero, whose eloquence was
described as a "resistless torrent" (Kleiser, 2009).
Cicero was a statesman who argued that the
teaching of rhetoric should be considered an art
form, and that this could be useful in "all practical
and public affairs." Cicero believed that in order
to prepare a speech, one should first think of one's
listeners and their interests, and to use certain
strategies, such as using humor, questions, etc., to
engage the audience (Morreale, 2010).,
The Roman lawyer and educator,
Quintilian, also forwarded the idea that public
speakers should be ethical. According to Morreale
(2010), the ideal speaker was "a good man
speaking well... a good speaker is ethical and of
high character, and speaking well meant being
well-informed and presenting the speech
effectively."
It is interesting to note that during these
times, women were not allowed to speak publicly
in these countries, and that for a long time, this
was true for women in other areas of the world.
However, during precolonial times, the
Philippines was one of the few places that allowed
women to speak in public for the purpose of
presiding over religious rituals. These women
were known as the babaylan, priestesses of the
community, and along with the warriors of the
community, the mandirigma, they were the leaders
of pre-colonial Philippines (Mallari, 2013).
Although most of the babaylan were women,
babaylan priests also existed, wearing feminine
clothing and adopting a feminized role in
Philippine society.
The Philippines actually has its own
tradition of public speaking. It is called different
words in different regions in the Philippines.
According to Montemayor (n.d.), among the
Tagalogs, the Karagatan is said to be a game
wherein young men and women duel with each
other using words when it comes to talking about
love, while the "Huwego de Prenda... is a
chanter 2: Public Speaking and Reports in the
Information Age 31 game used to entertain guests
and the bereaved family during wakes." During
the American period, the more widely known
Balagtasan was also staged, on order to honor
Francisco Balagtas, a well-known Filipino poet.
The Balagtasan is like an ordinary debate, except
that one has to reason and argue in verse. Two
master poets are assigned to defend the pros and
cons of an issue, and a board of judges sits to
determine the winner." At first, this whole
Page | 12
enterprise was scripted and staged, but thereafter,
they were made in a more impromptu manner.
When the Americans brought public
education in the Philippines. They also brought
their public speaking traditions along with them.
The Americans wanted to distinguish themselves
from the Spanish colonizers by emphasizing
public education, and did so on a massive scale.
They did this using the medium of the English
language, which has its own peculiarities and
forms, foremost among them is the dictum to be
straightforward. It is anchored on the public
speaking tradition founded on Western
Civilization, which is based on the Greek and the
Roman traditions.
In this manner, the Filipino public
speaking tradition brings with it the flamboyant,
poetic manner that flourished under Spanish
colonization, and the simpler, methodical public
speaking traditions of the West.
After-Reading Questions:
1. According to Corax, what are the three parts of
a speech?
2. According to Aristotle, what components make
a speech persuasive? Explain these in your own
words.
3. Why does Cicero believe you should use
strategies to engage the audience? Do you agree?
Why or why not?
4. What is Balagtasan? Why is it the most well-
known Filipino public speaking tradition?
5. What do you think is the most important
component that makes a speech persuasive? Why
do you say so?
6. What surprised you the most when you read the
history? Why were you surprised?
7. What is the difference between Western and
Filipino public speaking traditions?
8. Who do you consider a good speaker? Explain
why you think so.
9. How do public speakers affect society? Give
concrete examples.
10. What are your thoughts and feelings about
public speaking?
Sample Speeches of Public Speaking
Bataan Has Fallen'
Salvador P. Lopez
Before-Reading Questions:
1. What do you know about the Philippines's role
in World War II?
2. Where is Bataan? What is its importance in
World War II?
3. Discuss the roles of the Japanese, the
Americans, and the Filipinos in World War II.
4. Given that this speech was heard over the radio
when the Philippines fell to Japan, what are your
predictions about the content of the speech? Why
are these your predictions?
5. What is the importance of Easter Sunday in
Holy Week? What do you think is the connection
between Holy Week and the Fall of Bataan?
(1) Bataan has fallen. The Philippine-American
troops on this war ravaged and blood-stained
peninsula have laid down their arms. With heads
bloody but unbowed, they have yielded to the
superior force and numbers of the enemy.
This speech was heard over the radio when
Bataan fell to the Japanese during World War II.
For more information about this, go to
http://www.gov.ph/araw-ng-kagitingan/. This text
was taken from the website of Malacañan Palace:
Presidential Museum & Library, "Bataan Has
Fallen" (2017).
(2) The world will long remember the epic
struggle that the Filipino and American soldiers
put up in the jungle fastness and along the rugged
coast of Bataan. They have stood uncomplaining
under the constant and grueling fire of the enemy
for more than three months. Besieged on land, and
blockaded by sea, cut off from all sources of help
in the Philippines and in America, the intrepid
fighters have done all that human endurance could
bear.
(3) For what sustained them through these months
of incessant battle was a force that was more than
merely physical. It was the force of an
unconquerable faith—something in the heart and
soul that physical adversity and hardship could not
destroy! It was the thought that native land and all
that it holds most dear, the thought of freedom and
dignity and pride in those most priceless of all our
human prerogatives.
While-Reading Questions:
1. What can you observe about Salvador
Lopez's writing style and choice of words?
2. What effect do they have on the reader?
3. Explain what the speaker means by the "force
of unconquerable faith."
(4) The adversary, in the pride of his power and
triumph, will credit our troops with nothing less
than the courage and fortitude that his own troops
have shown in battle. Our men fought a brave and
bitterly contested struggle. All the world will
testify to the almost superhuman endurance with
Page | 13
 which they stood up until the last, in the face of 2. Who do you think is the audience meant for this
overwhelming odds. speech? Why was it in English?
(5) But the decision had to come. Men fighting 3. What is pathos? How was it used in this speech?
under the banner of any unshakable faith are made 4. What figures of speech did the author use to
of something more than flesh, but they are not make the speech more effective? Cite examples.
made of impervious steel. The flesh must yield at 5. What particular parts of the speech touched you
last, endurance melts away, and the end of the or gave you strong feelings? What paragraphs,
battle must come. what specific words were effective for you? Why
(6) Bataan has fallen, but the spirit that made it were they effective for you?
stand-a beacon to all liberty-loving people of the 6. What is logos? How was it used in the speech?
world-cannot fall! 7. Do you think the speech used more logos or
(7) All of us know the story of Easter Sunday. It pathos? Explain your answer.
was the triumph of light over darkness, life over 8. Did you like the speech? Why or why not?
death. It was the vindication of a seemingly 9. Does it have any relevance to society or the
unreasonable faith. It was the glorious resurrection individual, even though we are no longer occupied
of a leader, only three days before defeated and by Japan? Explain your answer.
executed like a common felon. 10. What is the purpose of the speech? Did it
(8) Today, on the commemoration of the achieve its purpose?
Resurrection, we can humbly and without Learning Task 1: Word Choice and Its Effect
presumption declare our faith and hope in our own on Reader
resurrection, our own inevitable victory. 1. The use of certain words highlights an event in
(9) We, too, were betrayed by Judases. We were a manner that the writer can manipulate. Words
taken in the night by force of arms, and though we give color and meaning to an otherwise neutral
had done wrong to no man, our people were event: words interpret facts and frame them into
bound and delivered into the hands of our narratives of victory or defeat.
enemies. We have been with mock symbols of 2. In the worksheet that follows, find out the
sovereignty, denied by weaklings, lashed with connotation and denotation of the different words
repeated oppression, tortured, and starved. We used in Salvador Lopez's speech in order to break
were given gall to drink, and we have shed our down how he was able to create a singular effect
blood. To those who look upon us from afar it with the words he chose for his speech.
must seem the Filipino people have descended
into hell, into the valley of death. But we know
that the patient and watching men who said their
simple prayers in the hills of Bataan, have not lost
faith, and we know that the hushed congregations
in the churches throughout the land, drew from the
gospel as Mass renewed hope in their resurrection.
To all of them we give today the message of the
angel of Easter morning: "Be not afraid, for He is
risen." (10) We, too, shall rise. After we have paid
the full price of our redemption, we shall return to
show the scars of sacrifices that all may touch and
believe. When the trumpets sound the hour we
shall roll aside the stone before the tomb and the
tyrant guards shall scatter in confusion. No wall of
stone shall then be strong enough to contain us, no
human force shall suffice to hold us in subjection,
we shall rise in the name of freedom and the East
shall be alight with the glory of our liberation.
After-Reading Questions:
1. How do you think this speech affected the people
who were listening to the radio?

Page | 14
 Paragraph Words Used Denotation Connotation Effect
Number on
The Filipino Is Worth Dying For reader
Benigno "Ninoy" Aquino, Jr. 2 "The world will (1) (2) (3)
Before-Reading Questions: long remember
the epic
struggle that the
1. Who is Ninoy Aquino? What is his importance Filipino and
in the Philippine history? American
soldiers put up
2. Why was Ninoy imprisoned, tortured, and in the jungle
eventually killed? What was his position before he fastnesses and
along the
was imprisoned? rugged coast of
3. What was his relationship with then President Bataan."
Ferdinand Marcos? 6 "But the spirit (4) (5) (6)
4. Are there any similarities between martial law, that made it
stand-a beacon
as it was then, and today's times? What are they? to all liberty—
5. Do you think the Filipino is worth dying for? loving people of
the world—
Why or why not? cannot fall!"
I have spent almost eight long and lonely 8 "Today, on the (7) (8) (9)
years in military confinement. The problem of commemoration
of the
Martial Rule and its injustices have nagged me all Resurrection,
these years. we can humbly
and without
During those eight years, I learned the true presumption
meaning of humiliation, of courage, of hunger, declare our faith
and hope in our
and endless anxiety. Rather than be bitter, I have own
learned to accept my suffering as cleansing resurrection,
our own
process and a rare opportunity to really grapple inevitable
with the problems of the Filipino. victory."

I have asked myself many times: Is the 9 "But we know (10) (11) (12)
that the patient
Filipino worth suffering, or even dying, for? Is he and watching
not a coward who would readily yield to any men who said
their simple
colonizer, be he foreign or home-grown? Is a prayers in the
Filipino more comfortable under an authoritarian hills of Bataan,
have not lost
leader because he does not want to be burdened faith, and we
with the freedom of choice? Is he unprepared or, know that the
hushed
worse, ill-suited for presidential or parliamentary congregations
democracy? in the churches
throughout the
I have carefully weighed the virtues and land, drew from
the faults of the Filipino and I have come to the the gospel at
mass renewed
conclusion that he is worth dying for because he is hope in their
the nation's greatest untapped resource. resurrection."
This speech was delivered on August 4, 1980, in 10 "When the (13) (14) (15)
trumpets sound
New York and was addressed toward then the hour we
President Ferdinand Marcos during martial law shall roll aside
the stone before
(Malaya and Uychoco, 1999). the tomb and
the tyrant
He is not a coward. He values life and he guards shall
tends to give his leader the maximum benefit of scatter in
confusion.”
the doubt. Given a good leader, because he is a
good follower, the Filipino can attain great 3. What does this tell us about how he felt about
heights. his experience? and how the Filipino people were
under martial law?
While-Reading Questions:
1. Why did he ask these questions? It would seem that he is more comfortable
2. What is it about the Filipino people under in being told to do than to think for himself. But
martial law that prompts him to ask these this is only a superficial impression because deep
questions? down in his being, he loves freedom but puts the
Page | 15
highest premium on human life and human
dignity. Hence, he would try to adapt till his
patience runs out.
Is the Filipino prepared for democracy?
Definitely. Even before the arrival of the Spanish
Conquistador, he had already practiced
participatory democracy in his barangay. He
values his freedom but because he values human
life more, he will not easily take up arms and
would rather wait till his patience runs out.
Yes, I have gained valuable insights in
prison, and like an average Filipino, I would like
to tell Mr. Marcos this:
I can forgive you for what you have done
to me over the last eight years because this I can
do, but I can never forgive you for depriving our
people of their freedom because it is not mine to
forgive.
I have waited patiently for you to restore
the democracy you took away from us on that
night of September 23, 1972. Like the average
Filipino, please do not mistake my patience for
docility, my conciliatory demeanor for cowardice
and lack of will.
I have chosen to suffer long years of
solitary confinement rather than urge my
followers to put our country to the torch because,
like the average Filipino, I put the highest value
on human life. And I dread the weeping of
mothers whose sons will surely be sacrificed at the
altar of revolution. But please do not misinterpret
this conduct for timidity and subservience.
I have faced death a couple of times in
prison. In 1975, I went on a hunger strike for forty
days and forty nights and I was near death when
your jailers rushed me to the Veterans Hospital.
I faced death in your detention camp when
your army doctors diagnosed my heart ailment as
mere muscle spasm, only to be told by doctors in
the United States that I could have died from the
heart attacks while I was languishing in your jail.
Mr. Marcos: Please believe me when I tell
you that, like the average Filipino, I will again
willingly face death in a freedom struggle if you
will not heed the voice of conscience and
moderation.
You were a soldier once, and you have
repeatedly said many times, it is an honor to die
for one's country and for one's freedom.
I hope you will now believe in what you
preach and pray that you shall at last desist from
further trying the patience and resolve of your
countrymen.
Mr. Marcos: Give us back our freedom or
suffer the consequences of your arrogance.
After-Reading Questions:
1. How did the speech use pathos to persuade
the audience that the Filipino was worth dying
for? What paragraphs did he use to show this?
Explain. 2. How did the speech use logos to
persuade the audience that the Filipino was worth
dying for? What paragraphs did he use to show
this? Explain. 3. How did the speech use ethos to
persuade the audience that the Filipino was worth
dying for? What paragraphs did he use to show
this? Explain.
4. In paragraph 6, Aquino describes the Filipino
and says, "he loves freedom but puts the highest
premium on human life and human dignity." Do
you agree with Ninoy, given today's situation?
Why or why not?
5. Do you think that Filipinos are still largely
passive when it comes to perceived violence done
by the state? Why do you think this is?
6. What is it about Ninoy's speech that inspired
people? Do you feel inspired as well? Why or why
not?
7. What made the speech more persuasive, the use
of ethos, pathos, or logos? Explain.
8. In paragraphs 12, 13, and 14, Aquino repeats
the words death and dying several times. What
effect does it have on the audience? Why do you
think these were used?
9. How would you describe the last paragraph?
Why do you think the speech ended that way?
10. Do you agree with Ninoy, that the Filipino is
worth dying for? Why or why not?
Learning Task 2: Planning Your Speech for the
Class
1. Start planning your speech in class, with the
topic grounded in modern day politics and current
events, entitled "Is the Filipino Still Worth Dying
for?"
2. Answer the following questions in your
notebook:
• What is the purpose of your speech?
• What is the overall effect you want to achieve?
• What do you think would make a good
introduction, evidence, and conclusion?
• What particular logic or reasoning do you have
when it comes to answering the question?
• What emotional appeal do you want to create
when it comes to your speech?
Page | 16
• What is it about you, your religion, or your
social or background that can be used when it
comes to giving you greater ethos, or credibility,
when it comes to your speech?
Speech to the Troops at Tilbury
Queen Elizabeth 1
Short Background of the Text
This speech was delivered by Queen
Elizabeth I to the troops at Tilbury on July 1588.
According to the British Library (2017). "The
defeat of the Spanish Armada in 1588 has long
been held as one of England's greatest military
achievements. This document records the famous
speech delivered by Queen Elizabeth to her troops
who were assembled at Tilbury Camp to defend
the country against a Spanish invasion. The
successful defence of the Kingdom against
invasion on such an unprecedented scale boosted
the prestige of England's Queen Elizabeth I and
encouraged a sense of English pride and
nationalism. In the speech, Elizabeth defends her
strength as a female leader, saying 'I know I have
the body but of a weak and feeble woman; but I
have the heart and stomach of a king, and of a
king of England too.'" It is possible to see the
historic document that recorded the speech at the
website of the British Library. Simply go to this
link:
http://www.bl.uk/learning/timeline/item102878.ht
ml (retrieved April 11, 2017).
Before-Reading Questions:
1. What is the Spanish Armada?
2. What do you think a queen would say to her
troops at such an occasion?
My loving people,
We have been persuaded by some that are
careful of our safety, to take heed how we commit
ourselves to armed multitudes, for fear of
treachery; but I assure you I do not desire to live
to distrust my faithful and loving people. Let
tyrants fear. I have always so behaved myself that,
under God, I have placed my chiefest strength and
safeguard in the loyal hearts and good-will of my
subjects; and therefore I am come amongst you, as
you see, at this time, not for my recreation and
disport, but being resolved, in the midst and heat
of the battle, to live and die amongst you all; to
lay down for my God, and for my kingdom, and
my people, my honour and my blood, even in the
dust.
I know l have the body but of a weak and feeble
woman; but T have the heart and stomach of a
king, and of a king of England too, and think foul
scorn that Parma or Spain, or any prince of
Europe, should dare to invade the borders of my
realm: to which rather than any dishonour shall
grow by me, I myself will take up arms, I myself
will be your general, judge, and rewarder of every
one of your virtues in the field.
I know already, for your forwardness you
have deserved rewards and crowns; and We do
assure you in the word of a prince, they shall be
duly paid you. In the mean time, my lieutenant
general shall be in my stead, than whom never
prince commanded a more noble or worthy
subject; not doubting but by your obedience to my
general, by your concord in the camp, and your
valour in the field, we shall shortly have a famous
victory over those enemies of my God, of my
kingdom, and of my people.
After-Reading Questions:
1. In paragraph 2, why was it important to
emphasize that Queen Elizabeth was present with
the troops? How did she make it into a symbol?
2. How does she use pathos and ethos in the same
paragraph?
3. What is the main idea of paragraph 3?
4. Why does she emphasize that she has a body of
a woman but the heart and stomach of a king?
What does this mean?
5. Why does she tell them that they will be
victorious? What is her purpose?
6. Did you find the speech inspiring? Why or why
not?
7. Are you surprised that a woman was able to
deliver such a speech? Why or why not?
8. Do you think the same kind of speech can be
delivered by a woman today? Why or why not?
9. Why has this speech stood the test of time?
10. How does this speech affect you? Explain
your answer.
Learning Task 3: Role-Playing the Speech
Look for some photographs of the speech
and the battle on the Internet. Divide the class into
two groups. Each group is tasked to reenact the
scene, complete with the speech of Queen
Elizabeth delivered to the troops. Improvise
costumes, set designs, and props to capture the
essence of the scene or event.
Second Inaugural Address:
Abraham Lincoln
Page | 17
Before-Reading Questions:
1 What is an "inaugural address"?
2. Who is Abraham Lincoln? What is he famous
for?
3. What is the American Civil War? Why is it
important?
4. Why did the North and the South have
opposing views? Why did the South believe that
slavery was an economic necessity?
At this second appearing to take the oath
of the presidential office, there is less occasion for
an extended address than there was at the first.
Then a statement, somewhat in detail, of a course
to be pursued, seemed fitting and proper. Now, at
the expiration of four years, during which public
declarations have been constantly called forth on
every point and phase of the great contest which
still absorbs the attention, and engrosses the
energies of the nation, little that is new could be
presented. The progress of our arms, upon which
all else chiefly depends, is as well known to the
public as to myself; and it is, I trust, reasonably
satisfactory and encouraging to all. With high
hope for the future, no prediction in regard to it is
ventured.
On the occasion corresponding to this four
years ago, all thoughts were anxiously directed to
an impending civil war. All dreaded it--all sought
to avert it. While the inaugural [sic] address was
being delivered from this place, devoted
altogether to saving the Union without war,
insurgent agents were in the city seeking to
destroy it without war--seeking to dissole [sic] the
Union, and divide effects, by negotiation. Both
parties deprecated war; but one of them would
make war rather than let the nation survive; and
the other would accept war rather than let it
perish. And the war came.
According to The London Spectator, "We cannot
read it without a renewed conviction that it is the
noblest political document known to history, and
should have for the nation and the statesmen he
left behind him something of a Sacred and almost
prophetic character" (quoted in Collins, 1998).
This speech was given on March 4, 1865, and the
text of the speech was taken from Bartleby.com
(1995-2015).
One eighth of the whole population were
colored slaves, not distributed generally over the
Union, but localized in the Southern part of it.
These slaves constituted a peculiar and powerful
interest knew that this interest was, somehow, the
cause of the war. To strengthen, perpetuate, and
extend this interest was the object which the
insurgents would rend the Union, even by war;
while the government claimed no right to do more
than to restrict the territorial enlargement of it.
Neither party expected for the war the magnitude,
or the duration, which it has already attained.
Neither anticipated that the cause of the conflict
might cease with, or even before, the conflict itself
should cease. Each looked for an easier triumph,
and a result less fundamental and astounding.
Both rear the same Bible, and pray to the same
God; and each invokes His aid against the other. It
may seem strange that any men should dare to ask
a just God's assistance in wringing their bread
from the sweat of other men's faces; but let us
judge not that we be not judged. The prayers of
both could not be answered; that of neither has
been answered fully. The Almighty has his own
purposes. "Woe unto the world because of
offences! for it must needs be that offences come;
but woe to that man by whom the offence
cometh!" If we shall suppose that American
Slavery is one of those offences which, in the
providence of God, must needs come, but which,
having continued through His appointed time, He
now wills to remove, and that He gives to both
North and South, this terrible war, as the woe due
to those by whom the offence came, shall we
discern therein any departure from those divine
attributes which the believers in a Living God
always ascribe to Him? Fondly do we hope--
fervently do we pray--that this mighty scourge of
war may speedily pass away. Yet, if God wills
that it continue, until all the wealth piled by the
bond-man's two hundred and fifty years of
unrequited toil shall be sunk, and until every drop
of blood drawn with the lash, shall be paid by
another drawn with the sword, as was said three
thousand years ago, so still it must be said "the
judgments of the Lord, are true and righteous
altogether".
While-Reading Questions:
Why did Lincoln refer to the Bible? Why did he
refer to God?
With malice toward none; with charity for
all; with firmness in the right, as God gives us to
see the right, let us strive on to finish the work we
are in; to bind up the nation's wounds; to care for
Page | 18
him who shall have borne the battle, and for his 9. Be conscious of your hand gestures, Strive for a
widow, and his orphan-to do all which may happy balance of meaningful hand gestures and
achieve and cherish a just and lasting peace, poise.
among ourselves, and with all nations. 10. Be conscious of your body language. Avoid
After-Reading Questions: crossing your arms too much or inching toward
1. How did you like this speech? the back of the room. Try to be more open with
2. Did you have a hard time reading it? Why? your gestures.
3. What is Lincoln's point when he says both sides 11. Be conscious of your eye contact. Try to make
"read the same Bible"? eye contact with at least three people you feel
4. Is the speech persuasive? In what way? comfortable with in different parts of the room.
5. Why does Lincoln continue with the Civil War, • The audience and their field of experience
despite the many deaths that it has yielded? • The kind of language to use according to your
6. The final paragraph is addressed to everyone in audience
the North and the South. What effect does this • The message and the feedback coming from the
have? What message does this convey? audience
7. Do you think Lincoln is primarily using logos, 12. Be conscious of your voice. Ensure that it is
pathos, or ethos? Is it a combination? Explain and loud enough the whole room.
support your answer with text from the speech. 13. Be conscious of your posture. Do not slouch
8. Why do you think it is considered one of the or look at the floor.
best speeches of all time? 14. Be conscious of your hand gestures. Strive for
9. How was Lincoln able to balance inclusivity a happy balance of meaningful hand gestures and
and yet defend his stance at the same time? poise.
10. What can we learn from this speech? 15. Be conscious of your body language. Avoid
Final Learning Task: Is the Filipino Still Worth crossing your arms too much or inching toward
Dying for? the back of the room. Try to be more open with
1. Earlier, in Learning Task 2, you started your gestures.
preparing for a speech entitled "Is the Filipino 16. Be conscious of your eye contact. Try to make
Still Worth Dying for?" eye contact with at least three people you feel
2. Write your speech answering the question, "Is comfortable with in different parts of the room
the Filipino Still Worth Dying for?" Review and Rubrics and Feedback on the Public Speaking
complete your speech. Ensure you have a copy for Activity
reference and annotation, as may be needed.
3. Make sure that all the preparations made in this Your speech will be evaluated using the following
lesson are incorporated in the speech, such as an rubric. Perfect score is 100%. passing score is
introduction, evidence, and conclusion; the use of 75%. Your teacher will also write comments
logos, pathos, and ethos; the use of wisely chosen about your speech.
words; and adequate evidence to prove your point Criteria Excellent Average Below
Average
4. When read aloud, the speech should last from 6 Matter The The speech The speech is
to 8 minutes. includes speech is is not logical,
5. For each paragraph, place the key words or logic, logical and reasonable. not credible,
phrases in one index card that should help you credible the Not all of the and not
remember what you wrote. sources, explanatio evidence reasonable.
and ns are provided can There are
6. Remember the lessons from Chapter 1 and evidence. coherent be few
adjust your speech according to the following: and considered arguments
• The audience and their field of experience 40% of reasonable credible, forwarded,
• The kind of language to use according to your Overall . some come most of them
audience. Grade All of the from are assertions
evidence obviously without any
• The message and the feedback coming from the Score: comes biased evidence.
audience ____ from sources. Explanations
7. Be conscious of your voice. Ensure that it is credible are vague
loud enough to reach the whole room. sources, Score and hard to
8. Be conscious of your posture. Do not slouch or such as Range: 35 to follow. There
newspaper 30 are no
look at the floor. s and credible
Page | 19
 academic sources. statement of speech. from
journals. the speaker. beginning to
Score Score Range: Score end.
Range: 36 29 to 25 Score Range: 13 to
to 40 Range:17 to 16 Score
Manner The The speech The speech is 29 Range:
includes speech is is effective rendered _____
persuasive extremely and makes ineffective TOTAL Teacher’s Teacher’s Teacher’s
ability, persuasive the audience because of SCORE: Comment Comment Comment
posture eye because of consider the the weak
contact, emotional points made. words and
s to s to s to
hand appeal and There is manner of _______ Improve Improve Improve
gestures, the some general the speaker. _ Matter: Manner: Method:
and speaker awkwardnes The
effectivene seems very s, but these speaker’s
ss in the credible. do not affect posture,
use of The the overall voice, or
one’s speaker persuasivene points do not
voice. also uses ss of the inspire
effective speech. confidence.
40% of gestures, Voice There may be
Overall eye, quality and no little eye
Grade contact, eye contact contact, and
and the may be the voice can
Score:____ speaker’s strong at be too soft
voice times, but sometimes
carries the this is not almost This is usually matched with pointing and/or
message in consistent indecipherabl
an throughout. e. punches thrown in the air, to punctuate their
effective speeches and make a strong impression on the
manner. crowd.
Score Hand Gestures. Whatever kind of speaker
Range 36 Score Score Range: one best to be more purposeful when it comes to
to 40 Range: 35 to 29 to 25 choosing gestures can create as much of an impact
30 as the as much of an impact as the content of the
speed itself. They must always look smooth and
natural artificial. Hand gestures can be useful
signpost in making a point, such as the usual hand
Criteria Excellent Average Below
Average gestures of enumeration. They can signal
Method The speech The speech The speech inclusiveness. Such as when both hands are
includes is organized is organized is stretched towards towards the audience palm up,
the clearly, and and there is disorganized division, such as when there are sweeping gestures
organizatio transitional some good and hard to to indicate difference Although they are intuitive
n of the markers (the use of follow.
speech and use of words transitional Assumption in nature, they are extremely useful when used
the clarity such of as, markers. s are effectively, and note that these gestures are also
of the “however, The supported culturally informed Some hand gestures are
arguments. nevertheless arguments by considered rude, and it is important to be able to
, and but, may problematic, match the appropriate hand gestures to one's
20% of among contradict at false, or
Overall others) are times, but downright
audience.
Grade used these are not wrong Recording the Speech for Feedback.
effectively enough to evidence. One of the best practices in public speaking is to
SCORE:__ in the ruin or Explanation videotape speakers, and then have these speakers
_ speech. All really s are hard to watch themselves. It might surprise them that they
arguments negatively understand.
are clearly affect the Very few
use hand gestures of mannerisms that distract
connected speech, but transitional from or lessen the impact of their speeches. Some
and they all overall, makers. hand gestures are so exaggerated they look like
fall under there is a Speech is policemen directing traffic, and some people
the general general hard to pepper their speeches with too much nervous
thesis unity in the understand
Page | 20
laughter, or fillers like "Umms" and "Uhhhs" in
their speech. This process is usually done inside
speech laboratories, where students can access
videos of themselves, and allow them to study
their speeches. They can watch for the flaws of
their performances, instead of being too dependent
on the teacher or their peers when it comes to
constructive criticism.
Peer Evaluation. Unfortunately, not all
schools have the means to record their students'
speeches. Should this be the case, it is important
to have discerning teachers, coaches, or peers to
provide feedback when it comes to the affectivity
of one's speech. It is not enough to be given a
grade for the speech, or just be accorded high
praise. Feedback from people is important, and
this will be a great tool in improving one's speech
and one's speaking style in general. Observations
can range from the speaker's posture, one's facial
expressions, and one's general appearance. This
can also be done alone with the speaker rehearsing
their speech in front of a mirror.
Appearance. When it comes to appearance, it is
important to loos credible and worthy of respect.
In the real world, this depends a lot on one
audience, as the way one's dresses should match
the kind of audience one wants to impress.
Whether one's audience are corporate clients or
native directors, this should have an influence on
the appearance one presents.
Clothing. Traditional audiences often call for
more formal clothing. For men, this would mean
donning a suit and tie at the most formal level, or
at the very least, the use of long-sleeved button-
down shirts, slacks and leather shoes. In the
Philippines, the use of a barong and slacks is
acceptable. For the women, a pantsuit or a formal
coat and skirt ensemble should suffice. In less
formal instances, a dress or blouse and skirt (or
slacks outfit should do as well.
Good Grooming. In addition, good grooming is a
must, and that extends to one's hair to one's nails.
As long as one looks neat and clean, that should
be enough to satisfy most audience's requirements.
Some audiences, however, may require women to
wear more (or less) makeup, don a hijab, or wear
high heels - in these instances, it is always best to
know the cultural expectations of the audience and
the venue.
Visual Aids. Since we live in a world that is more
dependent on information technology, it has
become de rigueur for audiences to expect
speeches to be accompanied with visual aids, such
as PowerPoint presentations, video or audio clips,
and infographics. Any of these are acceptable, and
in most cases, commendable, as long as they are
relevant to the topic at hand.
PowerPoint Presentations. When it comes to the
use of PowerPoint, one should ensure that the font
size of the text is not too small. An acceptable size
font would be type 24 or larger, and the text
should be in dark colors for easier reading. The
best PowerPoint presentations are not text-heavy;
instead, they are visually oriented, which is why
the use of photographs, illustrations, charts, and
the like would better serve one’s use of the
medium. Video clips may or may not be
embedded in the presentation, as well as audio
clips and animation.
The university pg Leicester gives a few
guidelines about the use of PowerPoint, as well.
When it comes to color, it is best to be consistent
and have the same color and background schemes
for each slide. It also mentions the “six by six
rule,” whereby, “slides should have no more than
six bullet points and each bullet point should be
no more than six words long”. Although it is good
animation, it would be best not to overuse this
feature. Once the PowerPoint presentation is
finished, one can view it several ways; one can
view it in the “Notes” tab to see the comments and
notes for the speaker, aside from the actual slide
presentation; and another is the "Slide Sorter"
view to see the visual impact of the presentation.
A good rule of thumb is one slide for every two
minutes. One should rehearse the speech while
using the presentation, and check the
infrastructure (such as the room, laptop, and
projector before the speech (2017).
Handouts. It would be best to have handouts
ready for on audience, so that members of the
audience will not have to scramble when taking
notes during the presentation. These should be
written succinctly, and should have appropriate
citations.
Feedback. Although the speech is a performance,
it is also o where its audience can participate,
often by the speaker asking rhetoric or directing
actual questions to the audience. It is always good
to read the verbal and non-verbal cues from the
audience, such as whether they agree with what
one is saying or whether they are resisting to
certain ideas, mirrored by their use of body
language. The speaker is seen as more responsive
and sympathetic to the audience when they
Page | 21
modify their speeches to match the audience's
visual cues.
Conclusion. In the end, public speaking is a
dynamic performance that is meant to disseminate
information, create greater awareness, and evoke
emotions in the audience. It is utilized by teachers,
lawyers, politicians, and the like. It has been used
effectively to promote human rights on the street
and to create policies in government. Although it
is a performance, the most important speeches in
the world have had material effects, such as the
speeches of Abraham Lincoln, Susan B. Anthony,
and Martin Luther King, Jr., and these still affect
the world today, long after their speakers have
already been long gone.
After-Reading Questions:
1. Why is public speaking a performance?
2. Is a good public speaker born, not made? Or is
it a mixture of both? Explain your answer.
3. As an audience member, what affects you the
most when it comes to the effectivity of a speech?
What qualities of the speaker give the greatest
impression to you?
4. Do you want to be a good public speaker? Why
or why not?
5. What public speaking practices do you think
should be practiced more in your school or in
your class? Why?
6. Why is it important to match one's appearance
to one's audience?
7. When are visual aids effective when people
give speeches and reports?
8. When are visual aids not effective when people
give speeches and reports
9. What is your speaking style? Can you think of
any famous person who has the same speaking
style?
10. Do you think you can still further improve your
speaking style? How?
Learning Task 1: Just a Minute (JAM)
1. This activity will help you think on your feet
and practice impromptu speaking. It can be done
in large groups, such as whole classes or smaller
groups, such as groups of seven to 15 people
2. Your teacher is responsible for being
constructive in his or her criticism, and to
highlight strengths, as well as weaknesses. You
will be told beforehand that you will be critiqued
at the end of the activity, and to take these as
constructive criticism, rather than a way to bring
you down or to lower your self-esteem.
3. The group will be asked to stand up and form a
circle, with everyone facing each other.
4. Every person in the group is given one minute
to think of a short speech on an impromptu topic,
and is given one minute to present it to the group.
5. The first speaker will be given a topic from the
person closest to him, let’s say the person on his
left. After one minute thinking, before the first
speaker gives his speech, he will give the person
on his right the topic he wants that person to
about. Therefore, while the speaker is speaking in
the space one minute, the next speaker is already
given one minute think about his speech.
6. Your teacher will note each person's speaking
style and the content of his or her speech. A good
rule of thumb for giving feedback is to spend 5 to
10 minutes per student. After the activity, your
teacher can give feedback in two ways:
 Point out the best and worst practices in the
impromptu, speeches. It is important to be
specific, such as discussing the effective hand
gestures of one student, and to be specific in
one's observations.
 Point out each flaw and strength in each
speaker. This will be more intensive and will
take more time than the former option.
Although this can be excruciating for most
people, this will also be more effective,
because it is tailored to fit each individual
speaker, and gives pertinent feedback to
everyone involved.
Learning Task 2: Reflections on Speaking Style
Given the speaking activities that you have
already gone through, such as the speech given in
the last lesson, and the JAM session earlier, you
should already have some grasp of your speaking
style. Here are some questions that you can
answer in small groups. After some time, your
teacher will ask you to present your answers to the
class.
1. How would you describe your speaking style?
Can you think of any famous person who has the
same speaking style? What can you learn from
that person?
2. How can you improve your speaking style? 3.
What kind of speaker would you like to become,
and why?
Sample Reports
News reports are still the best samples
when it comes to delivering the best reports. We
will be taking up two news reports, one historical
and another one more recent. We will be taking up
news reports that are available on the Internet, and
Page | 22
which you can read or view and die class. It is also
good to discuss more recent news reports that
have an impact on readers and viewers and to
analyze them with the class as well.
1. "The Marcos Million" (Jim Laurie [20/20, ABC
News])
Short Background Before Watching:
Jim Laurie published this newscast on
YouTube on August 3, 2016. It features Hugh
Downs and Barbara Walters on '20/20' reporting
on the Marcos wealth, shortly after Pres.
Ferdinand Marcos and his family were forced to
leave the Philippines on February 26, 1986. Pres.
Marcos died in Hawaii on September 28, 1989.
This report focuses on the extravagance of Imelda
Marcos, now aged 88 and in retirement in the
Philippines.
Before-Watching Questions:
1. What do you expect to see on this report?
2. Do you think this report is still relevant today?
Why or why not?
Watch the News Report at this address:
https://www.youtube.com/watch?v=y3259VEAOls
(retrieved April 11, 2017).
After-Watching Questions:
1. Do you think this report is still relevant today?
Why or why not?
2. What is your immediate reaction after watching
the report?
3. What footage made the most impact for you?
Explain why.
4. How did the visual aids help the viewer in
understanding the report?
5. Why were the interviews included? How do
they help the report?
6. Do you think the report is reliable? Why or why
not?
7. What facts did the report use as evidence? 8.
Did Barbara Walters seem to be a reliable
reporter? What is her reputation as a journalist?
9. Did Jim Laurie, the person narrating the report,
seem reliable as well? Why or why not?
10. What can you learn from this report, when it
comes to how to deliver a good report?
2. “Duterte's Drug War: Manila's Brutal Night
Shift" (Raffy Lerma [BBC])
Before-Watching Questions:
1. What do you think of Duterte's war on drugs?
2. What do you think about extrajudicial killings?
3. Do you think there are other ways to solve the
drug problem? If yes, what are they?
Watch the News Report at this address:
http://www.bbc.com/news/magazine-38181753
(retrieved April 11, 2017
After-Watching Questions:
1. What effect did the footage have on you?
2. What effect did the interviews have on you?
Why?
3. Do you think it was a fair report? Why or why
not?
4. Why does Raffy Lerma disagree about the
killings? Do you agree with him?
5. Why does Lerma think that his photographs
can help stop the drug war?
6. Did the report seem reliable? Why or why not?
7. Was the report based on facts
8. Do you think drug users should be given a
second chance? Why or why not?
9. What is the conclusion of the report?
10. Do you agree with it?
Learning Task 3: Preparing for the
Informative Report
1. For this lesson, you will give an informative
report in front of the class.
2. The topic should be something you are
interested in. It is best if your teacher asks you to
come up with three topics, and pick the most
appropriate or interesting topic for you to report
on.
3. When researching for one's report, it is not
enough to report on what one already knows. It is
important to find out what other people have
written about the topic, and that is probably one of
the chief distinctions between an academic report
and a non-academic report. For academic reports,
one must know the literature surrounding one's
subject, so when one reports, the details come
from a broad spectrum of knowledge instead of
just speaking from one subjective experience or
regurgitating what may be found in one's echo
chamber (as found in one's Facebook newsfeed).
Chapter 2: Public Speaking and Reports in the
information ay
4. According to the University of Adelaide,
"Choosing good sources means paying attention to
who wrote the information, why and how they
wrote it," and they provide a checklist to help
students gauge whether their print sources are
credible or not. It might be helpful to pay a visit to
their website to get a more thorough appreciation
of what one should watch out for. When it comes
to choosing between print sources and Internet
sources, it is good to remember what the Purdue
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Online Writing Laboratory has to say about this.
Visit their website to know the details.
Final Learning Task: Putting It All Together in
a Speech
1. Make sure that all the preparations made in this
lesson are incorporated in the report, such as using
good visual aids, preparing and delivering a report
with a PowerPoint presentation effectively, and
paying attention to one's audience.
2. When read aloud, the report should last from
five to ten minutes.
3. For each paragraph, place the keywords or
phrases in one index card that should help you
remember what you wrote.
4. Be conscious of your voice. Ensure that it is
loud enough to reach the whole room.
5. Be conscious of your posture. Do not slouch or
look at the floor.
6. Be conscious of your hand gestures. Strive for a
happy balance of meaningful hand gestures and
poise.
7. Be conscious of your body language. Avoid
crossing your arms too much or inching toward
the back of the room. Try to be more open with
your gestures.
8. Be conscious of your eye contact. Try to make
eye contact with at least three people you feel
comfortable with in different parts of the room.
9. Your report will be graded using the rubric in
Lesson 1 of Chapter
Lesson 3: TED Talks and Critical/Creative
Thinking In Today's Society
In the last lesson, we took up more
television newscasts and reports in the classroom .
For this lesson, we will see how reports can be
done in today's modern world over the world
share their knowledge on various media platforms,
whether they are amateurs from YouTube or
experts on TED Talks. People from the past might
have thought that animation and graphics would
have dominated the information revolution, but it
turns out that human beings like watching other
humans talk─ and that publics of the more
important ways to spread ideas in 21st century.
Instead of being extinct in the information age,
public speaking has become even more important.
Filipinos, like Mikey Bustos, have huge
followings on their YouTube videos, while
Filipino experts have shared shared their
knowledge in TEDx Talks in universities in the
Philippines.
Lesson Objectives:
By the end of this lesson, you should be able to:
1. know the features of a good TED talk:
2. to perform a good TED talk using visual
aids; and
3. give a talk in front of a corporate or
academic audience, in a business or an
academic conference.
TED Talks: Walking the Talk
Before-Reading Questions:
1. Have you ever watched TED Talks? Why or
why not?
2. What makes TED Talks interesting
3. Would you ever want to give a TED talk?
Again, why or why not?
Sometimes, people with good public
speaking skills and mediocre ideas get more
attention than people with great ideas but average
public speaking skills. That's actually a problem
the world needs people with great skills to match,
because we need in Clark, D.) When people have
good ideas, the should be able to share it with
others. There are times when funding a good idea
relies solely on one’s public speaking skills, or
times when groundbreaking ideas need to be
shared to create a social revolution.
It is important to know that content is king.
Whatever one chooses to talk about, it should
come from a place of passion. One's enthusiasm
for the topic should shine, and it should be
something worth sharing to me world. All the
research in the world will not matter if one does
not feel strongly about the topic. After all, the
slogan of TED Talks is, "Ideas Worth Sharing,"
and not, "A Few O.K. Ideas."
When people speak in front of an
audience, they are already on a place of
vulnerability, which is why some people freeze up
or are afraid of showing their emotions. The
opposite should take place—speakers should use
their emotions to connect to the audience—it
makes them more relatable and more accessible.
Personal anecdotes are great ways to connect to an
audience.
Lastly, it is important to speak slowly so
the audience can understand the concepts one
talks about. The temptation is to speak as fast as
you can in order to get the experience over and
done with, but that would simply give a bad
impression.
There really isn't much more to say. The
best way to know how to give a TED talk is to
watch several, and to study what makes them
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effevctive. And the best way to present a TED talk
is to practice and prepare, as much as possible.
The titles that follow are TED talks in
different topics. You are to analyze each TED
talk. Links are already provided for your access.
1. "What Reality Are You Creating for
Yourself?" (Isaac Lidsky)
Before-Watching Questions:
1. What are the five senses? Which one do you
consider important? Why?
2. Do you think that reality is something that we
are in or is reality something that we create? What
is the difference between the two?
Watch this TED talk at this address:
http://www.ted.com/talks/isaac lidsky what
reality_are_you_creating_ for_yourself #t-692833
(retrieved April 11, 2017).
After-Watching Questions:
1. What did you think of TED Talks?
2. How can people affect their reality?
3. What was the most surprising thing for you in
the talk?
4. What made it so effective?
5. How does it personally affect you?
6. What hand gestures did you consider to be
effective? Why?
7. What was his only visual aid? Why did he use
it? 8. How did he prove that he was able to change
his reality?
9. What can you learn about public speaking from
listening to the talk?
10. What can you learn about life?
2. “All it Takes Is 10 Mindful Minutes" (Andy
Puddicombe)
Before-Watching Questions:
1. When was the last time you did absolutely
nothing for ten minutes?
2. What does being "mindful" mean to you?
Watch this TED talk at this address:
https://www.ted.com/talks/andy_puddicombe_all_
it_takes_is_10 mindful_minutes#t-545342
(retrieved April 11, 2017).
After-Watching Questions:
1. What did you feel after watching the talk?
2. What would be the benefit or benefits of
meditation?
3. Why was his talk effective?
4. What do you think of his use of visual aids?
5. What is the main point of his talk?
6. Could you relate to his talk? Why or why not?
7. Do you think the talk is relevant to society?
Why or why not?
8. Have you ever tried meditating before? What
do you think of it?
9. What are the benefits of being a more reflective
person? Do you think it will help society as a
whole if people were more reflective? Why?
10. What problems do we encounter if we are not
reflective, and are connected to social media, all
the time?
3. “Confessions of a Bad Feminist" (Roxane
Gay)
Before-Watching Questions:
1. What is a feminist?
2. Is it a good or a bad thing to be? Explain your
answer.
Watch this TED talk at this address:
https://www.ted.com/talks/roxane gay
confessions_of_d_bad feminist#1-237630
(retrieved April 11, 2017).
After-Watching Questions:
1. Why does she consider herself a "bad
feminist"? Do you agree?
2. Are you a feminist? Why or why not?
3. Can only women be feminists? Why or why
not? 4. Why do people look down on feminists?
Do they have a valid point?
5. Why is it important to add race and social status
to the equation?
6. What is your reaction to "the incident"? Do you
think this is a common female experience?
7. What made the speech effective
8. Why does she share little anecdotes about
herself? Does it help her cause?
9. Can you relate to the speech? Why or why not?
10. Is this speech something we Filipinos can
learn from as well? Why or why not?
4. "Life, Learning and Filipino Martial Arts"
(Felipe Jocano Jr.)
Before-Watching Questions:
1. What is martial arts? Why is it interesting?
2. Did you know there was a Filipino martial arts?
What is it?
Watch this TEDxTalk at this address:
https://www.youtube.com/watch?v=YWzT_dleglw
(retrieved April 11, 2017).
After-Watching Questions:
1. What do you think of Arnis?
2. What do you think of the myths connected to
the martial art?
3. What do you think of the history connected to
the martial art?
4. What values struck you the most? Why?
5. Why isn't Arnis more well-known in the
Philippines?
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6. Why does the speaker talk about the the rubrics. Then, your teacher will summarize the
"smallness" and the "falls" of Philippine culture? written assessment separately. 3. You will also be
What did he want the audience to understand? given a way to process your talk on your own,
7. Which visual aids did you find effective? such as writing a reflection paper on the
Explain. experience and how they think you can improve.
8. What did you think of his physical Part 2: Corrective TED Talk
demonstration? After giving the first public talk and
9. What made the speech effective? hearing the feedback, you will then give another
10. Why did the speaker end his speech the way talk, about a different topic of your choice. Again,
that he did? this should be videotaped and all the materials
5. "What Makes a Good Life?" (Robert noted before should be present as well. You will
Waldinger) all have copies of the rubrics and be mindful of
Before-Watching Questions: them. Hopefully, your second public talk should
1. How would you answer the title question? be a better one, compared to your first public
2. What are your goals in life? lecture.
Watch this TED talk at this address:
https://www.ted.com/talks/robert_waldinger what
makes_a_good_life_lessons_from_the_longest_st
udy on happiness (retrieved April 12, 2017).
After-Watching Questions:
1. Did you have any correct predictions about
what makes a good life? Why or why not?
2. Were you surprised by the findings Why or why
not?
3. What did you think of the visual aids & Which
ones were the most effective
4. What struck you the most about the findings?
Why?
5. Why is it hard to maintain relationships? Why
should we maintain them, anyway?
6. How can good relationships protect us? Have
you ever experienced this before, as well
7. Which relationship is the most satisfying one
for you, now? Why?
8. Which ones do you wish were better? What can
you do to make them better?
9. Did you like the talk? Why or why not?
10. What can we learn from the speaker?

Final Learning Task

Part 1: First TED Talk
1. You will give a public talk, similar to TED
Talks, in your classroom. There should be
cameras ready, a podium, a laptop and a projector.
You will be given 10 minutes to talk about a topic
that should inform and/or enlighten the audience.
Remember to cater your speech toward your
audience in this case, your classmates), therefore,
talk about ideas worth sharing, and at the same
time, use language that they can relate to and
understand. Your teacher and the class will critic
you using the rubric. They can discuss how your
talk can be improved, looking at the videos and

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