COMMUNICATION FOR VARIOUS PURPOSES

Communication takes place in all settings we could ever imagine or in

whatever situation we are into. It appears on different forms and being used
with different purposes. People communicate because of certain purpose. This
module deals with several aspects of an effective communication. It includes
topics intended for communication for various purposes. It starts with the
identification of reasons why we communicate. The purpose, audience,
message structure, and channel are to be considered in order to achieve an
effective communication. It also presents an important aspect of
communication which is the purpose. The purposes of communication are to
obtain/provide/disseminate information, and to persuade/argue. Moreover, this
part introduces communication in the workplace. It emphasizes communication
that takes place either inside or outside the workplace. It also identifies the
common communication materials in a workplace such as minutes of the
meeting, memorandum, letters, and reports. Furthermore, this part prepares
the students to become effective communicators through the activities
prepared at the end of the chapter.

Said is not heard;

Learning Content Heard is not understood;
Understood is not agreed;
Agreed is not implemented.
-A Dutch Saying

The saying shown above gives us an idea on what effective

communication is. But what is it really about? What are the primary reasons
why we communicate?

Generally speaking, people communicate to inform, persuade or argue.

Having an aim is what defines communicating with a purpose. While this might
sound simple enough in theory, it is the application that becomes rather
complex since there are many considerations that can come into play. West
(2015) identifies these as follows:

1. Purpose: Many people find it difficult to communicate well because the first
thing they think about is what they are supposed to say. A better strategy
however is to determine your purpose: why do you want or need to
communicate?

2. Audience: After identifying your purpose, what you need to identify next is
your audience or who is going to receive your message. It is vital that your
message is specifically tailored to your audience so as to ensure effective
communication.

3. Message structure: How are you going to convey your message? There are
two ways you can use: the direct and indirect approach. The direct approach is
 deductive. This means that you state your main idea first then follow it up with
supporting statements. You can use this approach if you are emphasizing a
result rather than the steps you took to arrive to that idea. The indirect
approach on the other hand is inductive. This means that you start your
message with a background and lead your audience to the main idea. This is
the traditional approach and you can use this if you want to establish a common
ground with your audience first.

4. Channel: After creating the message, you now have to choose an

appropriate channel to send it through. Will it be a written communication or a
verbal one? If it is verbal, will it be done face-to-face or through the telephone?
Remember, the channel you choose has a large impact on the effectiveness of
your message that is why it is important to consider its appropriateness.

Now that you know the things you have to consider in communicating
effectively, you now have to master the identification of the most important
aspect of communication: the purpose.

Communication Purpose 1: Obtain/Provide/Disseminate Information

Most definitions of ‘communication’ probably mention the exchange and

sharing of information between two parties. The etymology of the word itself,
‘communis’(common) belies what it is primarily about so basically, the main aim
of communication is the passing and receiving of information from one party to
another.

One mark of literacy is the ability to seek out and understand

information from various channels of communication. These channels may be
formal or informal. Furthermore, the 21 st Century has ushered in so many
information sources that getting information can be as easy with a few taps or
clicks in a gadget. Given below are some of the channels by which you can
obtain information (The Health Foundation, 2017):

 Letters/E-mail  Group meetings, workshops and

conferences
 Leaflets, brochures and flyers
 Webinars
 Merchandise or display materials  Mobile technology (e.g. SMS and
(posters, charts, infographics, etc.) mobile applications)
 Blogs  Websites
 Newspapers  Film/Animation
 Media coverage (professional and
consumer media)
 Social media

Considering the richness of your information source is also important.

You have to know which channel of communication can provide you with the
best and the most information. Traditionally, channels that are done through
physical presence such as meetings can give the most reliable and richest
information source. This is followed by personal interactive such as
communication done through the telephone or through the internet such as
webinars. The leanest information sources on the other hand come from
impersonal interactive channels such as e-mails and social media as well as
impersonal static channels like letters, reports, news updates and newsletters.

Communication Purpose 2: Persuade/Argue

Influencing others is another purpose of communicating. A resource

from the University of Minnesota (2018), when we communicate to persuade or
argue, we aim to influence the beliefs, values, attitudes and behaviors of those
who we are communicating to. This is achieved mainly through the presence of
three components: the claim, the evidence and the warrant.

The claim is the statement that you want to be accepted by your

audience. It is the thesis statement that overarches everything else you will
say. It is in turn supported by evidence which is also called grounds. The
evidence is vital in ensuring that you will persuade your audience to believe
your claim. And finally, you have the warrant which is the underlying
justification connecting the claim to the evidence. For a clearer understanding
of these three components, look at the example:

Claim: Night curfews should be applied for minors in the

community.

Evidence: Police reports have shown that many crimes are

committed at night and a lot of them involve the youth.
Gang wars are common as well as petty robberies.

Warrant: Ensuring that minors should be home at a specific time

at night will prevent them from getting in trouble in the
streets.

While persuasion and argument is done in both informal and formal set-
ups in your everyday life, the most common channel by which this is done is
through public speaking. Now when you engage in public speaking to
persuade, the first thing that you have to clearly define is your proposition.

The proposition is the overall direction of your content and it can be

classified into three as follows:

1. Proposition of fact: This focuses on a belief whether something is or is not.

Ex. Most juvenile-committed crimes take place when idle youth get together at
nights in the streets, police reports indicated.

2. Proposition of value: This focuses on persuading others that something is

good or bad or right or wrong.
Ex. It is wrong for parents to allow their children to go out at night
unsupervised.

3. Proposition of policy: This focuses on advocating whether something

should or should not be done.
Ex. Implementing night curfew ordinances can help alleviate juvenile crimes.

After setting your proposition, you now move on to organizing your

speech. You may use the following as your discussion templates:

a. Problem-solution
b. Problem-failed solution-proposed solution
c. Cause-effect
d. Cause-effect-solution
When you are brainstorming for your content, it is helpful if you
remember these three points: (1) if your audience already agrees with your
proposition, work on intensifying their agreement and trying to move them into
action; (2) if audience is neutral, give them a background of the issue so that
they will see the relevance of your argument; and (3) if your audience
disagrees with your proposition, emphasize on establishing your credibility,
point out some common grounds to establish rapport with them and add
counterarguments to refute their opposing belief.

Communication in the Workplace

Any workplace would not ‘work’ at all

“Communication skills are
ranked first among a job
candidate’s ‘must have’ skills
and qualities, according to a
2010 survey conducted by the
National Association of
Colleges and Employers.”
(Department of Labor)
without communication. After all the
transactions to keep everything running would
not be possible without communication between
the employees. Nonetheless one of the
challenges in the workplace still lies in the
communication level. This is because there are
many types of communication styles used
depending on your purpose. Basically, however,
organizational communication is the most used
and the style you should master in the
workplace.

Principles of Communication in the Workplace

For workplace communication, the following should be observed:

1. Efficiency and promptness

2. Truth and validity
3. Reliability and confidentiality
4. Conciseness and clarity
Types of Communication in the Workplace

A. Internal

This refers to the exchange of communication within the organization.

Again, there are various channels from which these are exchanged in such as
telephones, e-mails and hard copy of documents such as memorandums and
letters.

Internal communication is organized in the following manner:

1. Vertical (Communication between employees with different hierarchical

positions)
 Downward (From employees of higher positions going to
employees with lower positions)
 Upward (From employees of lower positions going to employees
with higher positions)
2. Horizontal (Communication between individuals having the same
hierarchical
positions)

B. External

This refers to the exchange of communication from the organization to

the outside world. It can be formal and informal.

Common Communication Materials in the Workplace

A. Minutes of a Meeting
Meeting minutes are the written documentation used in informing
employees (both attendees and non-attendees) on what was discussed during
a meeting. Usually, it includes (Heathfield, 2012):
1. Participants’ names
2. Agenda
3. Decisions made by the participants
4. Follow-up actions committed to by the participants
5. Any other discussions worthy of documentation

B. Memorandum
The memorandum is used for communicating policies, procedures and
other related official business within an organization. It is composed of the
following (University of Minnesota):
1. Header
2. Date
3. Subject line
4. Message (Declaration, Discussion and Summary)
C. Letters
These are brief messages that are usually sent outside the organization.
The business letter type is used in the workplace and it contains the following
elements:

1. Return address: This is usually indicated in the letterhead or the footer

and it
indicates where someone could send a reply.
2. Dateline: Placed on top of the page, five lines from the top of the page
or the
letterhead.
3. Inside Address: This indicates the name of the person you are
sending the
letter to. Include the title or position of the person as well as the name
of
his/her organization.
4. Salutation: This must always be formal. Do not use the word “Dear”,
instead,
address it Sir or Madam depending on your need.
5. Body: Written in text form, the paragraphs must be separated by a line
in
between.
6. Complementary Close: This should be formal and the most
appropriate is
“Respectfully yours”.
7. Signature line: Skip two lines after the complementary close and
indicate your
complete name.

Reports
The reports done in the workplace usually compose of evaluation or
assessment of an issue or a set of circumstances of operations relevant to the
organization. It is written in an abbreviated style which allows the reader to go
through it as quickly as possible.

Headings and subheadings are used to indicate the different sections and
if necessary, bullet points, tables and diagrams are also included. Meintjes
(n.d.) states that the main function of any report is to deliver information
quickly, clearly and efficiently.

On the other hand, a resource from the Online Writing and Learning Link
(2010) gives a more comprehensive list on the purposes of the report:
 Examine possible solutions to a problem, situation or issue
 Apply business and management theories to practical situations
  Demonstrate analytical reasoning and evaluation skills in formulating
possible solutions and outcomes
 Identify conclusions to a problem or issue
 Provide recommendations for future actions
 Demonstrate concise and clear communication skills

More or less, the report generally contains the following elements:

1. Title: In formulating your title, you can simply base on the essentials of
what your report is all about.
2. Summary/Abstract: This is a paragraph that sums up the main points
of your report. This part is not always obligatory however and it is
usually reserved for long reports.
3. Introduction: In this part, you can describe the details of your report
and state the rationale.
4. Procedure: Here, you must describe the method of information-
gathering you used.
5. Findings: This is the presentation of your data in a concise and logical
way. You can present opinions and statements from relevant people
or sources and include graphics if appropriate.
6. Conclusions: This part sums up your assessment of what you have
found out.
7. Recommendations: You may give suggestions or call to action for the
future based on your conclusions.
8. Bibliography: This should be listed in alphabetical order in a
referencing style recommended by your organization.

COMMUNICATION FOR WORK PURPOSESS

Introduction

Communication is vital and maintains a safe and efficient workplace

environment. How we interact with clients and staff will affect how well the
organization functions and how satisfying you find your job to be. Effective
communication in the work place is imperative in a leadership role. An age –old
aphorism goes,” It’s not what you say, but how you say it.” Good
communication skills is what separates a poor leader from exceptional one.
Having effective communication skills is the key to good leadership.

Communication is critical in
getting the job done, as well as
building a sense of trust and
increasing the productivity of
employees.
https://en.m. Wikipedia.org>wiki
 Workplace communication is the transmitting of information between
one person or group and another person or group in an organization. It can
include emails, text messages, voicemails, notes, etc.

Given below are some of the channels by which you can obtain
information (The Health Foundation, 2017):

 Group meetings, workshops and conferences

 Webinars
 Mobile technology (e.g. SMS and mobile applications)
 Websites
 Film/Animation
 Media coverage (professional and consumer media)
 Social media
 Letters/E-mail

Considering the richness of your information source is also important.

You have to know which channel of communication can provide you with the
best and the most information. Traditionally, channels that are done through
physical presence such as meetings can give the most reliable and richest
information source. This is followed by personal interactive such as
communication done through the telephone or through the internet such as
webinars.

The leanest information sources on the other hand come from

impersonal interactive channels such as e-mails and social media as well as
impersonal static channels like letters, reports, news updates and newsletters.

 Leaflets, brochures and flyers

 Merchandise or display materials (posters, charts, info graphics,
etc.)
 Blogs
 Advertisements
 Newspapers

Communication for Business Meeting

For workplace communication, the following should be observed:

1. Efficiency and promptness

2. Truth and validity
3. Reliability and confidentiality
4. Conciseness and clarity
 LESSON 2

Communication for Journalists: Writing A Lead

In journalism, the beginning sentences of a news story are everything.

Called leads or “ledes,” they must convey essential information, set the tone
and entice people to continue reading. If you’re interested in becoming an
expert journalist, understanding how to write a lead is a key skill for your
toolbox.

Tips for Writing Leads

The Five W’s and H

News writing strives to answer “The Five W’s and H:” that is, Who,
What, When, Where, Why and How. Good leads answer as many of these
questions as possible in a single sentence. When writing a lead, it helps to
think about which of these facts is the most vital for readers to know.

Keep It Short. A good lead provides all the information the reader requires in
just a few words. Ideally, a lead should be between 25 and 40 words.

Keep It Simple. Don’t clutter up the lead with unnecessary adjectives or

adverbs. Also make sure that your lead only discusses one idea to avoid
confusion.

Write in Active Voice. Avoid all forms of the verb “to be.” Common exceptions
including writing about fatalities (“two people were killed Thursday”) and when
discussing police activity (“two people were arrested”).  Passive voice is often
the result of incomplete reporting.

Structure Your Lead Properly. Put your most crucial information at the very
beginning of the sentence. Important secondary information can go in
subsequent sentences. Not following this practice is called “burying the lead.” If
you need attribution in your lead, make sure it goes toward the end of the
sentence because it is less important than the information itself.

Understand the Context. Keep in mind what your readers may already know
about your story based on previous media coverage. Write in a way that
speaks to these realities and adds relevant, useful information.

Be Honest. Never mislead the reader. If you promise a certain type of

information with your lead, you should be ready to deliver.
Once you understand these cardinal rules, you can begin to experiment with
style.

7 Types of Leads

Style implies a certain degree of voice and personal ownership over

how a story is written. Although there are many ways to write leads, here are
seven common approaches.

Straight Lead. Also called the “summary” lead, this is by far the most common
and traditional version; it should be used in most cases. It is a brief summary,
containing most of the Five W’s and H in one sentence.

“The European Parliament voted Tuesday to ratify the landmark Paris

climate accord, paving the way for the international plan to curb greenhouse
gas emissions to become binding as soon as the end of this week.”

Anecdotal (short narrative)Lead. The anecdotal lead uses a quick, relevant

story to draw in the reader. The anecdote must help enhance the article’s
broader point, and you must explain the connection to that point in the first few
sentences following the lead.

“At the dilapidated morgue in the northern Brazilian city of Natal, Director
Marcos Brandao walks over the blood-smeared floor to where the corpses are
kept. He points out the labels attached to the bright metal doors, counting out
loud. It has not been a particularly bad night, yet there are nine shooting victims
in cold storage.”

Scene-Setting Lead. The scene-setting lead describes the physical location

where a story takes place.

“On the second floor of an old Bavarian palace in Munich, Germany,

there’s a library with high ceilings, a distinctly bookish smell and one of the
world’s most extensive collections of Latin texts. About 20 researchers from all
over the world work in small offices around the room.”

First-Person Lead. This lead describes the journalist’s personal experience

with the topic. It should only be used when you have a valuable contribution
and perspective that help illuminate the story.

“For many of us, Sept. 11, 2001 is one of those touchstone dates — we
remember exactly where we were when we heard that the planes hit the World
Trade Center and the Pentagon. I was in Afghanistan.”

Observational Lead. When offering an authoritative observation about a story

and how it fits in with the larger picture, you should make sure you know the
broader context of your subject matter.
 “Tax records and literary criticism are strange bedfellows. But over the
weekend, the two combined and brought into the world a literary controversy —
call it the Ferrante Furor of 2016.”

Zinger (zing is as humming noise) Lead. The zinger lead is dramatic and
attention-grabbing. Although it has a strong tone, it requires a hard set of facts
to back it up.

“His last meal was worth $30,000 and it killed him.” (The story was about a
man who died while trying to smuggle cocaine-filled bags in his stomach.)

Question Lead. Question leads do just that: ask a question. Although they are
effective in sparking interest, use them sparingly because they generally do not
provide the main points of a story as concisely.

“What’s increasing faster than the price of gasoline? Apparently, the cost of
court lobbyists.”

Ultimately, understanding the types of leads and style options available

can help journalists tell stories as clearly and effectively as possible.

Communication for Teachers: Story Telling

In order for schools to improve the literacy learning of all students,

different pedagogical strategies need to be employed. Using storytelling in the
classroom is one way to address literacy development by improving oral
language, reading comprehension, and writing. Because of the interrelated
nature of the processes involved in reading and writing, storytelling is an
effective pedagogical strategy that can be woven into instruction to increase
students’ competencies in all areas.

Storytelling as a means of instruction has been around forever. Before

there was any form of written communication, there was verbal communication.
Stories of the ancestors were passed on from one generation to the next.
Through these stories, children learned such things as how their people came to
be, how they should live and interact with their community, how to pick up and
master certain life skills, and so much more.

Why Do We Tell Stories?

Whether in caves or in cities, storytelling remains the most innate and

important form of communication. All of us tell stories. The story of your day, the
story of your life, workplace gossip, the horrors on the news. Our brains are
hard-wired to think and express in terms of a beginning, middle and end. It's how
we understand the world.
 Storytelling is the oldest form of teaching. It bonded the early human
communities, giving children the answers to the biggest questions of creation,
life, and the afterlife. Stories define us, shape us, control us, and make us. Not
every human culture in the world is literate, but every single culture tells stories.

Can You Be a Storyteller and a Teacher?

You already are. Teachers are storytellers, and storytellers have been
teachers for millennia. In reality, teachers don't see themselves as storytellers.
Or rather, they see the occasional storyteller and think it's a theatrical,
exaggerated show more akin to acting. But hang on a minute -- being a teacher
definitely involves acting and theatrics.

Interactive Storytelling

It is important at this stage that I describe my particular style. I don't rely

on just "speaking" the story. I don't sit still in a chair. I talk slowly, with alternating
rhythm. I walk around. I use my hands a lot. And, most importantly, I invite
children from the audience to act out the story as I tell it. They dress up in funny
hats and other props, and they follow the instructions in the story and repeat the
dialogue I say. I stop and start the story a lot, asking the audience to contribute
sound effects, to answer questions, to make suggestions.

The Many Benefits to Storytelling

When you tell your first story, there is a magical moment. The children sit
enthralled, mouths open, eyes wide. If that isn't enough reason, then consider
that storytelling:

 Inspires purposeful talking, and not just about the story -- there are many
games you can play.
 Raises the enthusiasm for reading texts to find stories, reread them, etc.
 Initiates writing because children will quickly want to write stories and tell
them.
 Enhances the community in the room.
 Improves listening skills.
 Really engages the boys who love the acting.
 Is enjoyed by children from kindergarten to the end of elementary school.
 Gives a motivating reason for English-language learners to speak and write
English.

So How Do You Become a Storyteller?

1. Read as many different world folktales, fables, myths, and legends as you
can.
2. Watch professional storytellers and take notes about how they do it. Every
storyteller is different, and you can learn something from them all.
3. Build your confidence by reading your students picture books or chapter
books with an interesting voice. Stop to ask questions. Make the book
reading interactive. It will help you create a shared event with a story.
 4. Pick stories with small numbers of characters and repeating events, as
these are easiest to remember. Having said that, pick any story you like --
no,that you love! If it captivates you, it will captivate the younger ones, too.
5. Write the stories down in a notebook. Writing helps you remember a story,
and it models the same to the children.
6. When you start "telling" your story, it's OK to have the book nearby and to
take a look at it if you forget a part. Don't be too hard on yourself. You are
a student again.
7. Get yourself a "prop box" made of old bits of linen, and fill it with hats from
charity shops and random objects that children can use imaginatively. I got
a lot of my materials from recycling centers.

Why is storytelling important in education?

Aside from being a great way to grab the attention of your students
and engage them in the lesson, stories also:

 Give students a way to understand their world. Even fantasy stories, which
on the surface appear to have nothing to do with reality, are able to present
truths that apply to students’ lives.
 Better enable students to remember facts. Stories connect the emotional
with the logical. This utilization of multiple areas of the brain strengthens the
ability to recall the facts embedded within a story.

 Have the ability to calm and focus the minds of our students. And in this
state, a student’s mind is much more receptive to new information.

LESSON 5

Communication for Business and Trade

Definition and Relevance

A SWOT analysis or a SWOT matrix is a diagram that shows an

organization's or person's key strengths, weaknesses, opportunities, and
threats. Doing this type of analysis, any organization, corporation or company
can innovate or adapt new ways or strategies to put itself better in the
corporate world.

Strengths, Weakness, Oportunities, Threats

Benefits of SWOT analysis

1. SWOT analyses identify any company or organization’s capabilities and

resources. Moreover, they also provide a look on the organization’s
competitive environment.
2. Based on the result of SWOT analysis, the company can create a better
marketing strategy.
 3. A SWOT analysis can create a new venture or new opportunities for the
company especially the ones that are not yet explored.
3. This can be an aid for the managers and directors reduce threats by
understanding their company’s current weaknesses.
4. This can be used by the people in a company as a planning technique.
5. Individuals who like to develop their careers can do SWOT analysis for it
identifies their skills, opportunities, and abilities.

LESSON 6

Writing Business and Technical Report

A report is a comprehensive document that covers aspects of the

subject matter of study. It presents results of an experiment, investigation,
research or an inquiry to a specific audience.

Business and Technical Reports

Classification Types Parts

Informal  Progress Report
 Sales Activity Report
 Personnel Evaluation  Title Page
 Financial Report  Table of Contents
 Feasibility Report  Executive Summary
 Literature Review  Introduction
 Credit Report  Methods
Formal  Informational Report  Findings
 Analytical Reports  Conclusion
 Recommendation  Recommendation
Reports  Bibliography
 Research Reports
 Case Study Analysis
Reports
adapted from Wakat, G. S. et al.(2018). Purposive Communication. Quezon City, Metro Manila: Lorimar Publishing, Inc.

Characteristics of a Report

1. It presents information not an argument.

2. It is meant to be scanned quickly by the reader.
3. It uses numbered headings and sub headings.
4. It is composed of short and concise paragraphs.
5. It uses graphic illustrations such as tables, graphs, pie charts, etc.
6. It may have an abstract or an executive summary.
7. It may or may not have references or bibliography.
8. It often contains recommendations and/or appendices.
 The Informal Report
 It functions to inform, analyze, and recommend.
 It may be in the form of a memo, financial report, monthly activities report,
development report, research, etc.
 It is written according to an institution’s style and rules. Introductory and
prefatory parts are not required.
 It is used for conveying routine messages.
Types of lnformal Report

A. Progress report - written to provide information about the way a project is

developing.
B. Sales activity report — helps a firm to understand about the progress, of
the sales people and also identify the shortcomings
C. Personnel evaluation - used by an organization to assess an employee's
performance
D. Financial report - presents formal record of the financial activities, of a
business, person, or other entries.
E. Feasibility report — assesses the viability (capable of living) of a new
project; details whether or not a project should be undertaken and the
reasons for that decision; persuades or helps the decision makes to choose
between available options
F. Literature review — conveys to the readers the work already done ‘ and
the knowledge and ideas that have been already established on a particular
topic of research
G. Credit report - details report of an individual's credit history prepared by a
credit bureau (Credit bureaus collect information and — create credit reports
based on that information, and lenders use the reports along with other
details to determine loan applicants' credit worthiness. )

The Formal Report

 It is an official report that contains a collection of detailed information,

research, and data necessary to make decisions.
 It is formal, complex and used at an official level.
 It is often a written account of a major project.
 It may be in the form of launching a new technology or a new project line,
results of a study or an experiment, a review of developments in the field,
etc.

Types of Formal Reports

Type Characteristics Examples

Informational  Provides data. facts, feedback,  Results of a
Report and other types of Information research on the use
without analysis or of HIV patients
recommendations
 Presents an update of an
operation, an information or
status of a current research so
 readers can understand a
particular problem or situation
Analytical  It goes beyond just presenting  Explanation of what
Reports results. causes a
 Analytical reports present phenomenon.
results, analyze those results,  Presentation of the
and draw conclusions based on results of a traffic
those results, It attempts to study showing
describe why or how something  accidents at an
happened and explains what it intersection
means —the report explains
what it means.
 Explanation of the
potential results of a
particular course of
action.
 Suggestion which
option, action, or
procedure is best.
 Report writing on
monthly budgets,
staff absentees and
so on...
Recommendation  This type advocates a  using treatment X is
Reports particular course of action. more efficient than
This usually presents the treatments Y and Z.
results and conclusions that However, that does
support the recommendations. not mean that you
 What should one do about a will use treatment X
problem? as cost and other
 Can a team do something? considerations might
 Should one change recommend
techniques, methods, treatment Y.
technology, or do something
else?
Research  Most widely used report  Writing a report on
Reports usually in university levels. some product
development.
 Report writing for
your competitor's
activities.
Case Study  Includes real life examples  Widely used in
Analysis Reports university level
competitions.
adapted from Wakat, G. S. et al.(2018). Purposive Communication. Quezon City, Metro Manila: Lorimar Publishing, Inc.

What is a resume?

A resume is a persuasive summary of your qualifications for

employment. If you are in the job market, having a resume makes you look well
organized and prepared to your prospective employers. Together with this text
 is an application letter or a cover letter that introduces you to these employers.
Writing these two texts may also serve as an ego-building experience: the
person who looks so good on paper is you! When you send both to your
prospect employers, you are making an argument for why those employers
should want to meet you or even hire you. Moreover, writing a resume and
application letter is writing an advertisement selling your skills, talents, and
abilities to the employers who will likely sift through many applications to decide
whom to grant an interview. Thus, resumes and application letters require a
level of care that few other documents do.

Types of Resume

1. Print résumés are printed on Paper for prospective employers to

scrutinize. They are designed to emphasize key information using bold or
italic typeface.
2. Scannable résumés are designed to be read by computers; hence, they
are to be formatted using single typeface or without italics or bold.

PRINT RÉSUMÉS

Franchesca U. Morales Name in

20 Evangensta Street Boldface
Leonila Hill, Baguio City 2600
+63917-245-2288 Objective tailored
chescamorales@gmail com to specific job
sought
OBJECTIVE To obtain a financial associate position where I can
utilize my strategic. analytic, organizational skills and
interpersonal communication skills

EXPERIENCE
April- October MLX Mining Corporation Corporation, Bakun, benguet Work experience
2015 Inventory Clerk in reverse
chronological
 Did inventions on equipment and tools
order
 Verified and computed amounts of inventories
on record
 Reconciled and reported on reasons of
discrepancies of count and computations

July-September MLX Mining Corporation, Bakun, Benguet

Format to fill
2014 Office Clerk Trainee
entire page
 Monitored budgeted expenses of every
department
 Computed premium pay of employees
 Organized records on file

2012-2014 GLOLINKS Corporation, Baguio City

 Format to fill
entire page
Customer Service Representative

 Provided clients their financial status

EDUCATION Santa Catalina College, La Trinidad, Benguet

2008-2012 Bachelor of Science in Accountancy

HONORS Dean's Lister from 2008-2010

Loyalty Medalist

ACTIVITIES Varsity Player in Volleyball, Organizations Fund- raiser

SKILLS Microsoft Office; SPSS for Windows; Eudora Pro;

PowerPoint; Fluency in English and Filipino languages;
Driving

REFERENCES Yochabel L. Que, MPsych

Head, CSR Department
GLOLINKS Corporation
25 Jump High Bldg . Harrison Road, Baguio City
(974) 442-0009

Engr. Xynai M. Sly

Supervisor
MLX Mining Corporation
Poblacion, Bakun, Benguet
(074) 443-0009

Jyra P. Sim, CPA, PhD

Dean, College of Accountancy
Santa Catalina College
Km 5, La Trinidad, Benguet
(974) 444-0000
adapted from Wakat, G. S. et al.(2018). Purposive Communication. Quezon City, Metro Manila: Lorimar Publishing, Inc.

SCANNABLE RÉSUMÉS

All information
Franchesca U. Morales in a single
typeface,
Key words: Public relations; accountant; auditor,
bookkeeper, sales; independent worker; responsible: hardworking: aligned on left
English language fluency margin

Address
 20 Evangelista Street
Leonila Hill, Baguio City 2600
Phone: +63917-245-2288
E-mail: chescamorales@gmail.com

Education
B.S. in Accountancy, Santa Catalina College, La
Trinidad, Benguet

Experience
Inventory Clerk. April-October 2015
Philex Mining Corporation. Benguet
Reconciliation and report on reasons of discrepancies of count and
computations.

Office Clerk Trainee. July-September 2014

Philex Mining Corporation, Benguet
Budgeted expense of every department 'S monitored
Computaton of premium pay’ of employees. Organizer of records on
file.

Customer Service Representative, 2012-2014

Sitel Corporation. Baguio City
Provider of financial status to clients.

Honors
Dean's Lister from 2008-2010
Loyalty Medalist

Skills
Microsoft Office; SPSS for Windows; Eudora Pro;
PowerPoint, fluency in English and Filipino languages,
Driving

Activities
Varsity player in Volleyball
Organization Fund raiser
adapted from Wakat, G. S. et al.(2018). Purposive Communication. Quezon City, Metro Manila: Lorimar Publishing, Inc.

C. Parts of a Resume / Organizing your Resume (Sections)

A number of different organizational patterns can be used effectively.

The following sections are typical—which you choose should depend on your
experience and goals, the employer’s needs, and any standard practices in
your profession.

a. Heading (name and contact information)

b. Job Objective
c. Qualifications Summary
 d. Education
e. Employment Experience
f. Honors and Activities
g. Related Skills and Abilities
h. References and Portfolios
Whether you place “education” before “employment experience”
depends on the job you are seeking and on which credentials would
strengthen your résumé the most. If you are a recent graduate without much
work experience, list education first.
If you have years of job experience, including jobs directly related to the
kind of position you are seeking, list employment experience first. In your
education and employment sections, use a reverse chronological sequence:
List the most recent experience first, the next most recent experience second,
and so on.

a. Heading
 At the top of your résumé, include your name, address, telephone
number (home or cell), and a professional e-mail address.
 Make sure that your name stands out on the page.
 If you have both a school address and a permanent home address,
place your school address on the left side of the page and your
permanent home address on the right side of the page.
 Do not use a clever or hobby-related e-mail address in employment
correspondence; e-mail addresses that are based on your last name
work well.

b. Job Objective
 An objective introduces the material in a résumé and helps the
reader quickly understand your goal.
 If you decide to include an objective, use a heading such as
“Objective,” “Employment Objective,” “Career Objective,” or “Job
Objective.”
 State your immediate goal and, if you know that it will give you an
advantage, the direction you hope your career will take.
 Try to write your objective in no more than three lines, and tailor it to
the specific job for which you are applying, as illustrated in the
following examples:
 A full-time computer-science position aimed at solving engineering
problems and contributing to a management team.
 A position involving meeting the concerns of women, such as family
planning, career counseling, or crisis management.
 Full-time management of a high-quality local restaurant.
 A summer research or programming position providing opportunities
to use software-development and software-debugging skills.

c. Qualifications Summary
 You may wish to include a brief summary of your qualifications to
persuade hiring managers to select you for an interview.
 Sometimes called a summary statement or career summary, a
qualifications summary can include skills, achievements, experience,
 or personal qualities that make you especially well suited to the
position.
 You may wish to give this section a heading such as “Profile,”
“Career Highlights,” or simply “Qualifications.” For example, “Award-
Winning Senior Financial Analyst”

d. Education.
 List the school(s) you have attended, the degree(s) you received and
the dates you received them, your major field(s) of study, and any
academic honors you have earned.
 List courses only if they are unusually impressive or if your résumé is
otherwise sparse
 Consider including the skills developed or projects completed in your
course work.
 Mention your high school only if you want to call attention to special
high school achievements, awards, projects, programs, internships,
or study abroad.

e. Employment Experience.
 Organize your employment experience in reverse chronological
order, starting with your most recent job and working backward under
a single major heading called “Experience,” “Employment,”
“Professional Experience,” or the like.
 You could also organize your experience functionally by clustering
similar types of jobs into one or several sections with specific
headings such as “Management Experience” or “Major
Accomplishments.”
 One type of arrangement might be more persuasive than the other,
depending on the situation.
 In general, follow these conventions when working on the
“Experience” section of your résumé.
• Include jobs or internships when they relate directly to the position
you are seeking. Although some applicants choose to omit
internships and temporary or part-time jobs, including such
experiences can make a résumé more persuasive if they have
helped you develop specific related skills.
• Include extracurricular experiences, such as taking on a leadership
position in a college organization or directing a community-service
project, if they demonstrate that you have developed skills valued by
potential employers.
• List military service as a job; give the dates served, the duty
specialty, and the rank at discharge. Discuss military duties if they
relate to the job you are seeking.
• For each job or experience, list both the job and company titles.
Throughout each section, consistently begin with either the job or the
company title, depending on which will likely be more impressive to
potential employers.
 • Under each job or experience, provide a concise description of your
primary and secondary duties. If a job is not directly relevant, provide
only a job title and a brief description of duties that helped you
develop skills valued in the position you are seeking. For example, if
you were a lifeguard and now seek a management position, focus on
supervisory experience or even experience in averting disaster to
highlight your management, decision-making, and crisis-control
skills.
• Focus as much as possible on your achievements in your work
history (“Increased employee retention rate by 16 percent by
developing a training program”). Employers want to hire doers and
achievers.
• Use action verbs (for example, “managed” rather than “as the
manager”) and state ideas succinctly. Even though the résumé is
about you, do not use “I” (for example, instead of “I was promoted to
Section Leader,” use “Promoted to Section Leader”).
• For electronic résumés that will be scanned for keywords, however,
replace such verbs with nouns (instead of “managed” use manager).

f. Honors and Activities

 If you have room on your résumé, list any honors and unique
activities near the end. Include items such as student or community
activities, professional or club memberships, awards received and
published works.
 Be selective: Do not duplicate information given in other categories,
and include only information that supports your employment
objective.
 Provide a heading for this section that fits its contents, such as
“Activities,” “Honors,” “Professional Affiliations,” or “Publications and
Memberships.”

g. Related Skills and Abilities

 Employers are interested in hiring applicants with a variety of skills or
the ability to learn new ones quickly.
 Depending on the position, you might list in a skills section items
such as fluency in foreign languages, writing and editing abilities,
specialized technical knowledge, or computer skills (including
knowledge of specific languages, software, and hardware).

h. References and Portfolios

 Avoid listing references unless that is standard practice in your
profession or your résumé is sparse.
 Always seek permission from anyone you list as a reference.
 A portfolio is a collection of samples in a binder or on the Web of
your most impressive work and accomplishments.
 The portfolio can include successful documents you have written,
articles, letters of praise from employers, and copies of awards and
 certificates. If you have developed a portfolio, you could also include
the phrase “Portfolio available on request.”
 If portfolios are standard in your profession, you might even include a
small section that lists the contents of your portfolio.

D. Features of a Resume

1. Organization
There are different ways on how you can organize your resume
depending on your goals, experiences and qualifications. You can organize a
resume chronologically, functionally, or targeted.
a. Chronological resume is the general listing of all your academic and
work experience from the most recent to the oldest.
b. Functional resume is organized around various kinds of experience. If
you want to demonstrate a lot of experience in more than one area and if
you wish to downplay dates, you may write this type of resume.
c. Targeted resume generally announces the specific goal up to top, just
beneath your name, and offers information selectively. You can show
only the experience and skills relevant to your goal.

2. Succinctness(compact precise expression without wasted words)

A resume must be concise. Entries may not be written in sentences
but should be parallel. For instance, “Organized inventory records” rather
than “I organized inventory records.” For print resume, use action verbs
(organized, designed, etc…) rather than nouns (organizer etc…) to
emphasize your accomplishments. For scannable resume, use nouns rather
than verbs as key words.

3. Comprehensiveness
A resume must present all important details that can gain the nod of
the prospective employer. In giving details, however, carefully choose the
words that you use. You may use the exact words in the advertisement
provided that they really reflect your experiences or qualifications. Check all
the information you provided - from the contact information down the
references. Make sure that all information are reflected correctly and that
those whom you placed in the references know that you placed them as
Sources of information for your employment before sending the resume.

4. Design
The resume should be reader-friendly and be professionally
packaged. For print resume, use appropriate spacing, section headings, and
uniform typeface for each headings. Scannable resume, on the other hand,
shall only have one standard typeface.
 LESSON 8

Communication for Employment: The Application Letter

The Application Letter

The main purpose of the application letter is to convince trhe reader

that the applicant is able and qualified for the position; the writer should
confirm that he is a person of good character and values. Although this can
not be written directly into the letter, it is suggested by the qualities of the
letter and the references that the applicant provides.

The successful letter of application is one which makes a strong and

favorable impression upon the reader. Therefore, it should be well-written,
clearly worded, and properly formatted.

There are two types of letter of application: the solicited letter replying
to an advertisement either in print or in broadcast media, and the unsolicited
letter. Both conform to the same principles.

The cover letter, also called a letter of application or face letter,

accompanies the resume. The application should not be more than one page
long if it is accompanied by a data sheet or a resume although this rule is
subordinate to the effectiveness and completeness of the letter.

A face letter includes the following essential points:

1. The source of the information

2. The job you are applying for
3. Your primary assets stating your qualifications needed for the job
4. Names of persons you can use as reference
5. Your desire for interview

The character references are at least three persons who can vouch for
the capabilities, personality, and character traits of the writer. They should be
credible personalities, who are successful in their chosen fields of endeavor.

After the letter of application is presented comes the interview. After

the interview, the applicant may send a thank you letter answers to some
questions raised during the interview. Theapplicant may preferably send more
samples of his work or show continued interest. Follow up letters serve the
same purpose of convincing the employer of the sincerity of the applicant and
his capability for the job he is applying for.

Parts of the Application Letter

 If you are applying for an advertised position, have the ad in front of you
and refer to it frequently. Be sure to address all the job requirements in the
letter.

Match some of the keywords and skills from the advertisement or

company Website with the skills in your resume and letter.

Return Information

It is now permissible to only include your name, E-mail address and cell
phone number.  It is acceptable to eliminate your address due to privacy and
safety issues.  Be sure your E-mail address is mature and professional. 
Ideally, it should contain parts of your name for ease of use.

Inside/Letter Address

It is very important that you address your letter carefully. After spending
time making your letter perfect, you do not want it to be directed to the wrong
person or get lost in the mail.

If there is a contact name on the ad, address your letter to that person. 
(Mr. John Smith)

If you are writing to a company for a job, the chances are that unless you
have contacts on the inside you will not know the name of the person you need
to use in the inside address. In this case you can address your letter to the
manager of the specific department (Sales Manager, Personnel Manager, etc.)
or use Ladies and Gentlemen.

You should also make sure that the recipient's name, department and
address details on the envelope are the same as at the top of the letter.

Salutation

This is also known as the greeting.  The person’s name should be

followed by a colon (:) or left blank.  Do not use a comma.  (Commas are
permissible for use in personal letters; not business letters.)

Dear Mr. Smith:               If you know the name of the person to whom you are
writing.
Dear Ms. Chambers:        If you are not sure of the marital status of a female
recipient.
Ladies and Gentlemen:   If you have no idea as to the name of the recipient.

Body

The body of the letter contains four basic parts and should be three or
four paragraphs long.  These paragraphs should attract the employer’s
attention; state your interest in the company and position; arouse the
employer’s desire to interview you; and request that the employer take action
in the form of an interview.  (AIDA)

First Paragraph

Identify the purpose of the letter—why you are writing. Be specific. Tell
the reader how you learned about a job opening. Tell the employer what job
you want.

Examples: 

 In response to the advertised position in The Evening Sun on July12,

please consider my résumé in your search for an office assistant.
 I was pleased to hear from Jeremy Green that you will soon have a
vacancy for a Marketing Assistant. I am very interested in this position. 
With the skills that I possess, I know that I could be an asset to your
company.
 I am writing to apply for the Photographic Assistant position as advertised
in the November 1 edition of The Evening Sun.

Referrals and leads from friends and family members (networking) are
the best way to learn about a job.  Most employers enjoy getting referrals. 
They trust the recommendation of a valued employee or friend who states
that you would be a good employee.

Examples:

Mr. Peter Lo, a programmer in the systems programming department,

suggested that I contact you regarding an opening you may soon have for a
Marketing Trainee.

 I was referred to you by Mike Thomas, who is a member of my church

and a long-time family friend.
 I am sending you my resume to you because of a referral from Mike
Thomas, an associate in your Baltimore store.

 Second Paragraph

Why should an employer be interested in hiring you? Briefly describe

your professional and academic qualifications that are relevant to the position.
Relate experiences that you have had, classes you have taken or skills you
possess that satisfy the job requirements.  If the job was advertised, refer to
all of the required skills mentioned.

Examples:

As my resume indicates, I am active in theater in high school and had

important roles in two plays. My school activities include being a member of
both forensics and student government. With these experiences, I can offer
 you excellent communication and interpersonal skills. During the school year,
I

 maintain a 3.0 average and work ten hours per week. My technical skills
include familiarity with Windows, Microsoft Office applications and Google
Docs. I use the Internet regularly and can keyboard more than 45 words
per minute.

 As a computer science major with a sincere interest in.................

(elaborate your educational background)
 Interacting with people has always been one of my strongest attributes.
During my last summer job, I coordinated..........(state your work
experience)
 For my senior graduation project, I built a personal computer ..............
(state your ability)

Third Paragraph

Emphasize what you can do for the company. Outline a relevant

career goal.  For example, if you are applying for sales positions, do not say
that you are training to be an airline pilot.  Expand on the most relevant points
of your resume.

Example:

 Because I am energetic, reliable, and resourceful, I would be an asset to

your organization.  I am willing to learn new things and be the best
employee that I can be.

Fourth Paragraph

Request action. For example, indicate your desire for a personal

interview and that you're able to meet with the employer at their convenience.
Include your cell phone number and when it would be a good time to call.

Some advertisements ask you to include salary requirements.  You can

choose to ignore this.  You can either wait until the interview to talk about
money and mention a broad salary range.

Examples:

 You can reach me on my cell phone any day after 4 p.m. E-mail is also a
great way to contact me as I check it daily. I look forward to hearing from
you soon. Thank you for your time and consideration.

 I hope that my qualifications are of interest to you and that an interview

might be arranged at your convenience.  I can be reached at (717) 876-
5432 or a message can be left on my cell phone.  I look forward to
meeting you.
Closing the letter

Finish your letter with an appropriate Complimentary Closing

(Sincerely, or Sincerely yours,).    Leave enough room to sign the letter before
keying your name.  Do not forget to sign it.  Remember to include an
enclosure notation at the bottom.

Sample Letter of Application

This application letter sample shows the correct format you should use
when sending out your application letter in print form. If you plan on submitting
your application letter via email, refer to the second application letter sample
below.

Sample #1:
22 H Venture St.,
Diliman, Quezon City
Philippines

April 17, 2015

Mr. Vincent Chua

Dear Mr.
Hiring Chua,
Manager
Bank of the Philippines Islands (BPI)
12/F
I amAyala Life-FGU
writing Center,
to express myAyala Ave.for the position of Recruitment Assistant in your esteemed
interest
Makati
company.City 1226

Having recently obtained my Bachelor’s Degree in Business Administration major in Human

Resource Development Management (BSBA-HRDM) in the Polytechnic University of the Philippines
(PUP), I wish to bring my knowledge, skills and commitment to excellence to your company’s
innovative environment.

As a Business Administration student, majoring in HR management, I’ve become equipped with the
necessary knowledge that come with the position including manpower recruitment, workforce
organization, personnel training and compensation as well as legal provisions and other labor
concerns.

My internship at San Miguel Corporation also afforded me with the crucial skills to work with some of
the best professionals in the recruitment and human resources industry. Being a trainee has
developed in me enthusiasm and a true passion for human resources and has subsequently
convinced me that human resource management is my true calling.

For additional details regarding my qualification and expertise, please review my attached resume.

Thank you for taking the time to consider this application and I look forward to hearing from you.

Sincerely,

(signature)

Jessica Cenadoza
 Adoptedfromhttps://www.jobstreet.com.ph/career-resources/application-letter-sample-for-fresh-
graduates#.Xyd4UOcRXIU
LESSON 9

Communication within a Company: The Memorandum

Learning Outcomes

At the end of the lesson, you should be able to:

a. define memorandum and identify its parts;

b. differentiate a memorandum from a business letter;
c. decide when the memorandum is the appropriate form of
communication
called for by a situation, and
d. compose an effective memorandum.

When communicating with someone in a different organization, you will

usually use a letter or a fax message. If you want to communicate with
someone in your organization, you may:

1. go to his work area and speak to him

2. telephone him
3. text him
4. E-mail him
5. write him a message or an office memorandum and either leave it on
his
desk or send it by internal messenger

The fifth alternative usually turns out to be the most convenient.

Learning Content

Memorandum/Memoranda (Memos)

Memorandums can be used in written communications between people in

the same organization for the following purposes:

1. To confirm the essential points of a business conversation at which both

receiver and sender were present
2. To inform a colleague/superior/subordinate of events/data/ideas
3. To give instructions
4. To request for information or assistance

Some situations when a memo would not be appropriate even though the
message is between people in the same organization:
 1. When an employee is given his resignation or promotion, the
communication
calls for a letter.
2. When sending messages concerning social occasions of personal
nature such
as weddings, birthday parties, house warming, and similar occasion.
Characteristics of Memorandums (Memos)

1. They begin with Date, To, From, and Subject.

2. They are short and usually cover just one topic.
3. They are usually informal.

Parts of a Memo

Standard memos are divided into segments to organize the information

and to help achieve the writer's purpose.

Heading Segment

The heading segment follows this general format:

TO: (readers' names and job titles)

FROM: (your name and job title)

DATE: (complete and current date)

SUBJECT: (what the memo is about, highlighted in some way)

Make sure you address the reader by his or her correct name and job
title. You might call the company president "Maxi" on the golf course or in an
informal note, but "Rita Maxwell, President" would be more appropriate for a
formal memo. Be specific and concise in your subject line. For example,
"Clothes" as a subject line could mean anything from a dress code update to
a production issue. Instead use something like, "Fall Clothes Line Promotion."

Opening Segment

The purpose of a memo is usually found in the opening paragraph and

includes: the purpose of the memo, the context and problem, and the specific
assignment or task. Before indulging the reader with details and the context,
give the reader a brief overview of what the memo will be about. Choosing
how specific your introduction will be depends on your memo plan style. The
more direct the memo plan, the more explicit the introduction should be.
Including the purpose of the memo will help clarify the reason the audience
should read this document. The introduction should be brief: approximately
the length of a short paragraph.

Context
 The context is the event, circumstance, or background of the problem
you are solving. You may use a paragraph or a few sentences to establish the
background and state the problem. Oftentimes it is sufficient to use the
opening of a sentence to completely explain the context.

Example:

"Through market research and analysis..."

Include only what your reader needs, but be sure it is clear.

Task Segment

One essential portion of a memo is the task statement where you should
describe what you are doing to help solve the problem. If the action was
requested, your task may be indicated by a sentence opening like,

Examples:

"You asked that I look at...."

If you want to explain your intentions, you might say,

"To determine the best method of promoting the new fall line, I will...."

Include only as much information as is needed by the decision-makers

in the context, but be convincing that a real problem exists. Do not ramble on
with insignificant details. If you are having trouble putting the task into words,
consider whether you have clarified the situation. You may need to do more
planning before you're ready to write your memo. Make sure your purpose-
statement forecast divides your subject into the most important topics that the
decision-maker needs.

Summary Segment

If your memo is longer than a page, you may want to include a separate
summary segment. However, this section is not necessary for short memos and
should not take up a significant amount of space. This segment provides a brief
statement of the key recommendations you have reached. These will help your
reader understand the key points of the memo immediately. This segment may
also include references to methods and sources you have used in your research.

Discussion Segments

The discussion segments are the longest portions of the memo, and are
the parts in which you include all the details that support your ideas. Begin with
the information that is most important. This may mean that you will start with key
findings or recommendations. Start with your most general information and move
to your specific or supporting facts. (Be sure to use the same format when
including details: strongest to weakest.) The discussion segments include the
supporting ideas, facts, and research that back up your argument in the memo.
Include strong points and evidence to persuade the reader to follow your
recommended actions. If this section is inadequate, the memo will not be as
effective as it could be.

Closing Segment

After the reader has absorbed all of your information, you want to close
with a courteous ending that states what action you want your reader to take.
Make sure you consider how the reader will benefit from the desired actions and
how you can make those actions easier.

Example:

"I will be glad to discuss this recommendation with you during our Tuesday
trip to the spa and follow through on any decisions you make."

Necessary Attachments

Make sure you document your findings or provide detailed information

whenever necessary. You can do this by attaching lists, graphs, tables, etc. at
the end of your memo. Be sure to refer to your attachments in your memo and
add a notation about what is attached below your closing, like this:

Example:

Attached: Focus Group Results, January- May 2007

Formats of Memorandum

1. Formal Memorandum Template

This sample memo format includes some tips about how to write your
memo. These tips are also included in the memorandum template.
To: [Audience]
From: [Person and/or Department issuing the memo]
Date: [Date Sent]
Subject: [Subject of the Memo]

[Opening – Get to the point in the opening paragraph. Keep things simple and short. Make it easy and fast
to read.]

[Summary – Provide enough background so all readers understand the history, but again, keep it simple.]

[Conclusion – End with a call to action.]

CC: [Send copies to anyone affected by the memo.]

Attachments: [List any attachments to the memo. Only list items referred to in the body of the memo.]
2. Casual Memo Letter Template
To: [Audience]
From: [Person and/or Department issuing the memo]
Date: [Date Sent]
Subject: [Subject of the Memo]

[Opening – Get to the point in the opening paragraph. Keep things simple and short. Make it easy and fast
to read.]

[Summary – Provide enough background so all readers understand the history, but again, keep it simple.]
Sample Memorandum
[Conclusion – End with a call to action.]
MEMORANDUM

To: Computer Programming Division

From: Vice President Lumbergh

Date: February 19, 2019

Subject: Attaching cover sheets to TPS reports

This is to remind the division that, starting today, we are now filing all Testing Procedure
Specification (TPS) reports with new cover sheets.

The reason for this change is simple. In addition to a new format, the cover sheets provide a
summary of the report as well as the updated legal copy. The new cover sheets also include
Initech's new logo.

Though this change may initially seem like a headache and an extra step, it is necessary to include
the new cover sheets due to their updated information. Failing to do so will result in a confusing and
inaccurate product delivered to our customers.

Please be sure to follow this new procedure.

Best regards,

Vice President Lumbergh

Memos through the E-mail

Memos thru e-mail messages are becoming increasingly iportant forms

of internal communication for most companies today. They replace
conversations and they are usually informal. However, they still maintain a
businesslike tone. Organizations of today which are downsizing, flattening
chains of command, forming working teams, empowering rank and file
employees, giving more power in making decisions, employees find that they
need more information. They must collect, exchange, and evaluate information
about the products and services they offer. Management also needs input from
employees to respond rapidly to local and global market actions. This growing
demands for information results in an increasing use of memos and especially
e-mail. That is why anyone entering the business world today should know how
to write good memos and E-mail messages.

Parts of the e-mail includes:

To:

From: Example:JCRUZ@hotmail.yahoo.com

Subject: JCRUZ is the user id

CC: @yahoo.com is the domain
BCG:

The e-mail address of the sender and the user is composed of the user id and the domain.
Important Points to Remember

 Always use a clear and specific subject line.

 Do not waste the reader’s time by using lengthy memos. Be clear and
concise.
 Use the active voice.
 Use the first person.
 Be formal.
 Avoids slangs and friendly words.
 One should use a careful and logical arrangement of information.
 Keep the paragraphs short.
 One can use enumerations for the paragraphs.
 One can use solid capitals and center indentation for important details.
 Use of bullets to make points.
 Always end the memo in courteous words.
 Use text fonts and color to attract attention.
 Avoid rude and thoughtless memos.
 It does not need a complimentary close or a signature.
 Proofread the content before sending.

LESSON 10

Writing Minutes of Meeting

The minutes are the account of the meeting. They serve as the official
record of the meeting. The minutes are written by the secretary from notes trhat
he makes during the meeting. The minutes are circulated to members before
the next meeting at which they have to be approved by the members before
being confirmed by the chairperson.

The meeting minutes is known as protocol or note, minutes are the live
written record of a meeting. They include the list of attendees, issues raised,
related responses, and final decisions taken to address the issues. Their
 purpose is to record what actions have been assigned to whom, along with the
achievements and the deadlines.

Meetings are essential to move things forward in organizations. But

they're also infamous for their inefficiency: according to Doodle 2019 state of
meeting report, the cost of poorly handled meetings in 2019 will reach $399
billion in the U.S solely.

That's why learning how to write effective meeting minutes is vital

to leverage all the efforts spent in meetings and make your team or
company thrive.
CHAPTER

COMMUNICATION FOR ACADEMIC PURPOSES

8
ACADEMIC WRITING

Academic writing is clear, concise, focused and backed up by evidence.

Its purpose is to aid the reader’s understanding.

It is formal by avoiding casual or conversational language, such as

contractions or informal vocabulary.

It is impersonal and objective by avoiding direct reference to people or

feelings, and instead emphasizing objects, facts and ideas. It is technical by
using vocabulary specific to the discipline.

This is a writing style that scholars and researchers use to define the
intellectual boundaries of their respective disciplines or their areas of expertise
(Hartley, 2008).

Accordingly its general purpose is to aid the understanding of its readers.

More particularly, it has three purposes (Whitaker, 2009):

1. To persuade. You want to convince your reader to agree with your

perspective so you use reason and evidence to influence their stance about an
issue or topic.

2. To analyse. You aim to explain and evaluate possible points about an issue
or topic based on criteria. Academic papers having this purpose usually
investigate, examine, evaluate, assess, establish relationships and synthesize.

3. To inform. You want to explain and give readers new points about an issue
or topic.

Features of Academic Writing (Gillett, 2018)

 Here are the defining characteristics of academic writing that makes it
different from the other types of writing you might have done in the past:

1. Complexity
The complexity of academic papers lies in the grammar not in the
vocabulary. Compare the following examples:

Non-academic Writing Academic Writing

You can control the trains this way
and if you do that you can be quite
sure that they’ll be able to run more
safely and more quickly than they
would otherwise, no matter how bad
the weather gets.
The use of this method of control
unquestionably leads to safer and
faster train running in the most
adverse weather conditions.
 2. Formality
Academic writing is formal because colloquial words and expressions
(stuff, sort of) as well as contractions (can’t, doesn’t) are avoided. Knowing
the level of formality needed in your paper is crucial that is why you should
also know who your readers are and your purpose for writing. The following
table shows the three levels of formality:

Informal/ Non-standard versus Formal/Standard Usages

Informal/Non-Standard Usages More Formal/Precise Equivalents

Alright,alot,result to, discuss about, cope All right, a lot, result in, discuss, cope
up with (non-standard, informal, or unique with (acceptable usages in Standard
to certain varieties of English) written English)

Good-as in a “good” book (imprecise) Entertaining, insightful, interesting,

instructive (precise)

Can’t, won’t I’ll, she’s, didn’t Cannot, will not, I will, she is, did not
(conversational, speech-based (spelled out as two words)
contractions)

gonna, gotta (conversational/speech- going to, have to (spelled out)

based shortcuts)

Anyways, boring as hell, bored to death, Anyway, boring or uninteresting,

major downer (conversational/informal) extremely bored, depressing (more
formal/precise/uncluttered)

I got here late; she got out of the office; I arrived here late; she left the office; he
he got a call; they got gas (overused, received a call; they loaded gas or they
imprecise verb) refuelled (more specific alternatives)

ASAP, BTW,SOP (acronyms that may not As soon as possible, by the way,
be universally known) standard operating procedure (spelled
out)

UP, BTW, SOP (acronyms that may not
be universally known)
University of the Philippines, Ateneo de
Manila Iniversity, De La Salle University
(spelled out the first time they are used,
but later may be substituted with
acronyms)

hit the sack, loo, and comfort room Sleep, toilet or bathroom, and toilet or
(expressions from American English, bathroom (more widely understood
British English, and Philippine English) usages)

Lol, afk, nrn, #feels (informal Internet or Laugh out loud, away from keyboard, no
text messaging language) reply necessary, a wave of emotions
(spelled out or explained)
1. Precision
In academic writing, you have to make use of particular information, dates and
figures. For an instance, instead of saying “there are a lot of participants” say
“there are 100 participants” instead.

2. Objectivity
Academic writing is not personal. This is because the emphasis should be on
the information and not on the writer. To ensure objectivity, strong support such
as facts, examples and expert opinions can be used.

3. Explicitness
The text of an academic paper is explicit in establishing the relationships in its
contents. It is not just all facts and summaries. Explicitness can be achieved by
using transitional devices.

4. Accuracy
Since academic writing is written by scholars for other scholars, the information
therein should be truthful and exact. Accuracy is seen not only in the
information or data given but also in the use of words. For an instance, while
they may have similarities, the terms “gathering”, “conference” and “meeting”
refer to different things.

5. Organization
Academic writing is well-organized because the content flows easily from one
part to another. There is a standard organizational pattern for each kind but
basically there is an introduction, a body and a conclusion.

6. Planning
Academic writing is well-planned. The writer has a specific purpose in writing
which has been established after research and evaluation. For this, many
research sources should be used to support ideas that are integrated in the
paper.
Things to be avoided in academic writing

1. Addressing readers especially by using second person pronouns.

2. Contractions
3. Questions (unless in the statement of the problem of a research paper)
4. Exclamations
5. Run on expressions
6. Coordinating conjunctions at the beginning of sentences
7. Passive voice (unless the agent of the action is unimportant)

Listed below are the basic types of academic paper.

ESSAY

BOOK
JOURNAL
REVIEW
 RESEARCH
SYNTHESIS
PAPER

REACTION LITERATURE
PAPER REVIEW

MOST COMMON EXAMPLES OF ACADEMIC WRITING

1. PERSONAL REFLECTIVE ESSAY: The personal reflective essay presents

your insights on a particular aspect of life as you have observed and
experienced. It can include vivid description of what you have witnessed and
gone through.
 your information.
your topic, identify your audience and purpose, brainstorm ideas, and organize
1. Prewriting – in this stage, you plan what you are going to write. You choose
STEPS IN WRITING
typically another single paragraph where restating the reflective statements
in the introduction must be avoided.
it is where you can remind your reader of the links between your experiences Conclusion
and the impacts of these experiences have had on on your development in
the areas targerted, whether you are focusing on growth academically,
professionally or otherwise.
where you can be more creative with your space and structure
it is where descriptive langauge must used to differentiate between simply Body
retelling of key events ans a rich narrative that exhibits true personal
reflection.
shortest; usually only one paragraph that establishes the frame of your
personal reflection in a clear and concise manner. Introduction
often achieved using reflective statements
pointed sentences that describe the key ideas
PARTS OF REFLECTIVE ESSAY
Fig. 1 Gibb’s Reflective Cycle
2. Drafting – in this stage, you start with a working thesis and then write your
ideas in sentences and paragraphs. You follow your prewriting plan to create a
first draft of your essay.

3. Revising – This stage involves making changes that will improve your
writing. You focus on large-scale elements of the essay, such as, overall
organization or logical flow of support, effective thesis statement, interesting
introduction and concluding paragraphs, well-developed body paragraphs with
clear topic sentences, appropriate tone and style for intended audience and
purpose, etc.

4. Editing and Proofreading – this is the stage of your essay where you polish
your essay. You focus on smaller-scale yet important essay elements, such as,
clarity in sentence structure, appropriate word choice, correct spelling and
grammar, and accurate document format.

5. Publishing – in this final stage, you choose a way to present your work to an
audience (often this is indicated by your instructor).

As already stated, these steps do NOT need to be completed in this

exact order; frequently, in the writing process, you go back and forth between
the different stages. A true visual representation of this process may be more
circular than linear. It may look something like this example:

TIPS IN WRITING

1. Consider your purpose and your context

2. Consider your audience and your mode and medium in choosing the level of
language you will use.
3. Consider your purpose, your audience, your stance and your tone.

Author: (Anonymous)

As an English major I have learned to appreciate the peaceful, yet exhilarating

moment when my mind engages with an author's thoughts on a page. As Toni Morrison
says in The Dancing Mind, "[reading is] to experience one's own mind dancing with
another's." In my early days as a college student, I wanted to know the "true" meaning of
a work or what the author intended, however, I have now realized this would void
1. INFORMATIVE ESSAY: It is written to provide information on topics that are not
known to a vast majority of readers. You are expected to do some research since
you need to give facts and evidence on your chosen topic. Your end goal is to
make sure your reader will understand your topic better. Your readers will expect
 up-to-date information, as well as explanations of complex terms.

It provides
concrete and
purposeful
information.

It may explains
It uses different
a process,
rhetorical
analyse causes patterns.
and effects.
features of
Informative
Essay

define unique
terminologies, It defines
or compare and complex terms
contrast certain and ideas.
subjects.

Some examples of informative Some possible titles for inspiration:

essay topics:
World poverty How to Donate Blood
History of women's right to vote A Brief History of Ireland
Dream interpretation Understanding the Link Between
Recycling How to Buy a House
Air pollution The Health Benefits of a Vegetarian Diet
Procrastination and its effects The Importance of Regular Daily
Exercise
How to open a bank account Top Three Causes of Global Warming

Study the given example below:

"How to Travel Solo Successfully"

James Baldwin said it best. "I met a lot of people in Europe. I even encountered myself"
(Baldwin, 2014). Solo travel will not only reveal colorful new heights, it will also introduce you
to yourself - your resiliency, your sense of adventure, your independence. Learning how to
travel solo is as intrinsic as tying your shoes, and it is something that can be learned today.
2. RESEARCH REPORT

A research paper uses outside information to support a thesis or make

an argument. Research papers are written in all disciplines and may be
evaluative, analytical, or critical in nature. Common research sources include
data, primary sources (e.g., historical records), and secondary sources (e.g.,
 peer-reviewed scholarly articles). Writing a research paper involves
synthesizing this external information with your own ideas.

COMMON RESEARCH FORMAT IN UNIVERSITY

TITLE
Name of author(s)
ABSTRACT
ACKNOWLEDGEMENT
DEDICATION
TABLE OF CONTENTS
Chapter I. Introduction
A. Background
B. Statement of topic area
Chapter II. Literature Review
A. Summary and synthesis of the major schools of thought s on the topic and a review of the relevant
current main findings reported on the chosen topic.
B. Conceptual framework (links the research variables which has been specified based on the findings in
the literature so that the research questions and hypothesis could be explicitly stated in the next
subsection
C. Specific research question(s) and hypothesis to be tested.
Chapter III. Method
A. Participants
1. Who? How many?
2. Characteristics (male/female, proficiency level, native language, etc.)
3. Sampling Technique
B. Materials
1. What equipment? What Setting?
2. What data collecting instruments?
C. Procedures
1. How is the treatment to be administered?
2. How/when is the testing to be conducted?
3. What analysis techniques?
Chapter IV. Results
Charts, tables, and/or figures accompanied by verbal descriptions
Chapter V. Discussion/Conclusion (often two separate sections)
Common features:
• Summary of conclusions
• Relation to other results
• Aberrant results
• Implications
• Grand summary (including summary, limitations and suggestions for future research)

THE RESEARCH PAPER

The research paper is the result of an exhaustive process that

involves critical thinking, source evaluation, organization and composition
(Baker, Brizee and Velazquez, 2018). It aims to further the field it was written
for and provides scholars with the means for increasing their knowledge.
 It should not be confused with summary of informed sources however. Nor it
is an expository or an interpretative essay. The research paper is much more
since it requires an exhaustive amount of investigation and evaluation of
resources about a particular topic.

I.Types of Research Paper

A. Argumentative Research Paper (Goal: Persuasion)

In this type of research paper, everything starts with an introduction
that introduces the topic and the stance it intends to take. Since this is the
case, the topic should be controversial or debatable.

Examine this topic carefully:

While the topic can instantly be classified as controversial, you might

have mistakenly concluded that it is also debatable. It is not.

If you examine the statement more carefully, you will notice that no claim
is made. The statement simply articulated how various official sources have
studied the effect of marijuana and found it to be effective against some
diseases. In other words, there is no stance yet. If you want to use the same
topic in your research paper, you should state it this way:

In this statement, the stance of the writer is already present. The writer
is challenging the established norm of marijuana being illegal. Now, the thesis
statement is both controversial and debatable.

From there, the writer may develop the research paper by citing primary and
secondary sources to support her thesis and thus persuade his readers that the
interpretation he presented is possible.
B. Analytical Research Paper (Goal: Exploration and Evaluation)

In this type of research paper, a question is usually addressed. And

while the question may also be debatable or controversial, the writer does not
take a stance since that is not the intention of the paper in the first place.

Look at this example:

The statement above might be controversial and debatable in the sense

that fairy tales are not naturally examined or interpreted using the Marxist
perspective; but take note that there is no stance presented hence the writer
does not intend to challenge the traditional readings or interpretations on the
fairy tale. Instead, the writer simply aims to provide a new perspective or
reading of the literary piece.

II. Parts of a Research Paper

Most probably, your professor will give you the format for the research
paper you are required to do. Nonetheless, a research paper generally consists
of the following parts:

A. Title Page
As the first page of your paper, this contains the following:
 Title
 Author’s name
 Institutional affiliation
Note: Your professor may also add additional information in the title page such
as semester and school year among others.

B. Main Text
The main text of a research paper is composed of the following parts:
 Abstract
(Should not exceed 120 to 150 words)
The abstract should specify the purpose of the study, the participants (if
there are) and the results.

Note: Below the abstract are the keywords of the study which are to be
separated by commas.

 Introduction
 This part should describe the rationale of the study. Preferably, the
discussion must run from general to specific and end with a purpose or a
hypothesis.

 Review of Related Literature and Studies

This contains the primary and secondary sources used by the researcher
in identifying the gap of the study and in building the background for inquiry.
 Methodology
The Methodology includes information on the participants and their
profile, the instruments used and the procedure for data-gathering and
analysis.

 Results and Discussion

This part contains the outcome of the study and the analysis done on the
data gathered and treated.

C. References
It is also termed as Bibliography or Works Cited in some instances. The
sources should be arranged in alphabetical order with hanging indention.

III. Developing the Introduction, Body and Conclusion (White, 2009)

A. The Introduction

The introduction’s purpose is to show the reader the issues that enabled
the researcher to develop the inquiry in the first place and how he proposes to
address them.

The introduction of a research paper does not have to be very long. In

fact, a shorter introduction is better.

B. The Body

The body of the research paper contains (a) the development of the
argument and (b) needed information to sustain the conclusion. It is also
composed of a number of sections which are indicated by headings.

The headings act as signposts on how the argument is being

developed. For a paper of 5,000 words, it is advisable that only two levels of
heading are used. For a paper of about 15,000 words, three levels of heading
can be used.

To develop the body, you may use relevant illustrations and

authoritative quotations. When you use these elements, make sure that you
also weave in your argument or points in between. Remember, illustrations and
quotations are useful in validating your perspective but they should not be the
sole content of your paper.
 C. The Conclusion

The last part of your paper, the conclusion, draws together everything
that you have argued and stated about the topic. Its focus should be on
addressing the question you asked at the beginning of the paper.

Phrase your conclusion in such a way that the inquiry will be finalized.
There should be no new arguments in this part of your paper.

IV. Re-drafting and Editing

Critiquing your first draft is a must. Look it over and reflect on the
following questions:
 Is the message clear?
 Are the points well-developed and exemplified?
 Is there a clear thread of argument?
 Are there gaps in the reasoning?
 Are there too many or too few quotations?
 Are the citations correctly stated?
 Was the research question/issue properly or clearly addressed?
 Do you think this is a good piece of writing?

It is at this stage that you will also receive the critique and advice of
your professor. Many students are apprehensive of this stage, but this should
not be the case. Instead, students should use this phase wisely since the
supervisor’s criticism will enable you to sharpen your ability to assess your own
strengths and weaknesses in writing.

V. Preparing the Final Text

At this phase, your tasks will include the following:

 Following up points that need attention.

 Ensuring proper referencing.
 Editing the work to ensure that it complies with the specific requirements.

LESSON 2: UNDERSTANDING THE IMPORTANCE OF CITATION IN

WRITING ACADEMIC PAPERS

 AVOIDING PLAGIARISM
 Plagiarism is the unethical practice of using words or ideas (either
planned or accidental) of another author/researcher or your own previous
works without proper acknowledgment.

It is considered as a serious academic and intellectual offense; plagiarism

can result in highly negative consequences such as paper retractions and loss
of author credibility and reputation.

It is currently a grave problem in academic publishing and a major reason

for retraction of research papers.

Here are some guidelines to avoid plagiarism.

1. Understand the context

Do not copy–paste the text verbatim from the reference paper. Instead,
restate the idea in your own words.

Understand the idea(s) of the reference source well in order to paraphrase

correctly.

2. Quote

Use quotes to indicate that the text has been taken from another paper.
The quotes should be exactly the way they appear in the paper you take them
from.

3. Identify what does and does not need to be cited

Any words or ideas that are not your own but taken from another paper
need to be cited.

Cite Your Own Material—If you are using content from your previous
paper, you must cite yourself. Using material you have published before
without citation is called self-plagiarism.

The scientific evidence you gathered after performing your tests should
not be cited.

Facts or common knowledge need not be cited. If unsure, include a

reference.

4. Manage your citations

Maintain records of the sources you refer to. Use citation software like
EndNote or Reference Manager to manage the citations used for the paper

Use multiple references for the background information/literature survey.

For example, rather than referencing a review, the individual papers should be
referred to and cited.

5. Use plagiarism checkers

 You can use various plagiarism detection tools such as iThenticate or
eTBLAST to see how much of your paper is plagiarised.

 CITATION

Citing and Referencing in Academic Writing

Academic writing involves sources of information from authorities of published

materials (books, journal articles and published reports). These sources are
used to support the ideas you present. They are classified as primary and
secondary.

Primary: publicly available data (historical documents, interview data), raw

data from experiments and demographic records

Secondary: data that were also based on primary data and have been
produced for public consumption in journal articles or chapters in edited books.

When you include sources in your academic paper, they are known as
literature. When you use literature in your paper, it is known as citing or in-text
referencing.

Citation Style Types

There are many types of citations styles used in academic writing and they
depend on the type of paper you are doing. Generally, students do not choose,
they simply comply with the referencing style guidelines provided by the school
or department they belong to. The following are the citation style types
commonly used in academic writing:
1. APA (American Psychological Association) FORMAT

APA (American Psychological Association): this is used within the social sciences and
sometimes in other related fields. It is an author-date format by which in-text references
are given within parentheses.

In-text referencing:
Ex. Diaz (2010) suggested that…
Recommendations suggested that (Diaz, 2010)

Reference list:
1. Book: Author’s last name, Initials. (Year Published). Title of book. Place of
publication. Publisher.

Ex. Walklate, S. (2017). Criminology: The basics (2nd ed.). London, United
Kingdom: Taylor & Francis Ltd.

2. Journal article: Last name, Initials. (Year Published). Title of article. Title of
Journal, Volume number. Page numbers.

Ex. Sorensen, J., Snell, C., & Rodriguez, J. J. (2006). An Assessment of

Criminal Justice and Criminology Journal Prestige∗. Journal of Criminal Justice
Education, 17(2), 297-322.

3. Webpage: Author’s last name, Initials. (Year Published). Title of webpage.

Retrieved from [URL here].

Ex. Muirehead, R. (2016). Components of the Criminal Justice System |

Goodwin College. Retrieved from
https://www.goodwin.edu/enews/components-criminal-justice/

Notes: If there is no author, begin with the title and then the publication date
If there is no publication date, write n.d. (no date) within the parentheses
instead

2. MLA (Modern Language Association) FORMAT

 MLA (Modern Language Association): this is used within the fields of
literature and language. In-text referencing is also done within parentheses at
the end of the sentence.

In-text Referencing: In MLA, the last name of the author and the page number
are cited.
Ex. Diaz suggested that…(11)
Recommendations suggested that…(Diaz 11)

Reference list:
1. Book: Author’s last name, First Name. Book Title. Place of publication.
Publisher, Publication year.

Ex. Walklate, Sandra. Criminology: The Basics. 2nd ed. London, United
Kingdom: Taylor & Francis Ltd, 2017.

2. Journal Article: Author’s last name, First name. “Title of Article.” Journal Title.
Volume. Issue Publication Year. Inclusive page numbers.

Ex. Sorensen, Jon, et al. "An Assessment of Criminal Justice and Criminology
Journal Prestige∗." Journal of Criminal Justice Education, vol. 17, no. 2, 2006.
pp. 297-322.

3. Webpage: Author’s last name, First name. “Title of Work.” Title of overall
website. Version. Publisher. Publication Year. Date of access.

Ex. Muirehead, Roger. "Components of the Criminal Justice System." Goodwin

College. Wordpress, 2016, www.goodwin.edu/enews/components-criminal-
justice/. Accessed 11 Nov. 2015.

Using Other Authors’ Ideas in Your Paper

You cannot simply copy literature when you cite them in your paper.
You have to state the author’s idea in your own words. While this may be
difficult at first, you can improve with practice. You can do this effectively by
summarizing and paraphrasing.

a. Summarizing
To summarize is to select the key or important features of a text and
then consolidate these into a shorter version of the original text. Summarizing is
done by simplifying ideas and by using differently structured sentences
(Bowker, 2007).

Look at the following example:

Original Text Summarized Version

According to Quijano (2007),
reading problems are one of
the primary reasons why
some students do poorly in
the National Achievement
Test or NAT has something to
do with reading. Students’
poor reading skills are
credited to their lack of
interest in reading itself.
One of the main reasons why
students do poorly in the
National Achievement Test is
poor reading skills (Quijano,
2007). Which in turn are due
to the students’ disinterest in
reading.

As you can see, there are words that were extracted from the original
text and used again in the summarized version. These are the keywords and
preserving them in the summarized version of the text is necessary to ensure
that the original idea is still retained.

b. Paraphrasing

When you paraphrase a text, you restate information differently. The

difference of summarizing from paraphrasing is that paraphrasing does not
necessarily need to shorten or condense the text. The aim of paraphrasing is to
rewrite by using different words and phrases (Bowker, 2007).

Look at the following example:

Original Text Paraphrased Version

This study was conducted
among 100 Grade V pupils of
Reina Mercedes Central School
during the school year 2017-
2018. Through the data-
gathering, the researcher was
able to determine
relationship between
reading performance and the
reading anxiety of the pupils
100 Grade V pupils in Reina
Mercedes Central School in
the school year 2017-2018
participated as respondents in
this study. Data gathered from
the respondents indicated the
the relationship between reading
the performance and the reading
anxiety experienced by the
pupils.

As you might have noticed, the paraphrased version is not necessarily

shorter than the original text. Furthermore, the order of ideas did not change.
 Additional Techniques in Summarizing and Paraphrasing

Your summarizing and paraphrasing skills can be improved if you take

the time to develop an extensive vocabulary of words you can use. You may
start with the following terms (Bowker, 2007):

Articulate, comment, mention, maintain, note, point out, say, state, suggest,
indicate, refer
Hypothesize, predict, theorize, conceptualize, demonstrate, show, convey,
portray, support
Substantiate, corroborate, verify, confirm
Investigate, research, experiment, conduct, administer, observe
Acknowledge, assert, claim
Argue, challenge, compare, contradict, contrast, counteract, debate, defend,
refute, hold
Comprise, consist, constitute, embody, characterize, define, identify,
recognize, diagnose
Create, construct, develop, generate, produce, evolve, manufacture
Synthesize, coordinate, cooperate, correspond, collaborate, contribute, share
Reveal, conceal
Analyze, examine, evaluate, scrutinize, criticize
Report, record, collect, collate, categorize, document
Differentiate, deviate, distinguish, divide, separate
Access, utilize, deploy, adopt, practice
Strengthen, increase, expand, weaken, reduce, decrease, contract,
condense
Convince, compel, justify, explain, clarify, reason, account
Signify, highlight, specify, specialize, symbolize
Accumulate, calculate, maximize, minimize, formulate
Relate, connect, link, associate, correlate
Exclude, include, situate, locate, place
Condemn, deny, decline, negate
Dominate, segregate, subordinate
Affect, influence, transform
Conclude, summarize

You can also practice effectively summarizing and paraphrasing by

changing the structure and form of the sentences. For that, you may use the
following strategies (Bowker, 2007):

1. Start by citing the author’s name first

Ex. Diaz (2010) stated that….
According to Diaz (2010)….
2. Cite the author’s name in the middle or at the end of the statement
Ex. As indicated by Diaz (2010)….
Reading anxiety was defined by Diaz (2010)….
Reading anxiety is the….as stated by Diaz (2010).
3. Use different linking expressions or transitional devices to start a statement
related
to the previous one.
Ex.
a. Being Specific
In particular…
Regarding…
In relation to…
With respect to…
More specifically…
In terms of…

b. Giving examples
For an instance…
Namely…
For example…
such as…
This can be illustrated by…

c. Clarifying
In other words…
Basically…
Namely…

d. Parallel ideas
Concurrently…
At the same time…
Simultaneously…
Equally…

e. Common points
Traditionally…
Typically…
Commonly…
Often…
Conventionally…

f. Acknowledging something but bringing up a different perspective

Although…
Even though…
Despite…
Notwithstanding…
 g. Following a line of reason
Therefore…..
Consequently…
Hence…
Accordingly…
Subsequently…
To this end…
As a result...
As a corollary…

1. Summarize a point shared by different authors

Ex. Diaz (2010), Cruz and Po (2013) and Santos (2016) argued in their
respective studies that…

Quoting Authors’ Ideas

There are times when you do not have to summarize and paraphrase
other authors’ ideas when you use them in your paper; and you may use direct
quotations instead. When you do this, you have to enclose the direct quotations
with quotation marks (“ ”).

Ex. According to Natividad (2018), “Prospective teachers need to master

communicative competence to ensure effective instruction in their
classrooms later on.”

Direct quotations must be used minimally. You use direct quotations only when:

a. You cannot simplify the idea in your own words

b. You want to express the idea as authoritatively as possible
c. The original words need to be available for a particular purpose (laws,
literary piece excerpts)

Direct quotations should never stand alone as much as possible. They should
always be placed in the text as support to other points made or as support for
other statements.

Ex. Communicative competency is regarded as a crucial ability for teachers;

that is why they should be trained for it as early as possible. According to
Natividad (2018), “Prospective teachers need to master communicative
competence to ensure effective instruction in their classrooms later on.”

As you can see in the given text, the direct quotation functioned as a
support for the claim given in the first sentence.

Tips for Including Quotations in the Academic Paper

1. Type every word as exactly as it is: wording, spelling and punctuation.

2. If there are errors in the original statement, do not correct them. Just place
the Latin term “sic” after the identified error/s to indicate that the words
appeared as such in the original text.
If you have to remove some parts from the quotation, replace them with the
ellipses (…). This can be done if there are parts of the quote that are
unnecessary to your purpose.