Week 1: Information from Various Sources

Primary Sources: These are original materials that have not been altered or distorted in any way.
Information is directly collected from real-time experiences and has not been interpreted or evaluated.
Examples of primary sources include:

● Speeches: Original words spoken by individuals.

● Video Recordings: Original recordings of events, people, or places.
● Photographs: Images captured that represent a moment in time.
● Government Records: Original administrative documents.
● Newspaper/Magazine Reports: First-hand accounts or eyewitness reports.

Secondary Sources: These are interpretations and evaluations of primary sources. Secondary sources are
not evidence, but rather commentary on and discussion of evidence. Examples include:

★ Commentaries/Critiques: Personal interpretations or judgments of primary sources.

★ Evaluations: Assessments or value judgments of primary sources.
★ History: Interpretations of past events, eras, or individuals.
★ Journals/Magazines: Articles that analyze or discuss information from eyewitnesses.

Tertiary Sources: These are sources that index, condense, or summarize primary and secondary sources.
Examples include:

❖ Bibliographies: Lists of sources related to a specific topic.

❖ Abstracts: Summaries of academic articles or reports.
❖ Directories/Indexes: Listings of a variety of resources.
❖ Almanacs/Databases: Collections of facts and statistics.
❖ Dictionaries/Encyclopedias: Reference works that provide summaries of information.

Week 2: Textual Aids in Understanding Texts

● Linear Texts: These are texts that are read from start to finish, and the order in which they are
read matters. Examples include novels, articles, and instructions.

● Non-linear Texts: These are texts that do not need to be read from start to finish. The order in
which they are read does not matter. Examples include web pages, mind maps, and games.

Transcoding Linear to Nonlinear Texts and Vice Versa

Transcoding is the process of converting one form of information to another. To transcode a linear text to
a nonlinear text:

1. Read the text and identify the main idea.

2. Extract necessary information for the visual presentation.
 3. Use keywords or phrases only.
4. Classify information into categories.
5. Use the correct non-linear text to present the information.

Cause-and-Effect Diagram:
● Also known as the Fishbone or Ishikawa diagram, this diagram emphasizes the connection
between different concepts. It is sometimes called the beneficial organizer since it can be applied
to all subject areas.

Flow Diagram/Chart:
● This is a sequence chart that shows a series of events in order. It is useful for representing
processes or sequences.

Venn Diagram:
● This diagram is used to identify, classify, categorize, and recognize similarities and differences of
two or more subjects, ideas, thoughts, or concepts. It is one of the most commonly used textual
aids and can be found in teacher resource materials, examinations, handouts, etc.

Graphic Organizers:
● These are visual displays that contain key content information. They provide learners with a
structure for abstract concepts and are especially useful for those who have trouble organizing
information and thoughts.

Other forms of non-textual information include concept maps, spider maps, sensory observation charts,
line graphs, bar graphs, pie graphs, pictographs and other related images. Information may also be
presented in the form of infographics.

WEEK 3: Plot, Setting and Characterization

**Characters**

Characters are the heart of any story. They can be people, animals, or even inanimate objects. The main
characters usually include the protagonist (the hero) and the antagonist (the villain). In the Harry Potter
series, for example, Harry Potter is the protagonist while Lord Voldemort is the antagonist.

**Characterization**

Characterization is how an author presents a character, making them real and believable. This can be done
directly, where the author explicitly describes a character, or indirectly, where the character's traits are
revealed through their actions or dialogue. For instance, Dobby's adoration for Harry Potter is shown
through his respectful and affectionate manner of addressing Harry.

**Plot**
The plot is the sequence of events that make up a story. It usually includes:

1. **Exposition**:
● This is where the characters, setting, and basic situation are introduced.
2. **Conflict**:
● This is a struggle between opposing forces. Conflicts can be internal (character vs. self) or
external (character vs. character/nature/society).
3. **Climax**:
● This is the turning point in the story where the tension reaches its peak.
4. **Falling Action**:
● This is where the conflict begins to resolve.
5. **Resolution**:
● This is where all loose ends are tied up and the story concludes.

Setting

The setting of a story includes its location and time period. It can greatly influence a story's mood and
atmosphere. For example, a story set in a haunted house at night will likely have a dark and eerie mood.

Place

The geographical location where the story takes place can greatly influence the plot and characters. For
example, a story set in a bustling city might involve characters who are busy, stressed, or living a fast-
paced life. On the other hand, a story set in a quiet countryside might have characters who are more
relaxed and in tune with nature.

Time

The time when the story takes place can be a specific year, a historical period, or even a time of day. This
can affect the story’s mood, plot, and characters. For instance, a story set during World War II will likely
involve themes of conflict and survival.

Weather Conditions

Weather conditions can contribute to the mood of the story. A sunny day might create a cheerful mood,
while a stormy day might create a tense or gloomy mood. Weather can also affect the plot; for example, a
heavy rain could lead to flooding that impacts the characters’ actions.

Social Conditions

Social conditions refer to the societal norms and values that exist within the setting of the story. This
includes aspects like social class, cultural traditions, and political environment. These conditions can
influence characters’ beliefs, actions, and conflicts.
Mood or Atmosphere

The mood or atmosphere is the feeling that is created at the beginning of the story. It sets the tone for the
rest of the narrative and can be influenced by various elements of the setting, including place, time,
weather conditions, and social conditions.

For example, if a story begins in an abandoned house on a stormy night (place and weather conditions),
during a time of war (time), in a society filled with superstition (social condition), it might create an eerie
or suspenseful mood.

WEEK 4: Sources of Information: Accessibility and Effectiveness

SOURCES OF INFORMATION

As information is highly available everywhere, it is essential that you identify the sources of your
information. Understanding and verifying the sources of your information establish you credibility.
Evaluating where they came from will help you get rid of fake news and other unverified information.
Basically, there are three major sources of information: primary, secondary and tertiary documents,

Primary Documents

These are first-hand documents written by those who experience and/or see it at the period of research or
the time an event happens. These are original documents which include personal accounts, personal
documents, pictures, videos, speeches, historical documents (on eyewitness perspective), literary texts,
literary works and letters

Examples:

★ Artifacts
★ photos
★ journals
★ letters
★ diaries manuals
★ original documents
★ audio-recordings video recordings speeches
★ interviews

Secondary Documents

These are documents written as recount of events. The author has not personally witnessed what he or she
has written. These include interpretations, discussions, commentaries or evaluations of prima resources.

Examples:
★ biographical works
 ★ evaluation
★ history (retold version) books
★ news (not by eyewitnesses)
★ criticisms

Tertiary Sources

Tertiary sources are basically collections of information from primary and

secondary sources.

Examples:
★ almanacs
★ directories
★ bibliography
★ database
★ abstracts
★ indexes/indices
★ dictionaries
★ encyclopedia

Aside from the major sources specified above, there are specific information sources that may be used in
accessing certain details or information. These include the following:
Information Sources
Scholarly Articles
Books
Government Documents
News/Magazine Articles
Reference Materials

Information Sources Definitions/Descriptions Examples

Scholarly Articles Documents written by experts or research project, studies.

scholars discussing results of
research projects or studies.
They are often peer-reviewed
and technical, and have specific
methods.

Books Sources providing information Textbooks, novels,

in details segregated into
chapters or parts. They are a
synthesized version of
information.

Government Documents Reports, censuses, policies, data Court proceedings, laws, orders,
and statistics issued and reports, and statistics.
 published by the government
and its attached agencies.

News/Magazine Articles
Sources containing timely, brief School paper, major newspapers,
and non-technical explanations magazines.
of events or commentaries for
the general public. They often
contain opinions and news.

Reference Materials Sources providing answers to Encyclopedias, atlas, almanac,

questions such as statistics, dictionary, etc.
maps, background information.
They often (re)direct to
additional sources.

Reviewer on Effectiveness, Accessibility, and Source Evaluation

1. Effectiveness
Effectiveness refers to the degree of being able to achieve the desired result based on their objective or
purpose. It’s about how well a piece of writing or a presentation accomplishes its intended goals.

2. Accessibility
Accessibility refers to the quality of being easy to find, obtain, and use. It’s crucial in both text and
images:

1. Text Accessibility: This involves the arrangement of words for them to be easily accessed. It
includes clear headings, bullet points, short paragraphs, and simple language.
[2.] Image Accessibility: Images should provide additional information abbyout the text or concept.
They should be clear, relevant, and accompanied by descriptive captions.
2.[3.] Video accessibility is about making video content accessible to all users, including those with
disabilities. Here are some key points:
a. - **Captions**: Provide captions for all spoken dialogue and important sounds. This
helps deaf and hard-of-hearing viewers understand the content.
b. - **Audio Description**: Include audio descriptions of important visual details that
can't be understood from the audio alone. This helps blind and visually impaired viewers.
c. - **Clear Visuals**: Ensure that videos have clear visuals and aren't overly reliant on
color for understanding. This helps viewers with color blindness.
4. Audio Accessibility
● Audio accessibility involves making audio content accessible:

○ - **Transcripts**: Provide transcripts for all audio content. This helps deaf and hard-
of-hearing listeners as well as those who prefer reading over listening.
○ - **Clear Speech**: Ensure that speech is clear and not too fast. This helps listeners for
whom the language spoken is not their first language, as well as those with cognitive
impairments.
 ○ - **Volume Control**: Provide volume control so that users can adjust the volume to
their comfort.

3. Writing for an Academic Community

When writing for an academic community, it’s important to:

Satisfy the expectations of the academic community you are writing for.
Show evidence of wide, informed, and relevant reading.
Ensure that your writing does not rely mainly on personal opinion.
Show the process by which you have arrived at your own conclusions about the topic, enabling the reader
to understand and evaluate the ideas and information you are presenting.
Demonstrate your ability to integrate material from a range of sources.
Show evidence of an analytical and critical approach to your source material.
Enable readers to follow up references or perspectives of particular interest to them.
Avoid plagiarism by properly citing all sources.

4. Additional Information Through Listening

Listening provides another way to gather information. It can help you understand different perspectives,
clarify doubts, and deepen your understanding of a topic.

5. Reviewing the Source

Aside from accessibility and effectiveness, it’s essential to review the source of your information.
Consider the credibility, relevance, and timeliness of your sources.

Analytical listening, also known as critical or active listening, is the ability to analyze and categorize the
information you hear. It involves not only understanding what has been heard but also the ability to
distinguish between different pieces of information. This type of listening requires the listener to provide
significant and evaluative feedback on what they have heard from the speaker or sound platforms. The
listener can rephrase or restate the information heard to check their understanding. This helps avoid
miscommunication, misinterpretation, and misinformation, ensuring comprehension and understanding.

Week 5: Analytical Listening in Problem-Solving

Analytical listening involves a sequential process with the following stages:

1. **Receiving Stage (a)**: This is the actual hearing process where the listener checks if they can clearly
hear the sounds and other sound points.

2. **Understanding Stage (b)**: This stage focuses on generating meaning from what has been heard.
The connection between the listener and the speaker must be clearly established. The understanding of the
speaker must be the same as that of the listener.
3. **Evaluating Stage (c)**: Both the listener and speaker meet in between regarding the points portrayed
in the listening process. This allows the listener to critically examine the details of the information heard,
providing time for information segregation.

4. **Responding Stage (d)**: This stage allows listeners to provide verbal and/or non-verbal feedback
and responses based on the listening contexts.

5. **Remembering Stage (e)**: This is a personal stage for the listener, allowing them to integrate the
information heard into their system for future access and use.

Analytical listening is a very helpful strategy in problem-solving activities. When solving a particular
issue or concern, it's important to first identify significant required information. From the listening texts,
find answers for these questions: who, what, how, when, where, and why.

According to American Society for Quality (2020), there are four steps in solving a problem:

1. Define the problem.

2. Generate alternative solutions.
3. Evaluate and select an alternative.
4. Implement and follow up on the solution.

Week 6-7: Evaluating and Making Judgments

1. Objectivity in Judgments
In making judgments, it is necessary that evaluators form a sense of objectivity. Being objective means
being fair. There is no presence of bias. Personal feelings are detached from the act of judgment.
Judgments can vary from images, media, texts, and performances.

2. Role of Criteria
Judging these complex works or performances becomes easier with the help of criteria. These criteria
guide the evaluators on the scope and limitation of what to judge or examine. Criteria are sets of standards
and/or principles considered in judging a particular work, output, or performance. They may vary
depending on what is to be judged or evaluated.

3. Evaluating a Text
The most common indicators in evaluating a text include:
★ Content: Refers to the idea, concept, focus, or details of the subject matter as discussed in the
text.
★ Cohesion: Refers to the connection and organization of words, phrases, ideas, and concepts
presented in the texts.
★ Grammar: Deals with fluency and accuracy in terms of language structure and facility.
★ Mechanics: Refers to accuracy in punctuations and capitalization.
 ★ Word Choice: Deals with appropriateness of words especially in terms of depth and level of
formality.
★ Tone: Refers to the emotion or feelings attached as expressed by the texts.

Week 8: Evaluating Listening Texts/Materials

Listening texts vary in sources. These texts may come from a song, speeches, conversations, interviews
and the like. A lot of listening materials may be used in listening activities.

As evaluating listening tasks or texts require careful analysis, aside from understanding the concepts
portrayed in listening texts, other criteria may be used in evaluating listening materials. These include the
following:

1. Fluency
Fluency refers to one’s ability to clearly pronounce words with appropriate speed, accuracy and
expression.

2. Tone
Tone refers to the feelings or emotions the speaker portrays in a listening text or material.

3. Volume
Volume deals with the loudness or softness of speaker’s voice indicating emphasis on important points or
concepts.

4. Pitch
Pitch refers to the highness or lowness of the speaker’s voice. This involves the concept of intonation.

5. Speed
Speed refers to how slow or fast the speaker is in speech or delivery.

6. Word Choice
Word choice is very essential as it indicates attitude or certainty. Aside from volume, word choice also
indicates emphasis on important concepts.

7. Cohesion
Cohesion refers to the organization of words, phrases and concepts presented in a listening text.

8. Correctness
Correctness refers to the rightness or precision not only in grammar, but more importantly, the accuracy
in concept.