Chua, Maria Concepcion Loren R 2012-22091 Mabelle P. Victorias article Power and Politeness !

ocial "nteraction in Philippine #i$her %ducation Classroo&s, in so&e wa', represented the entire content o( the article. " used the ter& )in so&e wa' because the title could ha*e been &ore li&ited and de(inite b' usin$ +e' words li+e ,con*ersationsor ,*erbal interactions- (or the whole papers data was based on such. .hrou$h li&itin$ the title to these +e'words, the topic could ha*e narrowed down in the readers point o( *iew. .he authors &ain topic is ,(ace preser*ation- which was based (ro& /rown and Le*insons politeness theor' 0which was also a concept borrowed (ro& 1o((&an, 19234. "n this stud', (ace re(ers to the ,public sel(-i&a$e o( all rational adults in social interaction.- "t was also &entioned that there are 2 +inds o( which positi*e, which is the desire to be li+ed and ne$ati*e, which is the desire to be uni&peded b' others. .he said &eanin$ was consistentl' used throu$hout the paper. .he author (ocused on the ,(acesa*in$ &odel o( politeness- b' /rown and Le*inson, which was also applied to the data $athered durin$ the stud'. 5s " read the introductor' part, " was $uided b' how the author established the topic o( power and social relations between pro(essors and students. #er re(erences and citations were also well-laid. .hese re(erences were pre*ious studies on classroo& interactions. .hese studies e6pressed that pro(essors, or teachers in $eneral are authoritati*e persons whose words are to be obe'ed. "t was also &entioned that the 7ilipino classroo& culture is hi$hl' teacher-centered. .hese sentences e6press that our countr's educators ha*e the ,supre&e authorit'- durin$ class hours. Moreo*er, she also considered studies which are not li&ited to classroo&

culture, such as interactions in a wor+in$ en*iron&ent. 5lthou$h the author did not directl' disa$ree with the pre*ious studies, it was ob*ious that she ca&e up with a conclusion that is sli$htl' di((erent (ro& her re(erences. !he e&phasi8ed the (act that there is a need to protect and preser*e ,(ace- 0,9 this )supre&e authorit' is o(ten &iti$ated and e6ercised with a $reat deal o( concern placed on the protection and preser*ation o( the students (ace-4 .he authors discourse data was basicall' the elicitation between the pro(essors and their students. .he authors data-$atherin$ &ethod suits the topic *er' well. :nli+e elicitation and role-pla'in$ &ethods which were used durin$ the pre*ious studies, a (l'-on-the wall, non-participant obser*er approach was adopted. .his &ethod &ade it &ore natural (or the participants at the sa&e ti&e brou$ht precise records. .hrou$h discussin$ the data $athered, the author pointed out the wa's o( (ace-preser*ation such as positi*e politeness 0lan$ua$e that preser*es belon$in$4, ne$ati*e politeness 0entails redressi*e lan$ua$e4 and bald onrecord 0direct and una&bi$uous4bein$ the &ost co&&onl' used. !elected (ace-threatenin$ acts were presented in paper correctin$ a &ista+e, chec+in$ (or understandin$ and $i*in$ ho&ewor+. .he author also illustrated speci(ic e6a&ples o( lines which she interpreted and cate$ori8ed hersel(. !uch e6a&ples are le6ical repetition 0used to stress interest and to show that one has heard correctl'4, use o( po o( an older person to a 'oun$er one 0con*e's o((-record sarcas&4, use o( slan$ words 0cate$ori8ed as positi*e politeness4. !o&e e6a&ples shown were lines which e&otions were interpreted b' the author hersel(. !ince readers are not able to *eri(' these e&otions, it would be hard (or the& to percei*e and understand what the author wishes to e6press. 5t the end o( the author concluded that the result o( the stud' pro*ed that there is a &i6 o( politeness strate$ies used when there is a need to

per(or& a (ace-threatenin$ act. "t was also pro*ed that usin$ these acts o( lin$uistic politeness enables the )hi$h power pro(essors to co&e down to the le*el o( their students, and share the sa&e $round. "n the authors point o( *iew, lin$uistic politeness itsel( is a necessit' (or power. #a*in$ been aware o( these +inds o( lin$uistic politeness acts pro*ed that those who are in the )hi$h power class need not to &a+e those who are in )low power lose (ace in order to e6press authorit'. #owe*er, so&e o( the anal'sis were alread' co&&on +nowled$e and need not be elaborated (urther into stud'.