Академический Документы
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Corazon F. Rubio
Mayra Christina M. Ambrocio, DEM
Table of Contents
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MODULE 5
COMMUNICATION IN ENGLISH: A DISCOURSE
Introduction
In this lesson, you will learn how to write in the register of English discourse by
planning and drafting documented writings in local and global context. Cambridge
Dictionary defines discourse as a communication in speech or writing; or
a speech or piece of writing about a particular, usually serious, subject.
Learning Outcomes
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Lesson 1. Specific and Clear Language
In speech and writing, directness is the quality of being straightforward and concise:
stating a main point early and clearly without embellishments or digressions. Directness
contrasts with circumlocution, verbosity, and indirectness (Nordquist, 2020). There are
different degrees of directness, which are determined in part by social and cultural
conventions.
Obscure and pompous words are irritating (Prismnet, 2020). Instead, look for the
possible synonym for a word. Students should aim for precise and appropriate language.
The highly technical and scientific words for example “a gem carbonaceous” for
“diamond” hide the very simple meaning of the stanza.
Delete the obvious” is a means to Consider statements or passages that argue for or
detail what you and your peers already assume. “Intensify the least obvious” means that
your writing/essay/speech as a declaration of new ideas, a fresh idea.
Other terms one should avoid or use with care are technical or specialized terms that
are specific to a professional discourse community. For instance, when lawyers converse
with each other, they use “legalese" such as "bench trial" for a trial without a jury and the
Latin reclusion perpetua for life imprisonment (Nordquist, 2020).
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Doctors communicate with one another using such medical terms and shortcuts such
as "CBC" for "complete blood count" and "stat" from the Latin statinum, meaning
immediately. One easy way physicians can more effectively communicate with patients is to
de-jargon their language by using common words and phrases instead of complex medical
terms and acronyms (Petersen, 2015).
When these words are used for an audience or readers outside of the discourse
community, they are unnecessarily difficult.
At times, there may be a need to include some technical terms from the discipline or
area one is writing about. If this is the case, definitions of these terms should be provided for
readers unfamiliar with them (Nordquist, 2020).
1. The whole world will tell you, if you care to ask, that your words should be simple
and direct.
2. Everybody likes the other fellow's prose plain.
3. It has even been said that we should write as we speak.
4. That is absurd. ... Most speaking is not plain or direct, but vague, clumsy, confused,
and wordy. ...
5. What is meant by the advice to write as we speak is to write as we might speak if we
spoke extremely well.
6. "Prefer the short word to the long; the concrete to the abstract; and the familiar to the
unfamiliar
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Lesson 2. Standard and Non-Standard English (Chaudhary, 2020)
Standard English
The formal type of English language that is mostly spoken and written I government
agencies and environments is called Standard English. It is used in government institutions,
Standard English is also engaged in media conversations, school announcements and
international communications. It is very similar to normal English language that we use in
our daily life.
The only difference between the two is that Standard English makes use of
complicated terms which are otherwise not very common in our everyday communications.
This makes this language very formal and perfect for settings like government authorities,
media and international dealings.
Non-Standard English
In contrast, non-Standard English used is everyday life by anyone from a little kid to
a 70 year old person with basic words that are common and easily understandable by the
local community.
Non-Standard English does not make use of complex terms and is sometimes
missing the proper punctuation as well.
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• Whereas non-Standard English has word preferences depending on the area
and the locals that it is spoken by.
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Lesson 3. Diction – Lexical Accuracy
Lexical Change
Be open to changes in the form and use of English words. For formal written
communication, use international news, magazines and reputable journals as models. For
Nothing could be further from the truth. (The Free Dictionary, 2020)
This despite the existence of the idiom far from the truth.
New word may come from inventions. For instance, the term fax, which is a short
form for facsimile that is electronically transmitted, is now used as a verb as well:
Another is the brand name Xerox, from the copying process technically labeled as
xerography (Dictionary.com, 2020). Now we have the noncount noun and verb xerox:
The lecturer handed out xerox copies of his outline. [Thus far, the plural form xeroxes has
not become popular]
Many graduate students xerox whole books out of necessity.
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Some words acquire new meanings (Malicsi, 2020). The verb consult led to the noun
consultant, i.e., the person whom an institution consults for expertise which it does not have
in-house. Now, that noun has led to another meaning of the verb consult, meaning “to
function as a consultant.”
The movie producer, director, designers, and actors consulted NASA scientists on
details of the Mars mission.
NASA consulted on every aspect of the sci-fi movie Mission to Mars.
The use of text as a verb has become common on TV-CNN and American Idol use it
to tell their viewers to send in their response, in constructions like you may text your
response to or text “vote” to. The phrase I was texting has also been used in an American
It may still be limited to Filipino English. For conversation, these forms may be used.
But in formal written texts, the longer phrase sends a text message seems to be
appropriate.
Many students have begun to send text messages to each other to coordinate their team
research.
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Lesson 4. Euphemisms on Euphemisms
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Assessment Task 5-1
A. Look up the terms in the last sentence to find out why these are offensive. Provide
more appropriate alternatives for these and list them in the table here. (10 pts)
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Assessment Task 5-2
A. Identify each pair of words as synonyms, antonyms, and homonyms. (10 pts)
1. lead/led 6. rustic/refined
2. raze/raise 7. whether/weather
3. irk/annoy 8. insurrection/revolt
4. defer/delay 9. random/deliberate
5. ample/plentiful 10.vertical/horizontal
B. Look up each word in your dictionary and write the definition. (10 pts)
1. Ruminate 6. Tantamount
2. Pauperize 7. Sycophant
3. Hauteur 8. Wheedle
4. Torpid 9. Oration
5. Censure 10. Minatory
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ASSESSMENT TASK 5-3
C. A. List down examples of words with their negative connotations. (25 pts)
B. Read the following statements carefully. Decide if each statement is true or false. Write T
on the blank if the statement is true, and F if the statement is false. If the statement if false,
re-write or revise it to make it true. Use the space provided after each statement. (12 pts)
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
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____ 3. All cultures have the same way of thinking about time.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
____ 4. Communication across cultures happen in one’s own country because of the
diverse domestic workforce of many companies today.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
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Assessment Task 5-4
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Summary
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References
Malicsi, J. (2020, October). Scribd.com. Retrieved from The English Linguistics Project:
English Manual (8th Edition: https://www.scribd.com/book/364589385/The-English-
Linguistics-Project-English-Manual-8th-Edition
Petersen, V. M. (2015, November 6). The Do. Retrieved from Say what? 4 ways to break
down medical jargon for your patients: https://thedo.osteopathic.org/2015/11/say-
what-4-ways-to-explain-medical-jargon-to-your-patients/
Sambit. (2019, October 4). Ranker Online. (Sambit, Producer) Retrieved from
https://rankeronline.com/lol-meaning/
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The Free Dictionary. (2020). Retrieved from
https://idioms.thefreedictionary.com/nothing+could+be+further+from+the+truth
Veritatem, L. (2015, July 15). Politics and Prosperity. Retrieved from The Euphemism
Conquers All: https://politicsandprosperity.com/2015/07/30/the-euphemism-
conquers-all/
Zambas, J. (2019, May 15). Joanna Zambas. Retrieved from Career Addict:
https://www.careeraddict.com/the-importance-of-effective-communication-in-the-
workplace
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MODULE 6
CREATING MULTIMODAL TEXTS
Introduction
In this lesson, you will learn how to evaluate and create multimodal text. Multimodal
literacy is important in the modern classroom as it includes all the knowledge and thinking
skills students use that include spoken, printed, visual and digital texts; each mode uses a
different way of sending a message or communicating with audience . The student will
develop or learn skills in literacy to organize their thoughts and respond to the mode
(Cram.com. 2020)
Learning Outcomes
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Lesson 1. Evaluating Messages and Multi-modal Texts (O’Brien,
2020)
Evaluating Messages and/or images of different types of texts reflecting different cultures:
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1. A multimodal text can be paper – such as books, comics, and posters.
2. A multimodal text can be digital – from slide presentations, e-books, blogs, e-posters,
web pages, and social media, through to animation, film and video games.
3. A multimodal text can be live – a performance or an event.
4. And, a multimodal text can be transmedia– where the story is told using ‘multiple
delivery channels’ through a combination of media platforms, for example, book,
comic, magazine, film, web series, and video game mediums all working as part of
the same story (O’Brien, 2020).
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Lesson 2. Multimodal Text Examples (O’Brien, 2020)
• Slide Presentations
• Animation
• Book Trailers
• Digital Storytelling
• Live-Action Filmmaking
• Music Videos, ‘Born Digital’ Storytelling, And
• Various Web Texts and Social Media.
The level of digital technology requirements range from very simple options
level of technical and digital media skills. The choice is yours depending on your skill
and experience, level of confidence, and the resources and tools available to you
(O’Brien, 2020).
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Lesson 3. Creating Multi-modal Texts (O’Brien, 2020)
• Modes and meaning systems explores the key meaning-making systems we can use
to create meaning.
• We can use five broad semiotic or meaning making systems to talk about how we
create meaning: written-linguistic, visual, audio, gestural, and spatial patterns of
meaning.
1. Written / Linguistic
• Concerns spoken and written language through use of vocabulary,
generic structure and grammar
2. Audio
• Music, sound effects, noises, ambient noise, and silence through the
use of volume, pitch and rhythm
3. Visual
• Concerns still and moving images through the use of color, saliency,
page layouts, vectors, viewpoint, screen formats, visual symbols; shot
framing, subject distance and angle, camera movement, subject
movement
2. Gestural
• Concerns movement of body, hands and eyes, facial expressions,
demeanors, and body language, and use of rhythm, speed, stillness
and angles
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3. Spatial
• Concerns with environmental spaces and architectural spaces and
use of proximity, direction, layout, position of organization of objects in
space.
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and narration work; and how the visual and linguistic resources work together to
create meaning.
• Reading (and deconstructing) examples of these texts shows how this is a
critical component in the process of developing student knowledge of the
meaning making resources available to multimodal authors.
• What is the purpose of the text? Who is it for? What is the content?
3. Digital Storytelling
• Brings the ancient tradition of oral storytelling and new technologies together in a
powerful, interdisciplinary learning process.
• A digital story is short – usually, one to three minutes in length, narrated in first
person using your own voice.
• Examples can be found in this link: http://digitalstorytelling.coe.uh.edu/ (Robin,
2020)
• Still images are commonly used with camera tools used to frame the shot, and to
pan across the photograph, or zoom in or out, creating a sense of movement
within an image and across a sequence of images.
• Music and sound effects are added for dramatic effect and to add emotional
tone. Moving image can also be used.
• Through digital storytelling, we can weave together video, photos, art, music,
narration, print, and sound effects using simple multimedia publishing tools to tell
our stories.
• Making a digital story involves creative and critical thinking, inquiry, writing,
discussion, design, production, reflection and presentation.
• It provides opportunities for students to enhance the expression of their own
stories, thoughts and ideas in creative and engaging ways, across a diverse
range of learning contexts.
• Digital stories can be imaginative, they can be reflective and analytical, and they
can be factual. It depends on the purpose of the task, the audience and the
genre chosen (O’Brien, 2020).
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4. Posters
• There are different types of posters which students like you can produce. It is
important to attend to the differences in purpose for each poster type and to
identify the specific text structures, visual design and language features for each.
• Common poster types used in classrooms include:
- Promotional posters for films, books, exhibitions, events
- Campaign or awareness raising posters
- Information report posters
5. Short Films
• Short films can be made quite simply using the video recording capabilities of
smart phones or a digital camera. The film can be later compiled through editing
and other post-production processes using simple post production software
programs. There are a number of simple editing apps available for phones and
tablets
• While one to three minutes is the usual length of a student short film, even
shorter films are fun to make too.
• In camera edited film - A more simple, less processed film can also be carefully
planned and filmed in a shot by shot sequence from titles through to credits as
an in-camera edit (O’Brien, 2020). An examples can be found in this link:
https://www.youtube.com/watch?v=JPJ2t2ypTHg&feature=youtu.be
https://www.youtube.com/watch?v=07d2dXHYb94
https://www.youtube.com/watch?v=kNw8V_Fkw28
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6. Music Video
7. Trailers
• Trailers are very short videos traditionally created to promote a film.
• A commercial film trailer uses existing film footage and music to convey highlights or
insight into key themes and is designed to hook in potential viewers. Trailers are a
very powerful marketing tool (O’Brien, 2020).
• Examples: https://www.youtube.com/watch?v=fFaJLsjWHIw
https://www.youtube.com/watch?v=KK8FHdFluOQ (Mulan)
• ‘Born digital’ stories are digital texts constructed through a mix of modes including
print, still image, moving image, sound and sometimes interactive gameplay. ‘Born
digital’ texts may also involve geo-tagging and locative storytelling, or storytelling with
maps (O’Brien, 2020). Example:
https://www.youtube.com/watch?v=94k4TYfNiWY
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9. Web texts or Blogs
• computers : a website that contains online personal reflections, comments, and often
hyperlinks, videos, and photographs provided by the writer; also : the contents of
such a site; a regular feature appearing as part of an online publication that typically
relates to a particular topic and consists of articles and personal commentary by one
or more authors (O’ Brien, 2020).
• Example web text or blog creation Five Steps to Starting a Class Blog (Morris, 2020)
http://www.kathleenamorris.com/2012/08/09/five-steps-to-starting-a-class-blog/ or
https://cpb-ap-se2.wpmucdn.com/global2.vic.edu.au/dist/8/5256/files/2012/08/Five-
Steps-to-Starting-a-Class-Blog-ondv37.pdf
❖ Pre-production
▪ Development of story, setting and characters
▪ Writing the script
▪ Storyboard
❖ Production - Bringing the story to life using the chosen tools and available
semiotic resources to create meaning.
❖ Post-production
licensed).
• Reading multimodal texts provides resources for deconstructing and analyzing how
different modal systems work to create meaning in a text.
• Visual literacy provides a closer look at one of the key meaning-making modes, with
the aim to develop a shared metalanguage for talking about how visual meaning is
constructed.
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Assessment Task 6-1
TOTAL 60
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Assessment Task 6-2
- Develop printed/ paper and digital media (originally created by your group)
- Share the links to your target audience
- Your transmedia must run/up online starting: October 26 to December 20, 2020.
Your professor will make an evaluation during the Midterm and the Finals
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Summary
In this lesson, you were abele too evaluate and create multimodal text. The
importance of Multimodal literacy in the modern classroom includes the knowledge and
thinking skills students use that include spoken, printed, visual and digital texts; each mode
uses a different way of sending a message or communicating with audience.
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References
Pixels, C. a. (2020). Code and Pixels. Retrieved from Code and Pixels:
https://www.photographymad.com/pages/view/10-top-photography-composition-rules
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MODULE 7
COMMUNICATION FOR VARIOUS PURPOSES
Introduction
According to Writer (2020) the five purposes for communication are to inform,
imagine, influence, meet social expectations and express feelings. Most of the problems that
occur in relationships and between business organizations are due to ineffective
communication, which can happen when people fail to communicate or when processes
lead to confusion so the communication is not fully understood (Writer, 2020).
Is the Filipino worth dying for? Written by Benigno Aquino to invigorate the
commitment of Filipino “to safeguard the freedom that we enjoy now” and do more to help
improve the lives of those suffering from poverty and injustice. Let his example ensure that
Filipinos enjoy the blessings of freedom and democracy. It also reminds the students to
ponder on their roles to serve and love our country.
Learning Outcomes
Bequiri (2018) relayed that 2,300 years ago, Aristotle determined the components
needed for persuasive speaking. They are referred to as the three pillars of persuasion -
ethos, pathos and logos. In this article, we discuss how to use the three pillars for public
speaking. Ethos, pathos and logos are modes of persuasion used to convince and appeal
to an audience. You need these qualities for your audience to accept your messages.
The principle of clarity means the communicator should use such a language
which is easy to understand. The message must be understood by the receiver.
The words used should be simple and unambiguous. The language should not
create any confusion or misunderstanding. Language is the medium of
communication; hence it should be clear and understandable.
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2. Adequacy and Consistency (Vicky, 2020)
The communicator must carefully take into account that the information to
be communicated should be complete and adequate in all respect. Inadequate and
incomplete message creates confusion and delays the action to be taken. The
adequate information must be consistent with the organizational objectives, plans,
policies and procedures. The message which is inconsistent may play havoc and
distort the corporate interests.
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6. Need for Communication Network (Vicky, 2020)
The message communicated must draw the attention of the receiver staff and
ensure action from him in the right perspective. The efficient, sincere and prompt
manager succeeds in drawing the attention of his subordinates to what he is
conveying.
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Lesson 2. Communication: General Speech Purposes
According to Surbi (2020), there are three general speech purposes to inform, to
persuade, and to entertain. These are applicable in both: public or private communication.
Remember that that, in reality, we have our purposes. Let us now examine these three
types of speeches.
• Informative Speeches
The purpose of informative communication is to increase the receiver’s
knowledge and understanding of a subject. Informative speeches may also entertain
or change beliefs. A speaker whose immediate purpose is to impart information often
uses amusing or dramatic illustrations to entertain his or her audience, thus holding
their attention. Moreover, information, even it if consists only of facts, may lead to
changes of belief, although such results may not be a part of the speaker’s purpose
(Surbi, 2020).
a. The procedures to be followed for adding new courses to the college curriculum.
b. How to grow vegetables in a greenhouse.
c. The working of a pollution-free engine.
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• Persuasive Speeches
• Argumentative Speech
An argumentative speech is a persuasive speech. Here, the speaker efforts to
encourage audiences to alter their views on a controversial issue. Though they are
alike in some manner, persuasive and argumentative speech contains different goals
(Jaiswal, 2020).
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• Entertaining Speeches
The third major type of speech has the purpose of entertaining the audience.
Here the word “entertainment” is used in its broadest sense to include anything that
stimulates a pleasurable response, whether it is humorous or dramatic (Surbi,
2020).
Through such speeches the speaker wants the people present to have an
enjoyable time. The speaker is not concerned with ensuring that they learn a great
deal or that they change their mind in one direction or another. Entertainment is the
purpose of many after-dinner speeches and a favorite type of speech of the
comedian (Surbi, 2020).
These, then, are the major speech purposes. If you know exactly what the purpose
of your speech is, you will have a guide for your preparation – a reminder that each bit of
material contained in your presentation should contribute something to the accomplishment
of your purpose (Surbi, 2020).
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Lesson 3. Specific Speech Purposes (Surbi, 2020)
The general reaction you want to secure from your audience may be stated in terms
of informing, persuading, or entertaining. But the particular and immediate reaction that you
seek must be precisely formulated into a specific purpose. The specific purpose describes
the exact nature of the response you want from your audience. It states specifically what
you want your audience to know, feel, believe, or do (Surbi, 2020).
There are three requirements a good specific purpose should meet: it should contain
only one central idea; it should be clear and concise; and. most important, it should be
worded in terms of the audience response desired (Surbi, 2020).
When your general purpose is to inform, your specific purpose might be:
a. To have the audience understand the important aspects of student government.
b. To have the audience understand the basic fundamentals of boating safety.
c. To have the audience understand the history of the modern Animal Rights
movement
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Lesson 4. Fundamentals of Public Speaking: Four Types of
Speeches (Lumencandela, 2020)
Speeches can be categorized into four broad areas depending on the amount of
preparation that is undertaken and depending upon the nature of the occasion. The four
types of speeches are manuscript, memorized, extemporaneous, and impromptu
(Lumencandela, 2020).
Our aim is to acquaint you with these four different modes of delivery, to provide
suggestions for when you are asked to make impromptu remarks, and then to focus most
your time on the preparation, practice, and presentation of extemporaneous speeches.
When you listen to the President deliver a State of the Union message, you
listen to a well-crafted speech being read from a teleprompter. The speech has been
polished by a staff of speechwriters and has been practiced many times.
The President will know how to anticipate the reaction of the audience and
will know when to pause for applause and when to expect laughter. This form of
speaking is used when the exact words matter and when much time and energy is
expended on getting everything just right.
There are times when people who are not leaders of countries deliver
manuscript speeches as well. They are used when people testify before Congress,
when people read important statements in a public setting, or when people deliver
reports at professional meetings. All call for exact words in the correct order.
In that case, you would want to ensure that you had prepared your
manuscript carefully, using large fonts so you could read it easily without burying
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your nose in the pages. Reading the speech does not allow you to skimp on the
preparation. Practice the speech many times. This allows you to make changes, if
needed, and to select the best words to communicate your exact meaning. \
Unless you are specifically told by your instructor to prepare and deliver a
manuscript speech, you should never write out the entire speech. Spend your time
developing your outline, organizing your ideas, and determining where you can best
insert your supports. Then practice using the outline while speaking.
When you were in elementary school, did you ever have to memorize a poem
or a part of a speech? If you are like most students, the answer is “Yes.” There is
nothing wrong with memorization.
But if you try to memorize a speech, you risk forgetting what you planned to
say and coming across as completely unprepared. Memorizing your speech is even
worse than reading it. All the objections that apply to the read speech also apply to
the memorized speech. Spontaneity is gone.
The speech can sound stilted. Often, delivery is too rapid. Concentration is
on the words, not the ideas. Sometimes the speech sounds too formal, like a written
essay. There is minimal feedback or other contact with the audience. And what
happens if your mind goes completely blank or if an audience member interrupts?
The entire presentation will likely fall apart. Memorizing a speech puts entirely too
much pressure on the speaker.
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3. Impromptu Speech (Lumencandela, 2020)
There will come a time for all of us when we are asked to “say a few words”
without much preparation. You haven’t prepared any notes, you haven’t practiced
what you’ll say, and you’re being asked to “wing it.”
While this may seem incredibly scary, impromptu presentations are the most
common type of public speaking. You’re in class and suddenly the professor wants
to hear how group projects are going. You, as the leader of your group, are asked to
stand and briefly discuss what the group is doing and how much you’ve completed
so far. That’s an impromptu speech.
You didn’t know when you headed to class that day that you’d be speaking in
public, but you did it. No sweat! Or maybe you’re in a meeting at work and the boss
announces that he wants you to brief everyone in the meeting on the new equipment
being installed that afternoon. Again, no prior planning, no notes, you just do it.
That’s impromptu speaking.
Simply stated, an extemporaneous speech is one where you will have time
for preparation and practice but will not be expected to read from a manuscript or to
have the speech memorized.
The question most students ask is, “How much time should be spent in
preparation and practice?” Perhaps Mark Twain said it best. When speaking about
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preparing for an impromptu speech, he noted, “It usually takes more than three
weeks to prepare a good impromptu speech” (King).
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Lesson 5. Delivering an Impromptu Speech (Fleming, 2020)
An impromptu speech is a speech that you have to make without much or any time
to prepare. In life, this can happen when you attend special events, like weddings or
celebrations. In school, teachers use impromptu speeches as homework assignments to
help you develop communication skills and to help you prepare for those future life surprises
(Fleming, 2020).
You might find it helpful to write down your specific purpose on a sheet of paper. This
will give you a constant target at which to aim. It allows you, at a glance, to see if the
material you have gathered, and the organization of that material, directly relates to your
specific purpose (Fleming, 2020).
If you have a few moments before your speech is expected to begin, grab a writing
utensil and something to write on, whether it's a napkin, envelope, or the back of a receipt
you have on hand, and jot down a few thoughts (Fleming, 2020).
Highlight a few interesting or significant points. Try to memorize key points. If you
have time before your speech, create an outline of the major themes or points and commit it
to memory with a memorization trick, like an acronym.
Most politicians think of questions ahead of time (or topics to discuss), prepare some
talking points, and talk about those, despite the topic or question they're given. This is a
handy trick when you're facing a hard question or asked to discuss a topic with which you're
unfamiliar (Fleming, 2020).
Your goal is to deliver a one-sided conversation, off the cuff, so you are in complete
control. If you are speaking in front of friends or family, it may ease your nervousness to
express your lack of preparation.
Begin with your introductory sentence, elaborate, then start working your way to your
ending sentence. As you deliver your speech, concentrate on diction and tone (Fleming,
2020).
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Lesson 6. Sample Speech: The Filipino Is Worth Dying For
This simple yet powerful statement by Benigno “Ninoy” S. Aquino, Jr., is one of the
most popular quotes in Philippine society (Francisco, 2020). It is quoted by great
statesmen in their speeches, it is reprinted on thousands of t-shirts, but in truth, Ninoy never
said this, at least not verbatim. Ninoy delivered before the Asia Society on August 4, 1980in
New York City, goes deeper than the oft-quoted shortened version implies, full text of this
statement, as follows (Tammy, 2008):
“I have spent almost eight long and lonely years in military confinement. The problem
of Martial Rule and its injustices have nagged me all these years.
During those eight years, I learned the true meaning of humiliation, of courage, of
hunger, and endless anxiety. Rather than be bitter, I have learned to accept my suffering as
cleaning process and a rare opportunity to really grapple with the problems of the Filipino.
I have asked myself many times: Is the Filipino worth suffering, or even dying, for?
Is he not a coward who would really yield to any colonizer, be he foreign or home-grown? Is
a Filipino more comfortable under an authoritarian leader because he does not want to be
burdened with the freedom of choice? Is he unprepared or, worse, ill-suited for presidential
or parliamentary democracy?
I have carefully weighed the virtues and the faults of the Filipino and I have come to
the conclusion that he is worth dying for because he is the nation’s greatest untapped
resource.
It would seem that he is more comfortable in being told to do than to think for
himself. But this is only a superficial impression because deep down in his being, he loves
freedom but puts the highest premium on human life and human dignity. Hence. He would
try to adapt till his patience runs out.
Is the Filipino prepared for democracy? Definitely. Even before the arrival of the
Spanish Conquistador, he had already practiced participatory democracy in his barangay.
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He values his freedom but because he values human life more, he will not easily take up
arms and would rather wait till his patience runs out.
Yes, I have gained valuable insights in prison, and like an average Filipino, I would
like to tell Mr. Marcos this:
I can forgive you for what you have done to me over the past eight years because
this I can do, but I can never forgive you for depriving our people of their freedom because it
is not mine to forgive.
I have waited patiently for you to restore the democracy you took away from us on
that night of September 23, 1972. Like the average Filipino, please do not mistake my
patience for docility, my conciliatory demeanor for cowardice and lack of will.
I have chosen to suffer long years of solitary confinement rather than urge my
followers to put our country to the torch because, like the average Filipino, I put the highest
value on human life. And I dread the weeping of mothers whose sons will surely be
sacrificed at the altar of revolution. But please do not misinterpret this conduct for timidity
and subservience.
I have faced death a couple of times in prison. In 1975, I went on a hunger strike for
forty days and forty nights and I was near death when your jailers rushed me to the
Veterans Hospital.
I faced death in your detention camp when your army doctors diagnosed my heart
ailment as mere muscle spam, only to be told by doctors in the United States that I could
have died from the heart attacks while I was languishing in your jail.
Mr. Marcos: Please believe me when I tell you that, like the average Filipino, I will
again willingly face death in a freedom struggle if you will not heed the voice of conscience
and moderation. You were a soldier once, and you have repeatedly said many times, it is an
honor to die for one’s country and for one’s freedom. I hope you will now believe in what you
preach and pray that you shall at last desist from further trying the patience and resolve of
your countrymen. Mr. Marcos: Give us back our freedom or suffer the consequences of
your arrogance (Tammy, 2008).
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Assessment Task 5-1
Read and internalize the essay of Benigno Aquino and answer the question
intelligently. (15 pts).
1. Who is Ninoy Aquino? What is his importance in the Philippine History? (3 pts)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________
2. Why was Ninoy Aquino imprisoned, tortured and eventually killed? (3 pts)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________
4. What was his relationship with the President Ferdinand Marcos? (3 pts)
_________________________________________________________________________________
_________________________________________________________________________________
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_________________________________________________________________________________
_________________________________________________
5. Are there similarities between Martial Law, as it was them, and today times? What
are they? (3 pts)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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Assessment Task 7-2
Incorporating the knowledge you gained from Module 4: Best Practices of Public
Speaking, you might find it helpful to write down the specific purpose of your own or chosen
speech on a sheet of paper. Consider the following speeches (on links):
(https://filipiknow.net/battle-speeches-in-philippine-
history/#:~:text=The%209%20Most%20Epic%20Battle%20Speeches%20Ever%20Given,Th
e%20People%E2%80%9D%20Speech%20%281897%29.%20...%20More%20items...)
* Choose a speech, analyze the purpose and give your reflection. (15 pts)
(https://www.scoopwhoop.com/inothernews/historical-
speeches/#:~:text=16%20Famous%20Speeches%20That%20Shaped%20The%20History%
20Of,Kennedy%20Inauguration%20Speech%20-
%20John%20F.%20Kennedy%2C%201961)
* Choose a speech, analyze the purpose and give your reflection. (15 pts)
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Assessment Task 7-3
Deliver a 3 to 5 minute-speech (of your choice and/or original writing), and upload
on YouTube/FB. Share the link to your professor/class for grading and viewing by the
audience (50 points). Your teacher or course professor will set the rubrics. Encourage
comments from your audience.
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Summary
The fear of public speaking is something that a lot of people have. It is usually
one of the most common fears that one has. But the best way to conquer it is – to
just do it well until it gets you easier. Think of a topic that you can engage and
deliver to your audience.
References
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https://www.businessmanagementideas.com/presentations/speech-purposes-
general-and-specific-presentation/3114\
Tammy. (2008, August 20). Winding Staircase. Retrieved from Climbing the Winding
Staircase: https://windingstaircase.blogspot.com/2008/08/filipino-is-worth-dying-for-
ninoy.html
Vicky. (2020). Communication: Meaning, Purpose, Importance and Principles. Retrieved
from yourarticlelibrary.com:
https://www.yourarticlelibrary.com/management/communication/communication-
meaning-purpose-importance-and-principles/60291
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