CORDILLERA CAREER DEVELOPMENT COLLEGE

Buyagan, Poblacion, La Trinidad, Benguet

LEARNING MODULE FOR ENGLISH 204

for classroom/remote teaching and learning use only

This Learning Module is compiled, owned and released by

the Cordillera Career Development College,
Buyagan, Poblacion, La Trinidad, Benguet, Philippines
for the exclusive use of its enrolled students for
classroom/remote teaching and learning purposes only.

Prepared by:
 Preface
“If I went back to college again, I’d concentrate on two areas: learning to write and to speak before an
audience. Nothing in life is more important than the ability to communicate effectively.”
– Gerald R. Ford
Speaking is one of the ways in which people communicate with others. It is a skill that every
social being, not only students, need to apply effectively to build or maintain relationship with others.
Thus, it needs to be learned, understood, and practiced for us to attain the aims of communication-
convey and understand information uniting people with diverse backgrounds.
Nunan (1995) expressed that mastering the art of speaking is the single most important aspect
of learning a second or foreign language, and success is measured in terms of the ability to use the lan-
guage in conversation. In today’s world, speaking using the English language is one ability that eve-
ry student must have because most of the time, they are required to orally communicate their
thoughts, ideas, and feelings in terms of recitation, classroom interaction, and outside school transac-
tions like on-the-job training. However, it is observed that there are still many students who cannot
communicate well with the use of English language. They find it difficult to express themselves in
spoken language . Tuan & Mai (2015) explained that these may be because of inhibition, lack of topi-
cal knowledge, low participation, and mother-tongue use. Students may be shy or they are not confi-
dent, or they lack knowledge of the topics they are dealing with/they prefer topics related to their field
of specialization or they can better express their concepts when using mother tongue. These were also
observed by the teachers and partnering agencies where the students conduct their on-the-job training.
Lastly, despite its importance, speaking has been overlooked in schools and universities due to differ-
ent reasons like emphasis on grammar and unfavorable teacher-student proportions (Leong & Ahmadi,
2017). It is for this reason that this module is created– to let the accountancy students enhance their
speaking skills so that when they go out of the school for on-the-job training or work, they would be
able to communicate effectively.
This module is anchored on the aims of Public Speaking, developing students’ skills in public
speaking, argumentation and critical questioning. It also intends to develop students’ communi-
cative competence for them to communicate effectively and appropriately to a multicultural au-
dience in a local and global context. Also, it is aimed that the knowledge, skills, and insights that these
students will gain may be used in their other academic endeavors, their chosen disciplines, and their
future careers as they compose and produce relevant oral, written, audio-visual, and/or web-based out-
put for various purposes. In addition, graduates of the accountancy, criminology, and nursing courses
are expected to have the ability to effectively communicate orally and in writing using both English
and Filipino, (CMO 27 s 2017, CMO 5 s 2018, and CMO 15 s 2017). Likewise, a graduate of crimi-
nology is
This module is focused on public speaking with argumentation and debate. It is divided into
four modules: introduction to communication, listening, speaking in public, and debate. To help stu-
dents enhance their public speaking and debating skills, this module provides concepts and varied ac-
tivities on the different topics for each module.
It is hoped that this module will help students improve their public speaking and debating skills
so that when they go out for their on-the-job training, they will receive positive feedbacks on how they
communicate with others, and they would feel confident of themselves when communicating with oth-
ers.

dpamdos

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 Table of Contents

Title Page
MODULE 1 COMMUNICATION 1
Lesson 1 What is communication? 3
Lesson 2 The Communication Process 6
Lesson 3 Mode of Communication 10
Lesson 4 Principle of Written and Oral Communication 13

MODULE 2 LISTENING 15
Lesson 1 Hearing vs. Listening 17
Lesson 2 The Listening Process 20
Lesson 3 Barriers to Listening 23
Lesson 4 Active Listening Strategies 25

MODULE 3 PUBLIC SPEAKING 27

Lesson 1 History of Public Speaking 28
Lesson 2 Writing a Speech 30
Lesson 3 Speech Delivery 32
Lesson 4 Gestures 39
Lesson 5 Designing Effective Presentation Materials 46

MODULE 4 DEBATE 49
Lesson 1: Debate History 50
Lesson 2: Basics of Argumentation and Debate 52
Lesson 3: Logical Fallacies in Debate 58

REFERENCES 60
 Welcome to the first module of the Public Speaking
with Argumentation and Debate course. This module is en-
titled “Communication”. In this module, we will be cover-
ing the basics of communication and why it is crucial in
your chosen field of specialization.

For the first part of this module, we will be learning

concepts about the basics of communication and its context
in your chosen field. Of course, it's not enough to just know the concepts, so expect activities that are
embedded in each lesson.

This module will hopefully help you not only to become knowledgeable but also understand-
ing and respectful communicators.

At the end of this module, you will be able to :

A. examine the basic principles of communication;
B. identify and apply the different skills needed to communicate properly;
C. integrate critical thinking in decision making in the context;
Instruction: Listed below ar e wor ds r elated to communication. Fill in the missing letter s of each
word. A definition is provided to guide you.

1. __O__ __ __ __ I __ __ __ I __ __
Definition: It is the process of exchanging information and ideas through different modes.
2. __ O __ __ __ __
Definition: one who initiates the communication process
3. F __ __ __ __ A __ __
Definition: It tells the source how effective the selected message and channel are upon the receiver
4. __ __ __ B __ __
Definition: It refers to the mode of communication that involves speaking. It occurs when you speak or
when you use words
5. __ __ __ T __ __ N
Definition: It is communicating through letters, or text messages.
6. S __ __ A __ __ N __
Definition: It happens when you make vocal sounds.
7. __ I __ __ __ N __ N __
Definition: It is a very important skill because the way you listen affects your effectivity and efficiency
in your job .
8. R __ M __ __ __ E __ __ __ __
Definition: It is a transfer from the short-term memory to the long-term memory.
9. __ __ D __ __ __ __ A __ __ __ __ __
Definition: It means processing and extracting meaning.
10. H __ __ __ I __ __
Definition: It is a physiological process that happens when the brain distinguishes sound waves.

How many words did you get correctly? Great job! Don’t worry if you missed
some words. Anyway, you are going to encounter these words as you go along.
Enjoy learning as you go on with this module.
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 Objectives
At the end of the lesson, the students will be able to:
A. define in their own words what communication is;
B. describe the characteristics of communication; and
C. enumerate the elements of communication;

Real communication occurs …when we listen with understanding – to see the expressed idea and attitude
from the other person’s point of view, to sense how it feels to him, to achieve his frame of reference in re-
gard to the things he is talking about.” - Carl Rogers

Communication is an art, a science, a process, and a technique. It involves transaction. It

is an intricate process of sharing ideas, thoughts, and information. It is imparting ideas in
the mind of others. Communication is what connects us as human beings. We communi-
cate our ideas and feelings using a language to meet our needs. Although animals can
communicate with other animals for food, safety, etc., listening and speaking using a lan-
guage is a human activity. Society cannot function without communication, whether it is
face-to-face conversation across a dinner table or video conferencing across international
boundaries. But because it is a regular part of our lives, almost like breathing, it is often thought of, as some-
thing we are just naturally born to. Communication is not just the mere transfer of message from one person
to another just like a balikbayan box being delivered to one’s doorstep. It involves a speaker imparting ide-
as, concepts, and data to a group of listeners (the audience) which is best illustrated by the models of com-
munication. In the process of sending and receiving messages, it should be noted that communication is dy-
namic. All its elements interact and affect one another. Communication is also unrepeatable and irreversible.
It is never the same. Every communication experience is unique even if people are saying the same thing
(Gamble & Gamble, 2012). Communication is a systematic process in which individuals interact through
symbols to create and interpret meaning. Communication is a human activity that connects us as human be-
ings. A society cannot function without it. Monroe et al. (1982) described it as the sharing of experiences
publicly for the common good. Although it is something we are just naturally born to, it has to be learned
and mastered (Pace et al., 1979) because it is a systematic process through which individuals interact
through symbols to create and interpret meaning. Communication is either verbal and non-verbal, or audio
and visual and in order to master it, the process of communication should be understood first.

“When we label something as a process, we also mean that it does not have a beginning, and ending, or
fixed sequence of events. It is not static, at rest, it is moving. The ingredients within a process interact; each
affect all of the others.- David Berlo

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Characteristics of Communication

1. Dynamic
Communication is constantly changing because it relies on the human perception that it can change
overtime. Further, it is irreversible and unrepeatable.

2. Continuous
Communication is an ongoing exchange of meaning-sharing behaviors between or among individuals
who operate within a frame of experience. There is no beginning, ending, or fixed sequence of events.

3. Adaptive
Communication adjusts to the changes that occurs in its physical and psychological environment.

4. Systemic
Communication involves components that are interrelated and interacting in a cyclical order.

5. Transactional
Every communication is a unique combination of people, messages and events, it consists of unend-
ing sharing (transmission and reception) of messages among people on some occasion.

Elements of Communication

1. Source – One who sends or delivers a message. One who initiates the communication
process. The source can also be called as the sender or author.
The source plays a crucial role in the process, because if the source failed to deliver the
message properly, then the entire communication process may fail.

2. Message – Transformed thoughts into a form (i.e. voice, audio, text, signals, etc.) that the
source sends to the receiver. It is the information that the source wants to transmit.

3. Channel – Type of medium used to send messages between the source and the receiver.

4. Receiver – One who receives the message. The communication process is considered suc-
cessful when the receiver responds the way the source intended. Like the source, a receiver’s
role is vital in the communication process. He or she must also be active and intentional in re-
ceiving messages. In that way, the receiver can respond the correct way.

However, the communication process does not end there. The effect of the message and the feedback of the
receiver should also be noted in order to know the result of the communication process.

5. Effect – Response of the receiver after getting the message from the source

6. Feedback – An important product of the communication process. It tells the source how ef-
fective the selected message and channel are upon the receiver. Furthermore, it allows the
source to adjust the communication process so that it is more effective. Feedback confirms
whether there is mutual understanding between the source and the receiver. Without it, the
source would not know if understanding took place.

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The communication process is not always ideal. Sometimes, interference can also occur when the source
sends a message. This is called:

7. Noise – Disruptions in the communication process. It could be physical “noise”, actual noise
such as loud music or irritating engine of a motorcycle. Even a seatmate who talks to you while
the teacher is explaining the lesson is noise because it prevents you from listening to the teach-
er ; physiological noise, when the body becomes a hindrance to good communication like head-
ache or a toothache, one may not be able to effectively listen to a friend. Listen to music, or do
anything for that matter; or psychological noise. This occurs when one is thinking deeply about
something or is suffering from an emotional condition (sadness), which discourages participa-
tion in a communication situation.

Instruction: This section of the lesson will not be r ecor ded. It will ser ve as your self
assessment. Answer the following questions.

1. In your own words, what is meant by good communication?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

2. From your readings on the characteristics of communication, what word/s within the descriptions is/are
synonymous to the characteristics.

a. dynamic- constantly changing; can change overtime

b. continuous- ongoing ; no beginning, ending, or fixed sequence of events.
c. adaptive- adjusts to the changes
d. systemic - involves components
e. transactional - unending sharing of messages

3. Name the elements of communication.

_______________________________________________________________________________________
_______________________________________________________________________________________

Answer:
1. Good communication means having understanding of message between the sender and the receiver de-
spite the interruptions that may have occurred between them. (Answers may vary)

2. a. constantly changing; can change overtime

b. ongoing ; no beginning, ending, or fixed sequence of events.
c. adjusts to the changes
d. involves components
e. unending sharing of messages

3. The elements or communication are source, message, channel, receiver, effect, feedback, and noise.

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 Objectives
At the end of the lesson, the students will be able to:
A. differentiate the models of communication;
B. give examples of the models of communication; and
C. illustrate the process of communication.

The process of communication refers to the transmission or passage of information or message from
the sender through a selected channel to the receiver overcoming barriers that affect its pace. In this lesson,
we will look into the three models of communication: linear, interactional, and transactional. At the most
basic level, the three models of how communication works—linear, interactional, and transactional—can be
represented by the three graphics in Figure 1 "Three Concepts of Communication" below.

Figure 1. Three Concepts of Communication

1. Linear Model
In this linear communication model, communication is like giving an injection: a sender encodes ide-
as and feelings into some sort of message and then conveys them by means of a channel (speech, writing,
and so on) into a receiver, who decodes the message.

a. Claude Shannon and Warren Weaver (1948) gave us the concept of “NOISE”. This is often called
Telephone Model because it is based on the experience of having the message interfered with by “noise”
from the telephone switchboard back in 1940s. The concept of noise helps in making the communication
effective by removing the noise or problem causing noise. This model takes communication as a two way
process. It makes the model applicable in general communication. Communication is taken as quantifiable in
Shannon Weaver model.

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b.

This expands the Shannon and Weaver’s Model. It includes elements that may affect the transmission
of information, encoding, and decoding. It shows that the source must have communication skills, right atti-
tude, and adequate knowledge, and consider the social system and culture of the receivers. For example, if
someone knows something he is asked but he has no skill to communicate what he knows and the right atti-
tude to do so, he/she may not communicate effectively. Moreover, when he delivers the message to a person
with a different social or cultural background, the message may not be received well. These same elements
must also be possessed by the receiver. For effective communication, the source and receiver must have more
or less a common understanding of the language, symbols, signs, or expressions used in the encoding and de-
coding of the message. The model presents the elements of the message: content, elements, treatment, struc-
ture, and code. Content is the message one transmits and includes the choice of words. To help transmit the
message, one may use gestures, facial expressions, movements, or postures, which are called elements.
Transmitting the message may also depend on how the source treats it, i.e., important, urgent, formal, casual.
The structure of the message or how the words are planned or arranged and the expression that goes with it,
all compose the code for the receiver to decode accurately.

2. Interactional Model
This model (also known as convergence model) deals with exchange of ideas and messages taking place both
ways from sender to receiver and vice-versa. The communication process take place between humans or ma-
chines in both verbal or non-verbal way. This is a relatively new model of communication for new technolo-
gies like web. This model makes the importance of feedback clear. It shows that most communication is , in-
deed, a two way affair in which we both send and receive messages. It also identifies a clue to the cause of
many misunderstandings. Such misunderstandings often arise because communicators often occupy different
environments- fields of experience- that help them understand others behavior.
a. Wilbur Schramm’s Model of Communication

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 Wilbur Schramm, the father of modern communication, came up with five models, but the Schramm
Model in (1995) we are concerned with is the concept that explains why communication breakdown occurs.
Schramm asserts that communication can take place if and only if there is an overlap between the Field of
Experience of the Speaker and the Field of Experience of the Listener. This overlapping can only happen
when the two fields have commonalities. For example, the teacher must deliver his/her lecture in either Eng-
lish or Filipino because that is the language that students know and use. If the teacher suddenly started using
Chinese in the lecture, the students will not understand a single thing. The teacher may perhaps be under-
stood only if he/she was teaching in a Chinese school.

3. Transactional Model of Communication

Transactional model of communication is the exchange of messages between sender and receiver
where each take turns to send or receive messages. Here, both "sender" and "receiver" are known as
"communicators" and their role reverses each time in the communication process as both processes of send-
ing and receiving occurs at the same time. The activity of communicating is best represented by a transac-
tional communication model. It reveals that we usually send and receive messages simultaneously, so that
the images of sender and receiver should not be separated as if a person were doing only one or the other,
but rather superimposed and redefined as ‘communicators.’

a. Dean Barlund’s Model of Communication

Dean Barnlund proposed a transactional model of communication in 1970 for basic interpersonal
communication which articulates that sending and receiving of messages happens simultaneously between
people which is popularly known as Barlund's Transactional Model of Communication. The model has
been further adapted and reformed by other theorists as General Transactional Model. The model shifted
from the trend of linear model to dynamic and two way communication model.

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Instruction: By this time, you ar e alr eady done r eading about the differ ent models of communication.
So, I would like you to illustrate the process of communication using the components of the three models of
communication: linear, interactional, and transactional. When you are done with your illustration, please post
it in our Facebook Group (English 4 Short Term 2020). Then, look into the illustrations done by your class-
mates. React, and write your thoughts about your classmate’s work on the comment section. This task will be
graded with the following criteria:

Content of illustration (relevance to components of the three models)– 10

Creativity of presentation—5
Your reaction and substance of comment– 5
Total— 20 pts.

You may use the space below for your initial illustration.

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Objectives
At the end of the lesson, the students will be able to:
A. properly use the verbal, non-verbal, and visual mode of communication in different communication
situations
B. name examples of the modes of communication
C. write additional tips on how to communicate verbally, non-verbally, and visually

It was previously noted that communication occurs between two people, among a group of people,
or between a speaker and a group of listeners. The following are the modes of communication that we apply
in our everyday communication. As you read the following, please take note of the tips on how we can use
them effectively.

1. Verbal Communication—making use of words in the process of sending and receiving messages.
This refers to the mode of communication that involves speaking. It occurs when you speak or when you
use words. This includes face-to-face communication and communicating through a medium such as:
● Telephone
● Cellphone
● Video calls or conference calls

Tips in Communicating Verbally

a. Strive to achieve clarity. One way to achieve clarity in communication is using the specific words that
convey exactly what you want to say.
b. Respect individual differences. Be careful in describing people considering their age, gender and gen-
der preferences, political affiliations, physical limitations, religion, economic and social status and cul-
ture
c. Avoid stereotyping. Be sensitive to cultural peculiarities, but avoid generalizing people’s traits based on
race or culture.
d. Aspire to use words that are comprehensible to your listener or target audience. Use simple words so
that your audience may understand what you are saying.

2. Non-verbal Communication- r efer s to non-speech type of communication. It is any type of communi-

cation that does not include spoken word. It can refer to the way we say the words, surroundings that may
affect communication, objects, patterns, and more. Remaining in silence or not responding at all is also a
form of nonverbal communication. So, when it is quiet, it does not necessarily mean that communication is
not taking place. Silence can also mean something.

a. Paralanguage- about “how” something is said, not what is said. Saying ‘I love you’ in an angry tone is a
contradictory message. Word of protest may lose their fire when said in a meek and soft voice. Tones or
voices must match the content of the message if the message is to be understood at all. It must also rein-
force the message: a message with strong points to deliver must be emphasized with strong paralan-
10
guage.
b. Gestures-most often used type of nonverbal communication in speeches. This could be used for empha-
sizing (punctuates what one wants to highlight, regulating (used to control the flow of communication, illus-
trating (used to show height, size, distance, or similar qualities), or emblems (associated with specific mean-
ings

Example: hitting the lectern or the table- interjects force; emphasizing a point being made
: nodding one’s head- somebody may continue talking; might also mean understanding or a way of
saying “yes”
: using one hand to mimic a certain height or two hands to show distance of size
: clenched fist- activism or protest
America: The thumb between the index and middle fingers
represents the nose stolen from a kid’s face in the “I’ve Got
Your Nose” game.
Turkey: An obscene gesture similar to the middle finger, and
is also used to show disagreement or to deny a request.
Brazil: A good luck charm to ward off the evil eye and jeal-
ousy.
Indonesia: An offensive gesture.
American Sign Language (ASL): The sign for the letter T.

America: Okay.
Japan: Money. Sometimes the gesture is made
with the 3 fingers at the bottom.
Brazil: A rude gesture.

c. Facial Expression- assists the listener in understanding the message better It’s important for the listener to
monitor any and all the facial expressions of the speaker. It will guide the listener to check on the sincerity
or seriousness of the speaker or whether the listener treats the speaker with affection or with contempt.
Example: eye contact

d. Posture and Personal Appearance

Stand straight but not rigid, with your feet about six to 12 inches- apart and one slightly ahead of the
other. Balance your weight evenly on the balls of your feet. Lean forward just a little. Your knees should be
straight but not locked. Relax your shoulders, but don’t let them droop. Keep your chest up and your stom-
ach in. Your head should be erect and your chin up, but not uncomfortably so. Let your arms hang naturally
at your sides, with your fingers slightly curled. Take a few deep, full breaths. Your stance should be alert but
not stiff, relaxed but not sloppy.

3. Written Communication – refers to communicating through writing.

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Activity 1 Instruction: Complete the following char t by pr oviding examples of the differ ent modes of
communication.
Activity 3 Instruction:
1. Did you use the mode in proper context? ______
**Send your reflection in our Group Chat, and pro-
vide atleast three tips on how we can appropriately
use these modes especially non-verbal.
Activity 2 Instruction:
1. Observe how each member of your family
communicate with each other. List down atleast
one example of verbal, non-verbal, and written
mode of communication that they use.
Verbal: _______________________________
Non-verbal: ___________________________
Written: ______________________________
2. Let one member of your family observe how you
communicate using the verbal, non-verbal, and
written modes. Let them list their observations
here:
Verbal: _______________________________
Non-verbal: ___________________________
Written: ______________________________
His/her signature: 12
 Objectives
At the end of the lesson, the students will be able to:
A. construct their own principle in effectively communicating orally, and in written

Just like our parents who guide us as we grow, the following principles also serve as our guides
to become effective communicators. We must always remember these as these will make us truly effec-
tive in communicating in any context we are in.

You should Make sure that

know by heart claims are sup-
your purpose ported by facts
in communi- and essential
cating. information.

Brevity in speech is a must.

Punctuate important words Inputs are most helpful when

with your statements. provided on time.

Be guided by Tone of writ-

your purpose. ing should be
friendly.

Be brief but Include all

focused on the necessary and
main point. important in-
formation.

Check on grammar and

spelling.
Have enough facts to support Convey logical knowledge. Con-
your argument. cepts should be related to each
other.
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By this time, you are already done reading the principles of oral, and written communication. It’s your turn
to speak up your mind about the principles learned. Write your own belief about how one should communi-
cate. You may do it so by writing a poem or an essay. When you are done, post your activity in our Face-
book Group. You may use the following space below to construct your initial output.
Criteria: Substance of content and originality-8
Personal Growth-7
Mechanics-5
Total– 20 pts.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

Congratulations! You ar e now done with Module 1. To Answers to Word Power:

check on your learning, I would just like you to write a 1. Communication
comment/reaction/suggestion about the content, or format 2. Source
of the module. If none, please write the things that you 3. Feedback
learned from this module. Thank you!
4. Verbal
________________________________________________ 5. Written
________________________________________________ 6. Speaking
________________________________________________
7. Listening
________________________________________________
8. Remembering
________________________________________________
________________________________________________ 9. Understanding
________________________________________________ 10. Hearing 14
 Welcome to Module 2! Everything you do in the
workplace results from communication. However, people
are not necessarily born with exceptional communication
skills. Like any other ability, communication is learned
and improved through repeated practice.
Therefore, to communicate effectively, here are
some skills that you need to learn and hone. Later on, we
will be looking further into listening and speaking as we
incorporate critical and empathetic skills.
Listening – referred to as an active, complex processes that include being mindful, physically re-
ceiving messages, selecting and organizing information, interpreting, responding, and remember-
ing.
Speaking – speaking happens when you make vocal sounds. It can also mean to talk, converse,
express one’s thoughts through verbal language.
Critical Thinking – the ability to think clearly and make informed decisions. It needs to execute
reflective and independent thinking.
Empathetic Skills – empathy involves a deep sensitivity to recall, relive, and tap on the feelings
and experiences of others. When you gain understanding of others’ feelings, every member of the
workplace is able to see themselves more clearly.
Empathy can be demonstrated when:
Restating Clarifying Questioning Interpreting
Confronting Reflecting feelings Supporting Facilitating
Initiating Setting goals Evaluating Suggesting
Blocking

At the end of this module, you will be able to:

A. value importance of active listening and understanding facilitating communication; and

B. evaluate different hindrances to communication.
Instruction: Below ar e wor ds you encounter ed on the fir st page of Module 2. I believe you
have learned how to spell phonetically in your Phonetics class. Thus, I would like you to spell it
phonetically, then write a synonym, and an antonym for each word. A space is provided for each.

Word Phonetic Spelling Synonym Antonym

1. Restating

2. Clarifying
3. Questioning
4. Interpreting

5. Confronting

6. Reflecting

7. Supporting
8. Facilitating

9. Initiating
10. Setting

11. Evaluating

12. Suggesting
13. Blocking

**When you are done with this, please send your answers through Messenger (personal message),
and key answers will be sent back to you.

Note: This is not graded, but you still have to do it anyway. It is part of your personal learning pro-
cess. Thank you!

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 Objectives
At the end of the lesson, the students will be able to:
A. differentiate hearing from listening; and
B. distinguish sounds listened to from an audio file

Is there a difference between hearing and listening?

The average person spends 45-75% of their waking time listening rather than talking. Since we do
listen more than we talk, it is important for our success as communicators to focus as much on the listening
process as it does the verbal or nonverbal processes of communication. First, it is important to realize that
listening and hearing are two different things.
Hearing is referred to as the physiological process that happens when the brain distinguishes sound
waves. Meanwhile, listening refers to the process of receiving, attending to, making meaning, and respond-
ing to messages.

Hearing is the physical process that your body goes through as sound hits our ear drums. It is a pas-
sive activity where we don’t have to actively engage our brain to do that activity.
Listening, on the other hand, is an active process that requires effort on our part – we actually have to
consciously think to listen!

Types of Listening
We don't always listen for the same purpose - we actually listen in several different ways:
1. Informational listening
We engage in this type of listening to gain and understand information. This is the type of listening we gen-
erally do in class when we are trying to process new information.
2. Critical listening
We engage in this type of listening when we are trying to form opinions, make judgments, or to evaluate
people and ideas. This is the type of listening a professor does as she listens to a student speech or as she
reads a student’s persuasive essay.
3. Relational listening
We engage in this type of listening when we are trying to focus on supporting another person or maintaining
a relationship. This is the type of listening we engage in with our closest friends and our relatives.
4. Listening for pleasure
We engage in this type of listening for entertainment or enjoyment. This is the type of listening we engage in
as we listen to music or to a comedy group.
5. Listening to discriminate
We engage in this type of listening when we are discriminating between sounds. This is the type of listening
a parent does when he hears his baby crying. The parent is discriminating between a “I am hurt” cry,
17
a “I am hungry” cry, or a “I am alone is there someone out there?” cry.
 **Visit the Listening Activities Folder

TASK 1
Minimal Pairs Identification
Listen to the audio on 1. Minimal Pairs. Then, decide which word is pronounced. Write the letter of your
answer on the space provided for answers.

Answer A B
1.bid bead
2.grin green
3.sheep ship
4.pan pen
5.cart caught
6. hit heat
7. leave live
8. sand send
9. tin ten
10.bet bait
11.tell tail
12. reach rich
13.land lend
14.heap hip
15.wheeze whiz
16.fit feet
17.laughed left
18.feast fist
19.lick leak
20.ham hem

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How did you find the activity? Can you relate your experience to the importance of listening? Write
your thoughts below.
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18
 TASK 2
Transcription Exercises
Instruction: Listen to the audio file on tr anscr iption exer cises. Pause the audio after hear ing the sen-
tence, then proceed once you have written the sentence for you to check if what you have written is right.
There are 15 sentences. Write them below.
1. __________________________________________________________________________________
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2. __________________________________________________________________________________
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3. __________________________________________________________________________________
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9. __________________________________________________________________________________
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Objectives
At the end of the lesson, the students will be able to:
A. understand the importance of each listening process; and
B. comprehend to the message listened to.

The listening process involves the following steps:

1. Receiving
Listening begins but does not end with receiving a speaker’s messages. The messages a listener
receives are both verbal and non-verbal; they consist of words as well as gestures, facial expressions, vari-
ations in volume and rate, and lots more.
In receiving, you recognize not only what is said but also what is not said.
Receiving messages is highly selective process. You don’t listen to all the available auditory stimu-
li. Rather, you selectively tune in to certain messages and tune out others.

To improve:
a. Look at the speaker; make your mind follow your body and focus attention on the person speaking.
b. Focus your attention on the speaker’s verbal and non-verbal messages, on what is said and on what isn’t
said.
c. Avoid attending to distractions in the environment.
d. Focus your attention on what the speaker is saying rather than on any questions or objections you may
have to what the speaker is saying.

2. Understanding
Understanding a speaker means grasping not only the thoughts that are expressed but also the emo-
tional tone that accompanies these thoughts; for example, the urgency or the joy or sorrow expressed in the
message.
To enhance:
a. Relate the new information the speaker is giving to what you already know. 20
b. See the speaker’s messages from the speaker’s point of view; avoid judging the message until you fully un-
derstand it as the speaker intended.
c. Rephrase (paraphrase) the speaker’s ideas into your own words as you continue to listen.

3. Remembering
Messages that you receive and understand need to be retained for at least some period of time. In public
speaking situations you can enhance the process of remembering by taking notes or by taping the messages.
What you remember is actually not what was said, but what you think (or remember) was said. Memory for
speech isn’t reproductive; you don’t simply reproduce in your memory what the speaker said. Rather, memory
is reconstructive; you actually construct the messages you hear into a system that seems to make sense to you.

4. Evaluating
The fourth stage in the listening process is evaluating, or judging the value of the message. We might
be thinking, “This makes sense” or, conversely, “This is very odd.” Because everyone embodies biases and
perspectives learned from widely diverse sets of life experiences, evaluations of the same message can vary
widely from one listener to another. Even the most open-minded listeners will have opinions of a speaker, and
those opinions will influence how the message is evaluated. People are more likely to evaluate a message posi-
tively if the speaker speaks clearly, presents ideas logically, and gives reasons to support the points made.

Unfortunately, personal opinions sometimes result in prejudiced evaluations. Imagine you’re listening
to a speech given by someone from another country and this person has an accent that is hard to understand.
You may have a hard time simply making out the speaker’s message. Some people find a foreign accent to be
interesting or even exotic, while others find it annoying or even take it as a sign of ignorance. If a listener has a
strong bias against foreign accents, the listener may not even attempt to attend to the message. If you mistrust a
speaker because of an accent, you could be rejecting important or personally enriching information. Good lis-
teners have learned to refrain from making these judgments and instead to focus on the speaker’s meanings.

5. Responding
Responding—sometimes referred to as feedback—is the fifth and final stage of the listening process.
It’s the stage at which you indicate your involvement. Almost anything you do at this stage can be interpreted
as feedback. For example, you are giving positive feedback to your instructor if at the end of class you stay
behind to finish a sentence in your notes or approach the instructor to ask for clarification. The opposite kind
of feedback is given by students who gather their belongings and rush out the door as soon as class is over.

Formative Feedback
Not all response occurs at the end of the message. Formative feedback is a natural part of the ongoing
transaction between a speaker and a listener. As the speaker delivers the message, a listener signals his or her
involvement with focused attention, note-taking, nodding, and other behaviors that indicate understanding or
failure to understand the message. These signals are important to the speaker, who is interested in whether the
message is clear and accepted or whether the content of the message is meeting the resistance of preconceived
ideas. Speakers can use this feedback to decide whether additional examples, support materials, or explanation
is needed.

Summative Feedback
Summative feedback is given at the end of the communication. When you attend a political rally, a presenta-
tion given by a speaker you admire, or even a class, there are verbal and nonverbal ways of indicating your
appreciation for or your disagreement with the messages or the speakers at the end of the message. Maybe
you’ll stand up and applaud a speaker you agreed with or just sit staring in silence after listening to a speaker
you didn’t like. In other cases, a speaker may be attempting to persuade you to donate to a charity, so if the
speaker passes a bucket and you make a donation, you are providing feedback on the speaker’s effectiveness.
At the same time, we do not always listen most carefully to the messages of speakers we admire. Sometimes
we simply enjoy being in their presence, and our summative feedback is not about the message but about our
attitudes about the speaker. If your feedback is limited to something like, “I just love your voice,” you
might be indicating that you did not listen carefully to the content of the message. 21
 TASK 1
This task will not be graded, but answers are to be posted in our Messenger Group.
Instruction: Answer the following questions.
1. Why is listening important?
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Key: Listening is a very important skill because the way you listen affects your effectivity and efficiency
in your job. Instead of talking more, we should practice listening more in the workplace. Active listening lets
you hear what was delivered verbally, as well non verbally. Listening is important especially in getting in-
structions.
Active listening is not just hearing, but also understanding the meaning behind the message. Active listening
entails a lot of focusing because it requires the listener to repeat in his/her own mind what the speaker is
saying.
TASK 2
This task will be submitted through Messenger, and graded. Listen to Steve Jobs’ If Today were the
Last Day of My Life, and write a reflection, including the key concepts that you have learned from it.
Criteria: Concepts– 8 Personal Growth-7 Mechanics-5
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 Objectives
At the end of the lesson, the students will be able to:
A. know the different barriers to listening; and
B. discuss how to overcome barriers to listening

There are two main types of barriers to listening: external and internal obstacles. Take note of these challeng-
es, so you could identify these issues and hopefully overcome them to listen better in the workplace.

1. External

a. Message overload – This occurs when there is an overwhelming amount of message. When there are too
many messages, it makes it harder to focus on one message. It can also happen when you communicate with
using two channels at a time. For example, talking on the phone while writing an e-mail.

b. Message complexity – When a job gets harder, of course the descriptions necessary to do the job gets more
complicated. Thus, there will be times that it would be harder to follow. Message complexity refers to situa-
tions where a message is too complicated to understand.

c. Environmental distractions – Finally, the surroundings can also affect listening. When the environment is
noisy, it could be harder to listen.

2. Internal

a. Preoccupation – When there are many thoughts or concerns in your head, it would be quite harder to listen
to someone talk.

b. Prejudgments – Initial judgement of a person or a situation also makes it harder to listen. When you al-
ready have a preconceived idea about someone or your co-worker, you might assume that it is no longer nec-
essary to listen to his or her ideas.

c. Lack of effort – Because active listening requires active effort, some are unable or unwilling to intentional-
ly listen.

d. Difficulty in adjusting to communication style – Different people communicate differently. Thus, there are
some people who are easier to understand, and some will be quite challenging.

Whatever the issue you face in when it comes to listening, active listening and understanding entails
conscious effort. You really need to try in attending, understanding, remembering, evaluating, and respond-
ing to a message in order to show that you are an effective listener.
Attentive listeners will try to remove environmental distractions such as televisions, phones, or lap-
tops when talking to someone.

23
 __________________________________________________________________________
_____________

TASK 1
This task is not graded, but it will be posted in our Facebook Group for experience sharing.
1. Give an example of a time when you felt that your message was misunderstood or treated with shallow
attention. How did you know your message had been misunderstood or rejected? What does this mean you
must do as a student of public speaking?
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TASK 2
Instruction: On a shor t bond paper , cr eate a poster / showing how one over comes listening bar r ier s.
Criteria: relevance of picture or drawing to the prompt– 10 pts.
creativity– 5
originality-5
20 pts.

24
Objectives
At the end of the lesson, the students will be able to:
A. know strategies on how to listen actively; and
B. draw the picture of the story listened to.

Here are some strategies that can aid you in every step of the listening process:

1. Attending – intentionally understanding by focusing on the speaker and the message

-Be physically, mentally, and emotionally prepared to listen to the other speaker.
-Remove physical or mental distractions (i.e. noise, distracting thoughts, etc.)
-Defer judgment and hear the speaker out.
-Discover what learning you can take home from the speaker.

2. Understanding – Accurately representing the message

-Identify the main idea and major points of the message.
-Do not be afraid to ask questions.
-Summarize your understanding.
-Observe nonverbal cues.

3. Remembering – Ability to retain and recall information.

-Repeat the message to confirm understanding.
-Make use of mnemonic devices. This tool associates special words or statements with longer infor-
mation.
-Take notes. You can only remember 20-30% of what you hear. Taking down notes is very im-
portant especially when you want to remember details, or when you are receiving instructions.

4. Evaluating – Determining whether the message is trustworthy by critically analyzing it.

Here are some important questions you can ask when evaluating a message. Asking these questions would
help you in evaluating whether you should accept the message as true:
-What are the facts that support the statement?
-Is the information connected to the main idea?
-Are there contradictions to the statement?

25
 TASK 1
At this point, I believe you are already into active listening. Thus, I would like you to listen to a
short story Grab Y our Umbrellas in the folder Listening Activities , and answer the following ques-
tions. When done answering, you may look into the key answers below. Be honest!
1. What was the color of the sky? _______________
2. What hid the sun? __________________________
3. How many birds were flying anywhere? _______________
4. How many birds sat on the telephone wire? ___________________
5. Who was standing outside talking to Bill? _____________________
6. Did they know it was probably going to rain? ____________________
7. Where were the leaves blown to by the sudden breeze? ________________
8. What is the color of the coat of the young woman? ________________
9. Why did Bill not like the rain?
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10. Who surf on the waves? ________________________________

Key
1. gray 2. gray blanket 3. none 4.couple of birds 5. Bob 6. yes

7. onto the sidewalk 8. dark blue 9. because it goes to the ocean 10. surfers

Congratulations! You ar e now done with Module 3. To check on your lear ning, I would just like you
to write a comment/reaction/suggestion about the content, or format of the module. If none, please write the
things that you learned from this module. Thank you!
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26
 “You can speak well if your message delivers the
message of your heart.”
-John Ford

Welcome to the third module! In this mod-

ule, we will be taking about the History of Public
Speaking, Writing a Speech, Speech Delivery,
Gestures, and Designing Effective Presentation
Materials.
This module will teach you the basics of
public speaking, and it will guide you through writing your speech to delivering your
speech. It also includes ways on how speeches can be organized, and how these can be pre-
sented in context.
There are activities within each lesson to check on your learning. Whether the activi-
ty is graded or not, you have to do it. Remember, you are responsibility of your own learn-
ing. Be honest all the time.

At the end of this module, you will be able to:

A. communicate ideas clearly and accurately in oral and written form;
B. adopt awareness of audience and context in presenting ideas
 Even in today’s world of computerization and robotics, the old-fashioned business of public speaking
is a booming thing. Almost on a weekly or a monthly basis, conferences, conventions, seminar-workshops
whether international or national in nature are being held. Lectures and speeches of all sorts abound such
prestigious gatherings. Public speaking proves its intrinsic value not only in the workplace but also in the civ-
ic and social life of people. “Real people” use speechmaking skills in everyday situations.
We have the best cultural and historical tools for speechmaking today- computers, internet, etc. that’s
why we are so fortunate because of the presence of such materials.
Public speaking is attached to the word rhetoric- which means to influence people through speech.
This word is said to have originated from the public speaking found in the market place or agora of democrat-
ic Athens, Greece and in the Senate of Republican Rome. However, the practice of rhetoric in some form is
found universally in the various cultures of the world.
In Asia. Ancient Asia, in its pr e-modern and early modern periods, also produced rhetorics. They are seem-
ingly intriguing and challenging if viewed from the late modern and postmodern perspective. Rhetorics of Im-
perial China were strongly influenced by the atmosphere of the royal court. Here, an effective speaker might
be the person known for wisdom who was always able to speak with wisdom and profundity. Sometimes, it
has to be vague so as not to insult or alarm members of the royal household.
Chinese scholars did not produce works on how to persuade very large audiences of the general public
since they assume that the common mass of people lacked wisdom. Nevertheless, Chinese wise main laid out
how to gain personal wisdom and how to make others desire knowledge either through conversation with one
person or in speech before an elite group. The classical works of Confucius like his Analects, of Lao-tze and
many others just simply give wise advice to rulers, subjects, teachers, courtiers, and students concerning how
to gain understanding and how to help others learn the correct way of living and thinking.
Just like Ptah-hotep, silence was an important tool in Chinese rhetoric because self-assertion by an ad-
vocate might imply that the Emperor or other leaders lacked intelligence or did not deserve absolute obedi-
ence. The main focus was on how to make wisdom prevail so that order and harmony could be maintained.
Persuasion came less from arguments addressed to specific points of dispute. Persuasion came more from a
program of indoctrination in which advocates repeatedly cited generally accepted and recognized principles of
society and life. Narrative stories were also valued as ways to reveal the mind of the wise person. The overall
content and context of traditional Chinese rhetoric was Confucianism’s emphasis on civility, duty, loyalty to
others, self-restraint, and respect for the norms of society. It also capitalizes on the doctrines of jen, yi, the,
and li.
There are certain principles of ancient Chinese rhetoric that are observed to operate in the rhetorics of
Japan and India. Japan’s cohesive society produced a rhetorical style of speaking around a topic. This allows
the audience to make their own inferences, until harmony is attained. The advocates usually relied less on ex-
plicit assertion of an argument and more on the intuitive ability of the audience to recognize what was really
intended. Speakers have the propensity to hold back from revealing their emotions. Ritual statements, meta-
phorical comparisons, and allegorical folktales often comprised the whole body of the speech.
On the other hand, wisdom books in ancient India seem to follow the Chinese and Japanese model.
They tended to focus on the speaker’s invocation of cultural truths while seeking to attain harmony and con-
sensus. The main goal of the men of wisdom was to gain true and inner liberation from the worldly goods and
desires. The main objective was to gain knowledge of the absolute truths through silent meditation and repeti-
tion of ritual phrases. Truthful speech was thought to be that which revealed aspects of the greater cosmic,
ontic, and social order of things.
Indians’ way of speaking flows from their own philosophy. They believe that an expression of sincere
truth could be recognized by its humble, non-assertive character as well as by its direct attention to instituting
social harmony. Epics and folktales emphasized how untrue speech where the speaker’s mind and tongue
were divided could be recognized by the gods. It was also believed that forked speech could bring 28
about ill fortune and bad omen for the speaker.
Instruction: Dr aw the timeline of the histor y of debate. Include keywor ds of events/ideas in each line
of time. When done, send image of timeline to our Messenger Group.

Write a brief summary here:

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29
 Objectives
At the end of the lesson, the students will be able to:
A. identify the type of the speech of the examples given and
B. differentiate the speeches based on the examples/

There are three major speech types: according to purpose, according to occasion, and according to
manner of delivery.

1. According to Purpose
a. Informative- this serves to provide interesting and useful information to your audience like your teacher
talking about earthquakes or a fellow student preserving his research.
b. Demonstrative- this serves to instruct/teach an audience on how to do something step by step
c. Persuasive- works to convince people to change the way they think or do something, or start doing some-
thing that they are not currently doing.
d. Entertainment – aims to provide pleasure and enjoyment that make the audience laugh or identify with
anecdotal information

2. Special-Occasion Speeches
a. The Speech of Welcome– this expresses the greeting on behalf of the organization, identifies the purpose
of the occasion or the visit, and relates interests and aims of welcoming the guests
b. Speech of Introduction– this acquaints the audience with the upcoming speaker, promotes the purposes of
the speaker, and avoids the temptations to talk too long or to undermine the speaker you are introducing
c. Speech of Nomination- this gives the information about the position for which you are nominating the in-
dividual, shows your nominee is especially fit for the position, and helps the listeners visualize the successes
that your candidate will bring to the group when he/she is chosen
d. Speech to Present Gift or Award– this gives fair but not excessive tribute to the recipient of the award or
gift
e. Speech of Tribute (Eulogy)- this allows us to pay special honor to significant people, living or deceased; it
requires true eloquence of spirit

3. According to Manner of Delivery

a. Impromptu- is a speech that has no advanced planning or practice This is delivered “on the spur of the
moment” and this depends solely on your ability to speak in an instant. It’s sometimes called “thinking on
your feet”.
b. Extemporaneous- involves the speaker’s use of notes and some embellishment to deliver a speech and
time is given for the speaker to prepare
c. Manuscript- speaker reads every word from a pre-written speech which may seem easy enough
d. Memorized- speech that is fully written out like the speech that is read from the manuscript, and 30
fully memorized
 TASK
Instruction: Read the speeches (copy attached to module) whose titles ar e wr itten below, and iden-
tify the type of speech according to its purpose. Write your answer on the space provided. When done,
send a photo of your answer through Messenger. Answers will be given once everyone has submitted the
activity.

Speech brief summary Type

1.

2.

3.

4.

5.

Title of Speeches:
1. The Challenges of our Times by J. Sanchez
2. The Role of Law in Building a Moral Society by C. Sin
3. America and Asia by A. Stevenson
4. Dinner Speech by F. Marcos
5. Gettysburg Address by A. Lincoln 31
 Objectives
At the end of the lesson, the students will be able to:
A. understand the process of writing a speech; and
B. write their own speech.

For this lesson, please look into the Public Speaking folder, and click Writing a Speech for Public
Speaking. Listen to the video lecture, and write the concepts that you will learn from it. Use the space be-
low .
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 Since graphic organizers are important in organizing your speech, I have included here a copy of the
graphic organizers that are very helpful in organizing thoughts, although some may already have been pre-
sented in the video lecture.
Graphic Organizers
Graphic organizers or visual organizers are used in the business presentations. The following are ex-
amples of graphic organizers which are helpful in business presentations.

A Descriptive or Thematic Map works well for mapping generic

information, and particularly well for mapping hierarchical rela-
tionships.

Organizing a hierarchical set

of information, reflecting su-
perordinate or subordinate ele-
ments, is made easier by con-
structing a Network Tree.

When the information relating to a main idea or theme does not fit
into a hierarchy, a Spider Map can help with organization.

When information con-

tains cause and effect
problems and solutions, a
Problem and Solution
Map can be useful for
organizing.

A Problem-Solution Outline helps students to compar e differ -

ent solutions to a problem.

33
 A Sequential Episodic Map is useful for mapping cause
and effect.

When cause-effect
relationships are
complex and non-
redundant a Fish-
bone Map may be
particularly useful.

A Continuum Scale is effective for organizing infor-

mation along a dimension such as less to more, low to
high, and few to many.

A Comparative and Contrastive Map can

help students to compare and contrast two
concepts according to their features.

A Series of Events Chain can

help students organize infor-
mation according to various steps
or stages.

A Cycle Map is useful for organ-

izing information that is circular
or cyclical, with no absolute be-
ginning or ending.

A Human Interaction Outline is effective for

organizing events in terms of a chain of action
and reaction (especially useful in social scienc-
es and humanities).

34
 Sample Speech
Sample Introduction

Should all hospitals use electronic health records?

All hospitals should use electronic health records (EHRs). As new legislation and advances in technology
have led many hospitals and clinics away from paper records, the debate between the two still lingers.
Some doctors cling to paper records out of habit or personal preference, and there are often concerns
about the security of information and protecting patient privacy. But, as Americans become more
transient and medical professionals more interconnected, the fact that electronic records can be shared
easily between hospitals is becoming more and more important. EHRs also have a physical lasting power
that is unmatched by paper records. There are legitimate concerns about the security of electronic records,
but the benefits outweigh the risks. Thus, even though EHRs pose some security risks, every hospital
should use them because they are permanent and they can be shared easily between hospitals.
 Topic Sentence
 Background
 Main ideas
 Counterpoint
 Thesis

The Body
As the “meat” of the paper, the body is where the main ideas are developed, sources are brought in to support
them, and the overall argument is made. Each paragraph within the body should revolve around one major
idea and follow the basic guidelines of a paragraph, i.e., topic sentence, idea, support, wrap-up. Outlining is
key to writing the paper’s body. With a proper outline, you’ll know how many paragraphs (or ideas) you want
to present, what order you want to present them, and what you want to say in them.
Using the sample outline we created earlier, you can easily see how this paper’s three body paragraphs would
be structured, what ideas they will each talk about, and what support will be needed. Notice that each idea/
paragraph within the body is supported by evidence. Much of your writing in HCI will demand that you sup-
port it with source evidence, so the body is where you would quote, paraphrase, summarize, or present data/
information from credible texts.

Sample Body Outline

Body Paragraph 1: EHRs are permanent

 Idea: Electronic health records should be used because they are permanent.
Support: Use example from Smith to support this

Body Paragraph 2: EHRs can be shared between hospitals

 Idea: Electronic health records should be used because they can be shared between hospitals/
organizations easily.
Support: Use example from lecture notes in module X to support this

Body Paragraph 3: EHRs pose security risks

 Idea: Electronic health records can be hacked and have cyber security issues.
 Support: Use example from article X to show this
35
Conclusions
Conclusions wrap-up or tie together everything that’s been said and give you a final chance to lay out
your main ideas before the reader. Your conclusion should restate your main ideas/thesis, address any oppos-
ing views, and point to future directions for research or for your topic. You can think of the conclusion para-
graph as a mirror or inverse of the introduction. Just as the introduction presents the topic, main idea, and sup-
porting points to the reader, so does the conclusion bring all of those back together to wrap things up neatly
and make one final push for persuasion.

Sample Conclusion
Should all hospitals use electronic health records?
Having looked at the benefits and limited drawback of EHRs, it is abundantly clear that full adoption by
hospitals would be the most effective route. Concerns about hacks, lost data, and other information
security issues, though legitimate, are not supported by the reality of EHR use. While these security
issues exist, their impact and rate of occurrence is not high enough for real concern and the posi-
tives of EHR use overshadow them. On the other hand, the advantages of being able to easily transfer
information between hospitals or providers, and the fact that this information has a permanent place of
storage, make EHRs absolutely necessary. The future of healthcare will rest upon the ability of providers
and patients to adapt and adjust to the advantages of technology, so in order to better fulfill the needs of
patients, hospitals need to get on board and fully adopt electronic records.
 Topic Sentence
 Wrap-up
 Restate Main ideas
 Point to the future

If you have reached this part, it means that you already watched and listened to the video lecture.
It also means that you already understood the ways, or processes in writing a speech. Now, before you
write your own speech, I would like you to make a simple diagram containing the steps in writing a
speech. Draw it below.
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36
 TASK 1.a
Instruction: You will be writing your own speech. You may choose the type of speech accor ding to
purpose that you wish to write about-whether you choose informative, persuasive, demonstrative, or enter-
tainment is up to you. You may also choose your own topic appropriate for the purpose you have picked.
When writing your speech, remember the ways and steps that we discussed. First, write the outline of your
speech, including the key points or topic sentences. These will serve as your guide in expanding your ideas.
An outline is provided below to guide you. Submit this through our Facebook Group, and once checked, fa-
cilitator will give a go signal for final speech writing.

Title of your speech: _____________________________________________

Purpose of your speech: __________________________________________

Introduction:
Technique/ way on how to grab attention:
_________________________________________________
Preview statement:
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Body:
Organizational pattern to use in speech: ___________________________________________
Main Point 1:
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Main Point 2:
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Main Point 3:
____________________________________________________________________________
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____________________________________________________________________________

Conclusion:
Signal/key phrase to use/technique to use: _________________________________________
Ending Statement:
____________________________________________________________________________

37
 Congratulations! Your speech draft has been approved for writing. Now, write your full speech below.
Once done, submit again through our Facebook Group.
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Good Job!
38
Objectives
At the end of the lesson, the students will be able to:
A. apply the elements of speech delivery in reading or speaking; and
B. deliver an impromptu and memorized speech with confidence.

Speech delivery refers to the presentation of the speech you have researched, organized, outlined,
and practiced. Delivery is important, of course, because it is what is most immediate to the audience. You
can communicate your confidence and preparedness to your audience. Effective delivery shows your au-
dience that you have researched your topic and understand what you are speaking about. An effective de-
livery allows you to pull it all together—to showcase your work and to speak with confidence during
your delivery.

1. Voice and Articulation

Human voice is important in any speech situation. The substance and weight of one’s knowledge
are best presented through a pleasing and audible voice. However, the volume of the voice is dependent on
the following considerations: the size and proximity of the audience (listeners), the size and acoustic of the
venue and the material (topic) to be pr esented. The pitch of the voice should also be consider ed
when speaking particularly on its softness and loudness. The correct breathing and pronunciation of the
words would make the delivery more comprehensible.

2. Diction
Diction is often mistaken as pr onunciation only, but it also concer ns good choice of wor ds, cor -
rect language structure, acceptable pronunciation, fluency and proficiency of the language.

3. Tone
Tone r efer s to the mood or feeling the speaker cr eates. Sometimes the tone is set by the occasion.
Remember: You set the tone for your speech long before you begin speaking—in fact, the tone can be set
as soon as the audience sees you. Your tone should be related to the topic of your speech. Although your
tone will run throughout your speech, it can vary as you proceed.

39

Let’s Try Read the following poem to practice voice modulation and articulation, and
proper diction and tone.
Dearest creature in creation,
Study English pronunciation.
I will teach you in my verse
Sounds like corpse, corps, horse,
and worse.
I will keep you, Suzy, busy,
Make your head with heat grow
dizzy.
Tear in eye, your dress will tear.
So shall I! Oh hear my prayer.
Just compare heart, beard, and
heard,
Dies and diet, lord and word,
Sword and sward, retain and Brit-
ain.
(Mind the latter, how it's written.)
Now I surely will not plague you
With such words as plaque and
ague.
But be careful how you speak:
Say break and steak, but bleak
and streak;
Cloven, oven, how and low,
Script, receipt, show, poem, and
toe.
Hear me say, devoid of trickery,
Daughter, laughter, and Terpsi-
chore,
Typhoid, measles, topsails, aisles,
Exiles, similes, and reviles;
Scholar, vicar, and cigar,
Solar, mica, war and far;
One, anemone, Balmoral,
Kitchen, lichen, laundry, laurel;
Gertrude, German, wind and
mind,
Scene, Melpomene, mankind.
Billet does not rhyme with ballet,
Bouquet, wallet, mallet, chalet.
Blood and flood are not like food,
Nor is mould like should and
would.
Viscous, viscount, load and
broad,
Toward, to forward, to reward.
And your pronunciation's OK
When you correctly say croquet,
Rounded, wounded, grieve and
sieve,
Friend and fiend, alive and live.
TASK 1
Ivy, privy, famous; clamour
And enamour rhymes with ham-
mer.
River, rival, tomb, bomb, comb,
Doll and roll and some and home.
Stranger does not rhyme with an-
ger,
Neither does devour with clang-
our.
Souls but foul, haunt but aunt,
Font, front, wont, want, grand,
and grant,
Shoes, goes, does. Now first say
finger,
And then singer, ginger, linger,
Real, zeal, mauve, gauze, gouge
and gauge,
Marriage, foliage, mirage, and
age.
Query does not rhyme with very,
Nor does fury sound like bury.
Dost, lost, post and doth, cloth,
loth.
Job, nob, bosom, transom, oath.
Though the differences seem lit-
tle,
We say actual but victual.
Refer does not rhyme with deafer.
Foeffer does, and zephyr, heifer.
Mint, pint, senate and sedate;
Dull, bull, and George ate late.
Scenic, Arabic, Pacific,
Science, conscience, scientific.
Liberty, library, heave and heav-
en,
Rachel, ache, moustache, eleven.
We say hallowed, but allowed,
People, leopard, towed, but
vowed.
Mark the differences, moreover,
Between mover, cover, clover;
Leeches, breeches, wise, precise,
Chalice, but police and lice;
Camel, constable, unstable,
Principle, disciple, label.
Petal, panel, and canal,
Wait, surprise, plait, promise, pal.
Worm and storm, chaise, chaos,
chair,
Senator, spectator, mayor.
Tour, but our and succour, four.
Gas, alas, and Arkansas.
Sea, idea, Korea, area,
Psalm, Maria, but malaria.
Youth, south, southern, cleanse
and clean .
Doctrine, turpentine, marine.
Compare alien
with Italian,
Dandelion and battalion.
Sally with ally, yea, ye,
Eye, I, ay, aye, whey, and key.
Say aver, but ever, fever,
Neither, leisure, skein, deceiver.
Heron, granary, canary.
Crevice and device and aerie.
Face, but preface, not efface.
Phlegm, phlegmatic, ass, glass,
bass.
Large, but target, gin, give, verg-
ing,
Ought, out, joust and scour,
scourging.
Ear, but earn and wear and tear
Do not rhyme with here but ere.
Seven is right, but so is even,
Hyphen, roughen, nephew Ste-
phen,
Monkey, donkey, Turk and jerk,
Ask, grasp, wasp, and cork and
work.
Pronunciation -- think of Psyche!
Is a paling stout and spikey?
Won't it make you lose your wits,
Writing groats and saying grits?
It's a dark abyss or tunnel:
Strewn with stones, stowed, sol-
ace, gunwale,
Islington and Isle of Wight,
Housewife, verdict and indict.
Finally, which rhymes with
enough?
Though, through, plough, or
dough, or cough?
Hiccough has the sound of cup.
My advice is don’t give up!
-Written by Gerard Nolst Trenité
40
 “Action speaks louder than words.”
4. Gestures
In public speaking, your body can be an effective tool for adding emphasis and clarity to your words.
Whether your purpose is to inform, persuade, entertain, motivate, or inspire, your body and the personal-
ity you project must be appropriate to what you say. To become an effective speaker, you must under-
stand how your body speaks. You can’t stop sending- your audience nonverbal -messages, but you can
learn to manage and control them.
The Principle of Empathy
Part of the impact your physical behavior has on an audience can be explained by the concept of empathy,
the ability to share in another person’s emotions or feelings. When you speak, the people in your audience
tend to mirror your attitudes. They unconsciously feel what you feel and respond accordingly. So it’s vital
that your body faithfully portray your true feelings.

Clarify and
support
your words

Types of Gestures
a. Descriptive gestures clarify or enhance a verbal message. They help the audience understand compari-
sons and contrasts, and visualize the size, shape, movement, location, function, and number of objects.

b. Emphatic gestures underscore what’s being said. They indicate earnestness and conviction.

c. Suggestive gestures are symbols of ideas and emotions. They help a speaker create a desired mood or
express a particular thought.

d. Prompting gestures are used to help evoke a desired response from the audience. If you want listeners
to raise their hands, applaud, or perform some specific action, you’ll enhance the response- by doing it
yourself as an example.
41
 How to Gesture

5. Posture
Stand straight but not rigid, with your feet about six to 12 inches- apart and one slightly ahead
of the other. Balance your weight evenly on the balls of your feet. Lean forward just a little. Your
knees should be straight but not locked. Relax your shoulders, but don’t let them droop. Keep your
chest up and your stomach in. Your head should be erect and your chin up, but not uncomfortably so.
Let your arms hang naturally at your sides, with your fingers slightly curled. Take a few deep, full
breaths. Your stance should be alert but not stiff, relaxed but not slop-
py.

6. Body Movement

When you move your entire body in a

controlled, purposeful manner during a
speech, you can benefit in three ways. To
begin with, body movement can support
and reinforce what you say. And, of
course, motion will almost always attract
an audience’s attention. Finally, using
body movement is the fastest, most effec-
tive means of burning up nervous energy
and relieving physical tension. 42
 All of these characteristics, however, also have the potential to work against you. One rule for making
body movement your ally and not your enemy is this: Never move without a reason.
7. Facial Expression
Facial expression is often the key determinant of the meaning behind a message. When you speak, your
face communicates your attitudes, feelings, and emotions more clearly than any other part of your body. Ac-
cording to behavioral psychologists, people can easily recognize – simply by observing a speaker’s facial
expressions – such -distinct feelings as surprise,- fear, -happiness, confusion, disgust, interest, disbelief,- an-
ger, and sadness.

Why is Eye Contact Essential?

In most cultures, the act of looking someone directly in the eyes is a symbol of sincerity. When you
speak, your eyes also -function as a control device. Eye contact can also help you overcome nervousness.

How to Use Your Eyes Effectively

Know your material.

Establish a Monitor visual

bond. feedback.

43
8. Overcoming Anxiety
Before we start with this part of the lesson, I would like you to watch Be a More Confident Public
Speaker in the Public Speaking Module.
TASK 2
Done watching? If yes, what were the tips mentioned in the video? Please write your thoughts below and
send me a copy of it so I know that you were able to comprehend the advise of the speaker. Thank you! :-)
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If you feel nervous about speaking in public, you should know that it is normal to experience some com-
munication apprehension, or “stage fright,” when you deliver a speech.
As a speaker, your goal is not to eliminate feelings of apprehension, but to use them to invigorate your
presentation. Having some apprehension can motivate you to prepare carefully; it can give you the energy
and alertness that make your presentation lively and interesting. Although you may feel that your communi-
cation apprehension is too much to overcome, statistics are encouraging. Researchers have found that only
“one out of 20 people suffers such serious fear of speaking that he or she is essentially unable to get
through a public speech” (Sprague & Stuart, 2000).

a.1. Preparing Carefully

Experts have discovered that it is not the amount of time you spend preparing, but how you prepare.

a.2. Practice Your Speech Before You Deliver Your Speech

Practice means giving your speech out loud (possibly in front of a mirror) while timing it and later asking a
sympathetic friend (or friends) to listen to it and give you feedback.

a.3. Focus on a Friendly Face

Once you are in front of your real audience, find a friendly face in the crowd and focus on that person. The
peak anxiety time for most speakers is the first moment of confronting the audience (Behnke & Sawyer,
1999, 2004). Receiving positive reinforcement early on is an excellent way to get over this initial anxiety.

a.4. Try Relaxation Techniques

Effective relaxation techniques for such situations include deep breathing and visualizing a successful
speech (Behnke & Sawyer, 2004). Shallow breathing limits your oxygen intake and adds further stress to
your body, creating a vicious cycle.

a.5. Talk Yourself into a Strong Performance

The purpose of this kind of speech is positive motivation. In public speaking, a similar kind of psychological
technique can be helpful. As you prepare your speech, practice your speech, and get ready to give your
speech, tell yourself that you are going to do very well. Be positive and take a positive and confident ap-
proach to the speech.

a.6. Consider the Importance of Your Topic to Others

It may be helpful to think about the significance of your topic to others as one way to gain the confidence to
give a strong performance.

44
a.7. Give Speeches
It may seem simple, but this is the strategy most public speaking instructors and students use to overcome
anxiety (Levasseur, Dean, & Pfaff, 2004). In short, it becomes easier and easier with each speech. As one
seasoned speaker said, “Learning to become a confident speaker is like learning to swim. You can watch
people swim, read about it, listen to people talk about it, but if you don’t get into the water, you’ll never
learn” (Sanow, 2005).

TASK 3

**This task will not be recorded, but it will count on your personal learning. Complete the chart below. Write
concepts on how to overcome anxiety. Some clues are already given.

Key: Practice before you give it; Try relaxation techniques; Talk yourself into a strong performance; con-
sider the importance of your topic to others

TASK 4
You will do an impromptu speech. You will pick images (to be sent in Messenger Group) as your
‘trigger question’ and you will have to construct a speech about it. Applying the concepts learned on speech
delivery, you will have to interpret the image, or discuss what you think and understand about it. After pick-
ing, the teacher will call/ request you to send immediately your speech within the 2- minute given time. This
will be graded based on the rubric in the course guide.
Criteria:

You may write your keywords here:

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45
Objectives
At the end of the lesson, the students will be able to:
A. design their own presentation material; and
B. share their notable experience in the process of making a material.

For this lesson, please watch the video lecture on Designing an Effective Presentation Material in
the Public Speaking folder. As you listen, please don’t forget to take down your notes the keypoints that
you will learn from it. You may use the space below.

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46
 You may use the following presentation preparation checklist before you start your public speak-
ing engagement.
Presentation Preparation Checklist
Logistics
 Time available for the presentation
 Type of audience (faculty, students, client, etc.)
 Type of attire to wear
 Impact of the presentation (e.g. evaluated for a grade)
 Location of the presentation
 Delivery technologies available for the presentation
 Present alone, or as part of a team or panel
 Prepare handouts to distribute to audience members or any alternatives, in case some of the above change at the
last minute

Preparation and Design

 Purpose of the presentation – inform, persuade, entertain, honor, educate, etc.
 Presentation has an outline
 Presentation has a beginning, middle and end
 Opening statement attracts audience’s attention
 Main points of sections have an order – chronological, causal, spatial, topical, problem-solution, etc.
 Type of audio-visuals to use – slides, audio, video clips, real or scaled objects, etc.
 Background of slides is simple and not distracting
 Font size (headings at least 28 pts and bullets at least 24 pts) – large enough to read from the last row of the
room
 Style of titles of slides are distinguishable from bullet points
 Each slide has no more than 5 to 7 bullet points
 Each bullet point is not more than 2 to 3 lines, and are phrases but not complete sentences (unless it is a quote
or a definition)
 Titles and bullet points are consistent in font size throughout the presentation
 Color contrast between background and bullet points is appropriate
 Slides do not have inappropriate or unnecessary graphics or clip art
 Presentation material has been proof-read and spell-checked thoroughly
 Content (text, quotes, figures, tables) from external sources include in-text citations and corresponding refer-
ences at the end
 Sound system is adequate to listen to the video or audio clips, if any, included in the presentation
 Screen size and resolution are adequate for viewing video clips
 Presentation has been rehearsed, and timing is adequate for the allotted duration
 Coordinated with other presenters, if it is a team or panel presentation
Delivery
 Any planned interactions with the audience have been rehearsed
 The pace of delivery is consistent for all the sections of the presentation
 There are no unnecessary fillers or sentence starters in the delivery
 Delivery technologies have been checked and work properly
 Gestures, eye contact, and body language are appropriate for the presentation
 Prepared responses for anticipated questions are appropriate
 Prepared conclusion ends the presentation appropriately, and does not end it abruptly
 Attire chosen to wear for the presentation is appropriate for the presentation context
 Any demonstration of software has been verified in advance to make sure it works properly 47
 Handouts, if any, are readable as hardcopy of presentation slides
 Let’s Do It

TASK 1
This section is not graded, but it will be part of class sharing in our Messenger group. Since we are
done with our presentation on designing materials for effective delivery, it is your turn to do yours. Please be
guided with our discussion. First, write your presentation plan below.
Presentation Plan
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Second, start making your material. While thinking about, and making your materials, please write
your notable experiences about material making below.
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Congratulations! You ar e now done with Module 3. To check on your lear ning, I would just like you
to write a comment/reaction/suggestion about the content, or format of the module. If none, please write the
things that you learned from this module. Thank you!
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48
 Welcome to the last module of this course.
By this time, you already earned the skills you need
to speak in public. Those skills are what you will
need in debating.
In this module, you will be learning about the
history of debate, the basics of argumentation and debate,
and the logical fallacies to use and avoid in debate.

Argumentation is the art of influencing the beliefs or actions of other people through giv-
ing them doxa, a Greek word which stands for reasoned opinion. It is also an art of stirring the
feelings of the reader or hearer.
Debate is an oral contest or controversy on one definite question known as the proposition
between opposing speakers with one or more members on the affirmative and the negative sides.

*All debates are forms of argumentation but not all forms of argumentations are debates.

At the end of this module, you will be able to:

A. present ideas persuasively using appropriate tone, style, conventions, and reference styles; and
B. resolve controversies
Objectives
At the end of the lesson, the students will be able to:
A. know the origin of debate; and
B. draw the timeline of the history of debate.

The World Scenario: Protagoras of Abdera (481-411 B.C.), Socrates, St. Thomas Aquinas, and Hegel
Debate originated long ago. Its origin could be traced to Ancient Greece. It was here where Protag-
oras, who emanated from Abdera, lived. He is also known as Protagoras, the Sophist and the inventor of
fallacies taken from the Greek “fallo” which means “I deceive”. He engaged in various debates with Soc-
rates, the greatest ethician of all times. Protagoras is rightfully regarded as the “Father of Debate” since he
was first to institute argumentative contests among his disciples. He invented themes that his pupil could
oppose or defend. He even debated furiously with Socrates’ presupposition that “all virtue is knowledge
and all knowledge is virtue.”
In the latter part of the fifth century B.C. appeared Corax. He lived in Sicily. He was a debater-
rhetorician who gave his kegacy by dividing the debate speech into four parts: (1) Introduction; (2) Narra-
tion; (3) Proof or Discussion; and (4) the Conclusion.
Not to be outdone is Marcus Tullius Cicero, one of the greatest Roman orators and debater who
flourished during the first century just preceding the Christian Era. As a debater, he defended Milo in a
court case before the Roman tribunal.
St. Thomas Aquinas of the Middle Ages, presented an almost perfect form of argumentation con-
tained in his “Summa Theologiae” where he always began with a proposition showing the thesis and an-
tithesis of each. Hegel’s philosophy known as the Hegelian dialectic found in his triad is but operating on
the principle as that of St. Thomas.
At the advent of the Classical and Middle Ages, the lingua franca of debating was Latin. The stu-
dents were trained through the use of the dialectic. This method consisted in debating by means of ques-
tions and answers. It is predominant in the seven liberal arts.
In the early part of the 1400’s, the first recorded intercollegiate debate was between England’s
Cambridge and Oxford. Today, Oxford boasts of having the oldest and the highly respected international
debate society known to man. It is known as the Oxford Union Society. Many members of that society be-
came the Prime Ministers of England and other countries. In 1892, the advent of debating in the United
States was ushered in with the holding of the Harvard-Yale debate match. It might be parenthetically said
that such debates were based on memorized speeches with no definite winner who was declared.
The Philippine Scenario
The Philippines has its own early version of debate. It is known as Balagtasan. What is unique
about the Balagtasan is that the speeches were done on the spot like the impromptu speeches and the verses
said must rhyme. These are expressed in Filipino.
When the Americans came, they gave us a new kind of education undertaken by the Thomasites,
named after the ship that brought them here, the USS Thomas. They introduced to the Filipinos Forensic
Debating which is known as the Oregon-Oxford format. The Philippines started patronizing it in the
1950’s and the 60’s. Before WWII, the Filipino debaters were debating abroad. In 1928, the University of
the Philippines sent abroad a debating team composed of brilliant young Filipinos, all students of the Col-
lege of Law, headed by Teodoro Evangelista, then a sophomore, who later became president of F.E.U. ,
and coached by Prof. Carlos P. Romulo, then Adviser of the U.P. Debating Club. It was so recorded that
the team toured the United States and argued for a complete and immediate independence of the Philip-
pines, without losing a single debate. The visiting team was awarded the decision of either American judg-
es or audiences, over the best of the American debating teams from several U.S. universities num-
bering fourteen. 50
 TASK 1
This activity will not be recorded, but it will be posted in out Facebook group for sharing of
knowledge. Before you do this activity, be sure to have read the origin of argumentation and debate in the pre-
vious page. Now, using a graphics organizer learned, illustrate the timeline of the history of argumentation and
debate. Use the space provided below to do this.

After posting your answer, wait for comments/suggestions from your classmates, and your teacher. If
you are unsure of your post, re-read the history, and you may edit it. You can do it!
51
 Objectives
At the end of the lesson, the students will be able to:
A. understand the elements of argumentation and debate; and
B. write a position paper based on a controversial issue.

1. Definition of Debate and Argument

Argument- is der ived fr om the Latin arguer which means to chide.
Debate- comes fr om the Latin dis which means expr essing r ever sal and battere which means to fight

A debate is a structured argument. Two sides speak alternately for and against a particular contention
usually based on a topical issue. Unlike the arguments you might have with your family or friends however,
each person is allocated a time they are allowed to speak for and any interjections are carefully con-
trolled. The subject of the dispute is often prearranged so you may find yourself having to support opinions
with which you do not normally agree. You also have to argue as part of a team, being careful not to contra-
dict what others on your side have said.

2. Relationship of Argumentation and Debate to Man’s Life

Debate and argumentation separates man from the lower forms of animals. This is because human
reason is the only tool used in this art and science. For this reason, every man is said to be under obligation to
defend his own ideas, his own beliefs, and ideals or even to the point of influencing others.
Debate also gives a direct by-product of training individuals for quick and accurate thinking. Only man is ra-
tional. As the French mathematician-philosopher, Rene Descartes had said: “Cogito, ergo, sum’’ (I think
therefore I am).
As human culture is complex and as it becomes more universal, the intercommunication of men takes
on an imperative nature.

a. Argumentation and Debate are Universal

Aristotle declared, “All men are, by nature gregarious” (sociable). Marcel Gabriel, a contemporary existen-
tialist philosopher affirmed, “ Man is a being-thrown-into-the-world-with-others.” Each one creates beliefs
and attitudes that create action because of societal relationships. Since attitudes and beliefs are created
through argumentation, it is imperative that argumentation and debate is of extreme importance in human ex-
istence.
b. Argumentation and Debate are Fundamental
Argumentation and debate are of fundamental significance in human relationships because men are in con-
stant state of flux in searching for answers to fundamental questions affecting him, between him and his uni-
verse and his fellowmen.
c. Argumentation and Debate are Indispensable
Men cannot conduct his life without argumentation. Mutual understanding is the basis of life. Argumentation
and debate enable man to rise above all the other forms of animals because it is through debate and argumen-
tation that man develops his highest faculty which is the intellect whose object is the truth in all manifesta-
tions.
d. Argumentation and debate is related to Logic and Psychology
Logic enables one to understand the different laws governing the syllogism, argumentation and debate
help us make other persons to be in agreement with what and how we think. On the other hand, psychology
enables the debater to understand the essence of human nature.

52
3. Importance of Debating
Debate is the activity that brings the art of reading, thinking and speaking together in one place. It is the
ability to conceive, articulate, and evaluate arguments remains not only the lifeblood of democracy and socie-
ty, but essential to the development of an engaged and ethical individual living in contemporary technological
democratic society.

a. Debate skills are essential to public life. Today in the 21st century, the ability to create, pr esent, and
evaluate ideas remains essential to democracy and commerce in modern societies.
b. Debate activities are transformational experiences for students. Students engage voluntar ily in a so-
cial activity that reaps significant intellectual benefits, and rewards academic skills: quick thinking, sound ar-
gument, and confident speaking. And for those who observe debates, they see citizens reasoning, articulating,
listening, responding, and ultimately respecting one another.
c. Debate activities create leaders. Leading requires intelligence, vision, empathy, efficiency, and resolve. In a
world in which incorrect information and unjustified ideas are abundant, debate creates the sort of confident
leaders who can direct public thinking toward moral and prosperous decisions.

4. Purpose of Debating
To influence others to accept or reject a belief. (Belief, as here used, denotes a complete certainty, an
assurance of the truth of an idea, or the most probable of various opinions about a proposition. When based
upon reason, belief may be spoken of as a conviction; when based upon faith, it may be thought of as a persua-
sion.)

a.Conviction- is a process that creates belief or disbelief through an appeal to reason.

-is a process that makes clear the validity of proof.
b.Persuasion- is a process that creates belief or disbelief through an appeal to the emotions.
-is a process that creates interest in proof and provides a motive for its acceptance

5. The Four Process of Argumentation

a . Invention-consists in determining upon those ideas whose truth the debater wishes his hearers to believe.
b. Selection-consists in choosing from all the sources of human knowledge those facts and inferences that
will serve to establish the ideas determined upon.
c. Arrangement-consists in organizing these selected materials in such a way as to secure the maximum ef-
fect upon the beliefs or actions of the audience.
d. Presentation- consists in putting the materials into good rhetorical or oratorical form and in effectively
communicating their force to others by means of a good use of thought and language.

Written argument-calls for the application of the principles of rhetoric.

Spoken argument- calls for a good speaking ability and skill in persuasion.

5. Debate Formats
There are a lot of debate formats such as Team-Policy, Lincoln-Douglas, NDT, CEDA, Parliamentary,
and Cross-examination or Oregon-Oxford. However, in this part of the lesson, we are just going to focus on
the Oregon-Oxford debate format as it is what is commonly used in debate contests such as the ANC Square-
Off.
It is a traditional debate format used in elementary, governors debate, house debate rules, parliamentary
debate rules, high school debate, Youtube debate, presidential debate, colleges and all over the country.

53
a. This debate has 2 sides: the Affirmative and the Negative. The Affirmative proves the validity of the issue or
topic called the Proposition while the Negative disproves it. Each team has two speakers and one scribe. A De-
bate Moderator enforces the rules to ensure the debate’s smooth conduct.

b. There are three speakers from each side following the format below:

First Affirmative - Constructive Speech

First Negative - Interpellation of the first affirmative Speaker
First Negative - Constructive Speech
First Affirmative - Interpellation of the first negative speaker
Second Affirmative - Constructive Speech
Second Negative - Interpellation of the second affirmative
Second Negative - Constructive
Second Affirmative - Interpellation of the second negative
Third Affirmative - Constructive Speech
Third Negative - Interpellation of the third affirmative
Third Negative - Constructive Speech
Third Affirmative - Interpellation of the third negative

Rebuttal of the Team Captain of the Negative Side

Rebuttal of the Team Captain of the Affirmative Side

c. The duration is as follows:

- Constructive Speech: Minimum of five (5) and maximum of seven (7) minutes
- Interpellation: Five (5) minutes
- Rebuttal Speech: Three (3) minutes

d. The issues for debate are the following:

- Whether or not it is Necessary? (Necessity)
- Whether or not it is Beneficial? (Beneficiality)
- Whether or not it is practical? (Practicability)

e. Writing the constructive speeches

The purpose of the constructive speech is to make and support your main arguments in favor of the res-
olution (when you are affirmative) or against the resolution (when you are negative).

A constructive speech should always accomplish the following:

-It will present your primary arguments
-It will provide support for those arguments in the form of evidence and reasoning.
-It should be persuasively written (should include introduction, transitions, and a conclusion).

The 1st Affirmative Constructive (1AC) and the 1st Negative Constructive (1NC) speeches include
the introduction, definition of terms and sets up the need stock issue.

The 2nd Affirmative Constructive (2AC) and the 2nd Negative Constructive (2NC) speeches re-establish the
need set up by the 1AC and 1 NC, and develops the beneficiality stock issues.

The 3rd Affirmative Constructive (3AC) and the 3rd Negative Constructive (3NC) speeches re-establish the
previous speeches, sets up the practicality of the issue, and ending with a conclusion.

54
...constructive speech
Introduction
Your case should always begin with an introduction. The introduction needs to accom-
plish two things.

1. Provide a persuasive attention-getter to encourage the audience to listen to your speech.

2. State the resolution and your position (in favor of or opposed to it)

Sample:
"Every year in the United States, our government executes dozens of convicted murderers. Their crimes are
so terrible, that our legal system assigns death as the ultimate punishment. What is truly tragic and hypocritical
is that every so often our legal system gets the wrong person. Instead of punishing someone for taking an inno-
cent life, it is our government itself that is taking an innocent life. Because my partner and I believe that this
should never happen again, we stand Resolved that the death penalty should be abolished in the United States."

Definition of Terms
Define your terms. If you are arguing that compulsory military training should be established in
the United States, you must tell what you mean by "compulsory." Will anyone be excluded?
What does military training" mean? Does it refer to the infantry, the air force, or a technical
school for atomic specialists? In other words, state exactly what you are talking about.

Necessity
Affirmative: Show that your proposal is needed (stock issue) be describing the problem that ex-
ists and which your proposal will solve. To prove the need, give examples, illustrations, opin-
ions of authorities, facts, and analogies which all point to the need for your proposal. When giv-
ing evidence, include a signal phrase citation for the source, much like you would in a research
paper. Give enough of these proofs to establish your point.

Negative: Show that the need does not exist. The status quo is enough. To disprove the need, give examples
illustrations, opinions of authorities, facts, and analogies, which show that the status quo is enough. When giv-
ing evidence include a signal phrase citation for the source, much like you would in a research paper. Give
enough evidence to establish your point.

Beneficiality
Affirmative: Show that your team's proposal is desirable. This means to show that the way in
which it will work will be beneficial. Present specific benefits that will occur as a result of the
proposal.

Negative: Show that the proposal will not have desirable effects and, instead, will have nega-
tive effects.

Use evidence and reasoning to prove the desirability of your proposal.

Practicability
Affirmative: Show that your proposal is practical (stock issue). In other words, show that it
will do what you say it will do.

Negative: Show that the change proposed by the affirmative will not work; it will not do what it proposes.

As with the previous stock issue use evidence and reasoning to support the practicality or lack of practicality.

Conclusion
Wrap up your case by summarizing your main claims and restating your position on the
resolution. 55
f. Rules on Interpellation
1. Questions should primarily focused on arguments developed in the speech of your opponent. However, mat-
ters relevant and material to the proposition are admissible.
2. Questioner and opponent should treat each other with courtesy.
3. Both speakers stand and face the audience during the question or Interpellation period.
4. Once the questioning has begun, neither the questioner nor his opponent may consult a colleague. Consulta-
tion should be done before but as quietly as possible.
5. Questioners should ask brief and easily understandable question. Answers should equally be brief. Categori-
cal questions answerable by yes or no is allowed, however, opponent if he choose, may qualify his answer why
yes or why no.
6. Questioner may not cut off a reasonable and qualifying answer, but he may cut off a vervous response with
a statement such as a “thank you” “that is enough information” or “your point is quite clear” or “I’m satisfied.”
7. A questioner should not comment on the response of his opponent.
8. Your opponent may refuse to answer ambiguous, irrelevant or loaded questions by asking the questioner to
rephrase or reform his question.

g. Rules on Rebuttal Speech

A. Rebuttal speaker should point out clearly the fallacies committed by his opponent stating clearly what par-
ticularly statement or argument constitute said fallacy.
B. If not familiar with the fallacies of logic, the debater may counter arguments directly by stating what argu-
ments or statement is incorrect or false.

h. Role of the Moderator

The moderator of the debate has the following duties:
1. To reveal the issue involve the debate;
2. To rule on points of clarification about the issues or questions and answers made during the Interpellation;
and
3. To see to it that the debate is orderly and follows the rules of parliamentary procedures.

i. Role of the Timer

1. To time the speakers and debaters accurately;
2. To give the speakers a one-minute warning with the ringing of the bell once before his/her time is up.
3. To prevent the debaters from exceeding the time allotted to them by ringing the bell twice.

7. Basic Skills in Debating

a. Style. Style is the manner in which you communicate your arguments.
b. Speed. It is vital to talk at a pace which is fast enough to sound intelligent and allow you time to say what
you want, but slow enough to be easily understood.
c. Tone. Varying tone is what makes you sound interesting. Listening to one tone for an entire presentation
is boring.
d. Volume. Speaking quite loudly is sometimes a necessity, but it is by no means necessary to shout through
every debate regardless of context.
e. Clarity. The ability to concisely and clearly express complex issues is what debating is all about. The
main reason people begin to sound unclear is usually because they lose the “stream of thought” which is
keeping them going.
f. Use of notes and eye contact. Notes are essential, but they must be brief and well organized to be effec-
tive. Of course, notes should never become obtrusive and damage your contact with the audience, nor
should they ever be read from verbatim. Most people sketch out the main headings of their speech, with
brief notes under each.
When writing notes for rebuttal during the debate, it is usually better to use a separate sheet of paper so
you can take down the details of what the other speakers have said and then transfer a rough outline onto the
notes you will actually be using.
Eye contact with the audience is very important, but keep shifting your gaze. No one likes to
be stared at. 56
 TASK 1
Instruction: Please watch the Debate Sample in the Debate folder . When done, send concepts lear ned
from in our Messenger Group. When done, facilitator will give go signal for the position paper writing.

TASK 2
Instruction: Wr ite a position paper about a chosen contr over sial issue.

Proposition/Topic: ________________________________________________________________________

Based on my understanding of this controversial issue, my position is ________________________________

_________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________________________________.

The main reasons that lead me to this position are:

1. _____________________________________________________________________________________
Quote or support:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2. ______________________________________________________________________________________
Quote or support:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
3. ______________________________________________________________________________________
Quote or support:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

Based on readings, reflections/ other arguments, I still conclude that: _________________________________

_________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________________________________.

57
 Objectives
At the end of the lesson, the students will be able to:
A. distinguish a fallacy from fact;
B. formulate strategies on how to avoid the use of logical fallacies in argumentation and debate.

For this lesson, please listen to the lecture on Logical Fallacies in Debate folder. Also, please list con-
cepts learned from the lecture below. You are to share the concepts you learned in our Facebook Group.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
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_________________________________________________________________________________________
_________________________________________________________________________________________
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_________________________________________________________________________________________
_________________________________________________________________________________________
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 TASK 1
Instruction: Wr ite a r eflection of what you r ealized after lear ning the logical fallacies in debate? Do you
often encounter it in your daily conversations/argumentations? What can you say? After reflecting, write an
essay providing strategies on how we can avoid using logical fallacies in argumentation and debate.

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
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_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Congratulations! You ar e now done with Module 3. To check on your lear ning, I would just like you
to write a comment/reaction/suggestion about the content, or format of the module. If none, please write the
things that you learned from this module. Thank you!
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

59
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