0 Lesson 10-17

LESSON 10
Informative Speaking
Objectives
At the end of the lesson, you should be able to:
1. explain the purpose of informative speech;
2. distinguish the different types of informative speech; use an appropriate type and
organizational
3. pattern for a specific informative speech topic;
4. develop and deliver an informative speech;
5. evaluate an informative speech; and
6. reflect on a learning experience.
Warm-up
1. Individually, think of one thing that your classmates may need to know.
2. Prepare a two-minute speech presenting and explaining that one thing you want
to share with them. You have three minutes to prepare.
3. Form yourselves into groups of four members each and assign a number to each
member.
4. Using the assigned number as a guide, deliver your speech one at a time.
Self-Audit
After completing the Warm-up activity, tick the column that best describes your
ability to deliver an informative speech. Answer this section as objectively as possible.
Bear in mind that there are no wrong answers. You can base your answers to this self-
audit task on your Warm-up performance.
Usually Sometimes Seldom Never
3 2 1 0
1. I choose a relevant topic for my
speech.
2. I use an appropriate organizational
pattern for my speech topic.
3. I use an effective attention-getter
4. I state my main points clearly.
5. I support my main points with
sufficient, valid, and credible sources.
6. I use smooth transitions in my speech
7. I end my speech with a review of the
main points.
8. l observe appropriate non verbal cues.
9. I am appropriately attired.
10. I master my speech.
TOTAL
GRAND TOTAL
Interpretation:
Score Level of Proficiency
28-30 Advanced
25-27 Proficient
23-24 Approaching Proficiency
21-22 Developing
20 and below Beginning
You may share the results with your classmates or teach. Keep the results and
remember them as you participate in the succeeding activities.
Input
There are several instances where you are asked to provide information about
yourself, family, school, or any specific topic through a speech. This type of speech is
the informative speeches whose primary aim is to help your listeners understand and
remember the information you present, discuss, or explain.
TYPES OF INFORMATIVE SPEECH

Generally, there are four types of informative speech. These are speech about
objects or people, speech about processes, speech about events, and speech about
concepts.
Types Description Specific Purpose
Examples
Speech This focuses on Yourself To inform the audience about
about tangible items like my background, interests, and
objects or gadgets, product, ambitions.
people structures, or Sherlock Holmes To inform the audience about
people. Visual aids the profile including traits, and
may be necessary. abilities of this fictional
character.
New iPhone To inform the audience about
model the features and capabilities of
this new phone model.
Manila Cathedral To inform the audience about
the history and geological
features of Manila Cathedral
Speech This focuses on a First aid To inform my audience on how
about process or to give first aid to someone
processes sequence of who suffers from an ankle
events. Visual aids sprain.
are necessary. Short story To inform the audience on how
writing to write a publishable short
story.
Photography To inform the audience on how
to take good pictures.
Web designs To inform the audience on how
to create basic web designs.
Speech This focuses on an Martial law To inform the audience about
about events event that the effects of Martial Law on
happened, is economy and politics.
happening, or Accident To inform the audience about
might happen in what happened when I met
the future. with a car accident.
Cosplay(Costume To inform the audience about
play) the preparations made by
cosplayers (costume players).
Speech This focuses on Big Bang Theory To inform the audience about
about beliefs, knowledge, the truth behind the Big Bang
concepts theories, Theory.
principles, or Bermuda Triangle To inform the audience about
Ideas. the mystery behind Bermuda
Triangle.
Public-Private To inform the audience about
Partnership the advantages and
disadvantages of PPP.
Feminism To inform the audience about
the feminist’s perspective on a
patriarchal state or
government.
To inform the audience about the feminist's

ORGANIZATIONAL PATTERNS
A. Chronological Pattern. This can be used if you want
To present a history or evolution, or development of your topic in a sequential order,
from past up to the present beginning to end.
Your outline will look like the following:
1. Introduction
1.1Attention-getter
1.2 Thesis Statement/Main Point
2. Body
2.1 Step A, Year A, First
2.2 Step B, Year B, Second
2.3 Step C, Year C, Third
2.4 Step D, Year D, Fourth or Finally
3. Conclusion
3.1 Summary of the Points
3.2 Memorable Statement
Sample Speech Outline
Topic: The Paz
Type: Speech about events
Specific Purpose: To inform my audience about one of the greatest tragedies in
history, the Paz.
Thesis Statement: From a tragedy to the movie screen the sinking of the Pazis
considered as one of the greatest tragedies in history.
1. Introduction
1.1. Attention Getter:
Let me share you a story about one of the greatest tragedies and tests of
human faith.
1.2 Thesis Statement:
From a tragedy to the movie screen, the sinking of the Pazis considered as
one of the greatest tragedies in history.
2. Body
2.1 During the 20th century, the Paz was considered the most sophisticated,
safest, and most elegant ever built.
2.1.1 In 1914, it was the largest and most sophisticated among all commercial
luxury ships.
2.1.2 The Paz has built in safety tools for safe travel.
2.1.3 The rooms and facilities of the Paz were full of finest decorations and
furniture.
2.2 The Paz faced tragedy when it was hit a super typhoon five days after its
departure from the United Kingdom.
2.2.1 The travel during the first three days was mostly smooth.
2.2.2 The journey had a terrible twist when a typhoon started to build up in
their path.
2.2.3 As the ship sank, almost all souls perished while the rest were
extremely in shock.
2.3 From the real story of the Paz tragedy comes its movie depiction.
2.3.1 The movie was written by Gary Oldham and directed by Rein
Summerwind.
2.3.2 It was the most expensive and technologically advanced movie
production.
2.3.3 The movie became the highest grossing movie during its time.
3. Conclusion
3.1 Review of Main Points:
The worst tragedy in sea became the most successful movie.
3.2 Memorable Statement:
The tragic story I shared at the start of my speech was actually the true story
of the Paz. It is a story that will forever remain in our hearts.
B. Spatial/Topical/Categorical Pattern. This can be used if you want to inform

your audience about the main features, descriptions, or categories of your topic.
Your outline will look like the following:
1. Introduction
1.1 Attention-getter
1.2 Thesis Statement/Main Point
2. Body
2.1 Feature A, Description A, First Category
2.2 Feature B, Description B, Second Category
2.3 Feature C, Description C, Third Category
2.4 Feature D, Description D, Fourth or Final Category s
3. Conclusion
Topic: Theories of Development
Type: Speech about a concept
Specific Purpose: To inform my audience about the different development models
Thesis Statement: Development can be defined depending upon a theoretical
approach.
1. Introduction
1.1 Disagreement of scholars on the development concept
1.2 Theoretical approaches of development
2. Body
2.1 Modernization and Green Revolution
2.2 Integrated Rural Development
2.3 Participatory Development
2.4 Sustainable Development
2.5 Millennium Development
3. Conclusion
3.1 Development as a complex concept
3.2 Development as a discourse
C. Cause-Effect Pattern. This can be used if you want to show the causal
relationship of an event or phenomenon.
Your outline will look like this:
Single Cause-Multiple Effects
1. Introduction
1.2 Thesis Statement/Main Point highlighting the cause of an event or
phenomenon
2. Body
2.1 Effect A
2.2 Effect B
2.3 Effect C
2.4 Effect D
3. Conclusion
Single Effect-Multiple Causes

1. Introduction
1.2 Thesis Statement/Main Point highlighting the effect of an event or
phenomenon
2. Body
2.1 Cause A
2.2 Cause B
2.3 Cause C
2.4 Cause D
3. Conclusion
Multiple Causes-Multiple Effects
1. Introduction
1.2 Thesis Statement/Main Point stating the multiple causes and effects of an
event or phenomenon
2. Body
2.1 Cause A
2.2 Cause B
2.3 Cause C
2.4 Effect A
2.5 Effect B
2.6 Effect C
3. Conclusion
Domino Effects
1. Introduction
1.2 Thesis Statement/Main Point stating the domino effects of an event or
phenomenon
2. Body
2.1 Cause A
2.2 Effect A
2.3 Cause B
2.4 Effect B
2.5 Cause C
2.6 Effect C
3. Conclusion

Topic: Traffic Mismanagement in Metro Manila
Specific Purpose: To inform the public about the cause-effect of traffic mismanagement
Type: Speech about an event
Pattern: Single Cause - Multiple Effects
Thesis Statement: Traffic mismanagement in Metro Manila affects major economic,
social, and political activities.
1. Introduction
1.1 Snippets of anecdotes on carmageddon in various streets in Metro Manila
1.2 Economic, social, and political effects of traffic management
2. Body
2.1 Economic effects
2.2 Social effects
2.3 Political effects
3. Conclusion
3.1 Traffic mismanagement and its effects
3.2 Metro Manila as "gates of hell"
D. Comparison-Contrast pattern. This can be used if you want to compare objects,

events or concepts underscoring their similarities and differences.
Block
1. Introduction
phenomenon
2. Body
2.1 Object/Event/Concept A
2.1.1 Comparison Point A
2.1.2 Comparison Point B
2.1.3 Comparison Point C
2.2 Object/Event/Concept B
2.2.1 Comparison Point A
2.2.2 Comparison Point B
2.2.3 Comparison Point C
3. Conclusion
Point-by-point
1. Introduction
phenomenon
2. Body
2.1 Comparison Point A
2.1.1 Object/Event/Concept A
2.1.2 Object/Event/Concept B
3. Conclusion
Topic: U.S. television series versus Philippine television series
Specific purpose: To compare television series in two countries
Pattern: Comparison-contrast (block)
Thesis: TV series in the U.S. and the Philippines are different in terms of casting,
originality of storylines, and quality of production.
1. Introduction
1.1 The popularity of television series
1.2 Comparing TV series in two countries
2. Body
2.1 U.S. television series
2.1.1 Casting
2.1.2 Originality of storylines
2.1.3 Production quality

2.2 Philippine television series
2.2.1 Casting
2.2.2 Originality of storylines
2.2.3 Production quality
3. Conclusion
3.1 Comparative points of television series in the US and the Philippines
3.2 Addiction to television and its political relevance
Comprehension Check
I. Identify at least two more specific examples of each type of informative speech
and write its corresponding purpose.
Type Examples Purpose

Speech about
objects or people
Speech about
processes
Speech about
events
Speech about
concepts
II. Using the given topics, identify an appropriate type of informative speech and
pattern or organization, and write possible purpose and thesis statement.
1. Topic: Fighting Poverty

Type of Informative: ___________________________________
Pattern of Organization:________________________________
Purpose:____________________________________________
Thesis Statement:_____________________________________
2. Topic: Adapting to Climate Change
Type of Informative Speech:___________________________
Pattern of Organization:_______________________________
Purpose:___________________________________________
Thesis Statement:____________________________________
3. Topic: Women Empowerment
Type of Informative Speech:____________________________
Purpose:___________________________________________
Thesis Statement:.___________________________________
4. Topic: Being a Filipino Citizen
Pattern of Organization: ______________________________
Purpose:___________________________________________
Thesis Statement: ___________________________________
5. Topic: Three Branches of Government
Purpose:___________________________________________
6. Topic: Martial Law
Purpose:___________________________________________
Thesis Statement:___________________________________
7. Topic: The Roles of Non-governmental Organizations (NGOs)
Purpose:___________________________________________
8. Topic: Private School and Public School
Type of Informative Speech: ___________________________
Pattern of Organization: _______________________________
Purpose: ___________________________________________
Thesis Statement: ____________________________________
9. Topic: Parliamentary versus Presidential Forms of Government
Purpose:___________________________________________
10. Topic: Human Rights
Purpose:___________________________________________
Tasks
I. Using the performance rubric found at the end of the lesson, watch these
informative speeches on video. The links are as follows:
https://www.youtube.com/watch?v= AqVzBYw5158
https://www.youtube.com/watch?v= -X3wl60SRwo
https://www.youtube.com/watch?v= GOkUPC4IONO
https://www.youtube.com/watch?v=1cxwW88tZ4s
https://www.youtube.com/watch?v= OxgNDKJUxF4
Part A: Complete the tables with relevant information.
Speaker 1
What’s the purpose of the
speech?
What’s the message of the
speech?
How was the speech
organized?
Speaker 2
speech?
speech?
How was the speech
organized?
Speaker 3
speech?
speech?
How was the speech
organized?
Speaker 4
speech?
speech?
How was the speech
organized?
Speaker 5
speech?
speech?
How was the speech
organized?
Part B. Evaluate the speeches using the performance rubric found at the end of the
lesson.
Part C. Find a partner and discuss your outputs in Parts A and B with him/her. Also,
include in your discussion the strengths and weaknesses of the speaker.
II. Form yourselves into groups of three members each.
Prepare a 5-minute public announcement video about disaster preparedness. Your
video presentation should include infographics and show actual speakers. Post your
output on the Facebook account of your class or other social networking sites to
develop your sense of authorship.
III. Think about one new concept or idea you learned from your other classes or
from your readings. Using it as you topic, prepare a two-three minute
informative speech which the specific aim is to give your audience interesting
information related to that concept or idea.
IV. Prepare for a mini-newscasting activity.
1. Form a group with seven members. Assign each member to deliver international
and local news on (1) government, (2) business, (3) weather, (4) science and
technology, (5) celebrity, (6) sports, and (7) music.
2. Ask each member to deliver two reports.
3. Limit your newscasting activity to not more than one hour.
4. Require all members to wear executive or business attire.
5. Refer to your favorite local or international news program in terms of organization
of reports and style of reporting.
6. Don't bring copy of reports during your delivery. Instead, read through a
prompter.
7. Allow the use of props (optional).
V. This task involves the delivery of an informative speech. It should not exceed five
minutes.
1. Brainstorm and propose a topic related to current issues.
2. Write your proposed topic on a sheet of yellow paper with corresponding specific
purpose, target audience, and speech pattern.
3. Submit your proposed topic to your teacher for feedback and approval.
4. Prepare a preliminary outline for your speech.
5. Research on your topic.
6. Write the second draft of your outline.
7. Confer with your classmate and/or teacher for feedback.
8. Finalize your outline incorporating the feedback of your classmates and teacher.
9. Write your speech.
10. Prepare visual aids for your speech.
11. Rehearse.
12. Present.
Out-of-Class Activity
You may participate in any of the speech opportunities below that require you to
provide information. During your delivery, request someone to evaluate your speech
using the performance rubric. Then, discuss with him/her how well you perform and
what specific parts you need to improve on.
1. Oral report presentation in class
2. Newscasting contests
3. Demonstration speech
Performance Rubric
RUBRIC FOR AN INFORMATIVE SPEECH
VGE GE SE LE N
(5) (4) (3) (2) (1)
1. Topic is relevant
2. The speaker observes appropriate
organizational pattern.
3. Purpose is well-defined.
4. Attention-getter captures listener’s
attention.
5. Main points are stated clearly.
6. Arguments are sound and supported with
sufficient, valid and credible sources.
7. Transition is smooth.
8. Speech is ended with a review of the main
point.
9. Powerful, pleasant voice is used.
10. Pronunciation, enunciation, and
articulation are observed.
11. Gestures, posture and facial expression
are effective, dynamic, and natural.
12. Eye contact is established and maintain.
13. Attire is appropriate.
14. The speaker demonstrates mastery of
his/her speech
TOTAL
GRAND TOTAL /70
Legend:
VGE- To a very great extent; GE- To a great extent; SE- To some extent; LE- To a little
extent; N- Not at all
NARRATIVE COMMENTS
Overall, I enjoyed the presentation because…
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
However, the communicator needs to improve...

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
I-Reflect
Reflect on the learning that you gained from this lesson by completing the given
chart.
What were your misconceptions about What new or additional learning have
the topic prior to taking up this lesson? you gained from this lesson in terms of
skills, content, and attitude?
I thought… I Learned that...
LESSON 11
Persuasive Speaking
Objectives
1. explain the qualities of an effective persuasive speech;
2. use appropriate organizational pattern for a persuasive speech;
3. apply effective methods of persuasion;
4. deliver an effective persuasive speech;
5. evaluate a persuasive speech; and
Warm-up
1. Form yourselves into groups of at least four members.
2. As a group, read the following situation: “Your Community organization has
requested you to raise funds through a charity event which will be attended by
sponsors. The proceeds will go to relief efforts for a number of families that have
been devastated by any calamity.”
3. In the group, instruct each member to prepare a1-minute speech that can
convince the sponsors support the event. The preparation time is five minutes.
The content of your speech should be different from that of the others. In the
speech, you need to:
 Think of an event which the sponsors are interested in and willing to support
(a musical event, a bazaar, a fun run, etc.).
 Think of one reason why the sponsors should support the event.
4. During your delivery, your group mates will take note of your strengths and
weaknesses. They will also rate your talk on how effective you are in convincing
them with a grade of one to five-five being the highest and one being the lowest.
The following observation sheet may be used:
Name of the speaker: Rating:

Strengths Weaknesses
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
5. Once done with your delivery, collect the observation sheets from your group
mates, get the average of scores, and read the notes on your strengths and
weaknesses. In one minute, share the notes with your group mates or teacher for
feedback.
Self-Audit
ability to deliver a persuasive speech. Answer this section as objectively as possible.

3 2 1 0
1. I choose a relevant topic for my
speech.
2. I use an appropriate organizational
pattern for my speech topic.
3. I have a clear purpose.
4. I use an effective attention-getter.
5. I support my arguments with sufficient,
valid and credible sources.
6. I end my speech with the review of the
main points.
7. I use different forms of appeal
(emotional and logic).
8. l observe appropriate pronunciation,
enunciation, and articulation.
9. I have affective, dynamic, and natural
gestures, posture, eye contact and facial
expressions.
10. I master my speech.
TOTAL
GRAND TOTAL
Interpretation:
28-30 Advanced
25-27 Proficient
21-22 Developing
Input
ESSENTIALS OF PERSUASIVE SPEAKING
There are many practical situations and opportunities where persuasion is
observed. Some of them are: (1) to convince your parents to increase your allowance or
to buy you the latest cellular phone or laptop model, (2) to persuade your teachers to
extend the deadline of your term paper, or (5) to urge your schoolmates to vote for you
in a student government position you are running for.
Persuasive speaking can be considered as a form of speaking that most people
of diverse backgrounds are engaged in and involved the most. This is the kind of
speech that considers any topic under the sun that is arguably relatable and interesting.
So, when you deliver your persuasive speech, your primary goal is to influence the
thoughts, feelings, actions, and behaviors or attitudes of your listeners (Gamble &
Gamble, 2012). Likewise, you also aim to change their thoughts, feelings actions, and
behaviors, and convince them that your ideas are more important, practical, attainable,
feasible, and workable. You, as a persuasive speaker, advocate whatever cause or
message you pursue.
The primary purpose of persuasive speech is to effect change in the attitudes or
actions of your listeners. Compared to the informative speech, persuasive speech is
different as described by Osborn and Osborn (2006):
Informative Speech Persuasive Speech

Presents options Pushes for a choice among options
Speaker acts as teacher Speaker acts as advocate
Uses supporting materials to enlighten the Uses supporting materials to justify advice
audience
Asks for little audience commitment Asks for strong audience Commitment
Speaker's credibility is relevant Speaker's credibility is more important
Appeals less to emotions Appeals more to emotions
High ethical obligation Higher ethical obligation
QUALITIES OF AN EFFECTIVE PERSUASIVE SPEECH
Qualities Guide Questions

1. Well-defined goal What is your specific goal in mind? Do you expect
your audience to "think differently, act differently, or
both" after they listen to your speech?
2. Clear main point Is the main point of your speech clear to you? Is it
specific and focused?
3. Sufficient supporting ideas Do you have factual statements, reliable sources or
solid evidence to support your main point? Do you
have enough supporting statements?
4. Logical reasoning (concrete How will you state your arguments? Will you use: (1)
reasons why your listeners deductive reasoning (starting with general evidence
should support your ideas) to specific); (2) inductive (reasoning, from specific
evidence to general); (3) causal comparison
(cause/s and effect/s), or vice versa; or, (4) analogy
(comparisons to things or situations)?
5. Effective and powerful ways Do you use effective techniques such as powerful
to gain the attention of your and relevant question, striking statistics, shocking
audience incident, memorable anecdotes, or humorous
observations or experiences in grabbing the
attention of your listeners and engaging them in your
speech?
6. Compelling ideas to make Do you appeal to your listeners' heads?
your target audience feel and Do you appeal to your listeners' hearts?
think
7. Salient motives to target the Do you motivate your audience by incorporating their
basic needs of your audience needs essential to their growth and development as
an individual?
TYPES OF PERSUASIVE SPEECH

1. Speech that Questions Fact
This type usually happens whenever the speaker questions the existence of a
particular event or happening. In this case, the persuasive speaker poses questions of
fact, derives conclusions from different sources of information, and attempts to convince
the audience to believe in his/her ideas.
For example, you argue that the declaration of
Cybercrime Law as constitutional is questionable. Your outline will look like this:
a. Purpose: To persuade the listeners that Cybercrime Law is unconstitutional.
b. Main Point: The provision of the Bill of Rights in the Constitution values freedom
of the speech.
c. Supporting Idea: Article IIIL, Section 4 of the Constitution states that no law
shall be passed abridging the freedom of speech, the freedom of press, and the
cognate rights of individuals and groups within our society.
2. Speech that Questions Value
This type usually happens whenever the speaker deals with questions of value in
terms of self, family, friendship, religion, government, freedom, love, and money among
others. In this case, the persuasive speaker: (1) makes a statement or claim, (2)
attempts to convince his/her audience why something or someone is worthy of pride
and/or emulation, and (3) justifies it based on standards.
For example, you argue that the state or government should not revive the death
penalty because it remains to be inhuman and unjustifiable. Your outline will look like
this:
a. Purpose: To persuade the listeners that over the years death penalty is
unjustifiable
b. Main Point: There is no reason for the state to revive the death penalty.
c. Supporting Idea: The Philippines still has problems with the justice system. In
fact, former Philippine President himself acknowledged it: "Aquino said the
country's justice system is far from perfect, citing cases of innocent people found
guilty of crimes they did not commit only because they were unable to hire good
lawyers" (Porcalla, 2014 para. 3).
3. Speech that Questions Policy
This type usually happens whenever the speaker questions the way things are
today which can have implications for the future. In this case, the persuasive speaker
asks relevant questions that can help in resolving whether something should be
implemented or not, observed or not, or done or not.
For example, you argue that the state or government should protect the lesbian,
gay, bisexual, and transgender sexual (LGBT) community in any workplace or office.
a. Purpose: To persuade the listeners that the LGBT community should be
protected from discrimination
b. Main Point: LGBT members deserve to be protected by the state against
exclusivity in any workplace or office.
c. Supporting idea: There are horrible reports and cases of discrimination at work
in terms of promotion and benefits. Hence, there is a need to create and
implement a policy related to this.
4. Speech that Refutes
This type usually happens whenever the speaker responds to and disproves the
claims of others while he/ she defends and promotes his/her own. One best example is
the debate. In this case, the persuasive speaker is required to carefully plan his
arguments/claims with valid support.
For example, you disagree with the reports about the Philippines as the worst
country due to the increasing rate of heinous crimes. Your outline will look like this:
a. Purpose: To persuade the listeners that there is no truth to the claims of foreign
media that Philippines is not safe to visit and stay
b. Main Point: The Philippines is not the worst country in the world.
c. Supporting Idea: Statistics from the Department of Tourism showing the
massive increase in international tourists every year and travel blogs reporting
the Philippines as the top destination is Asia are two reasons why this country is
not the worst one.
ORGANIZATIONAL PATTERNS
The following are some of the suggested patterns that you can use when you
organize your persuasive speech.
1. A.F.O.R.E.S. T. (anecdotes, facts and figures, opinion, rhetorical questions,
emotive language, superlatives, tripling)
Here's how: (1) Begin your speech with a personal story, observation, or experience;
(2) Provide striking statistics that can support your ideas; (3) Add in your opinion. You
can begin your statement with, I believe that..." (4) Think of engaging rhetorical
questions; (5) Use emotional appeal; (6) Use superlatives to exaggerate an idea; and,
(7) Think of the rule of three in English writing principle. This may add to the
effectiveness of your persuasion. Classic example is "Go! Fight! Win!"
For example:
a. Purpose: To persuade the listeners that the over the years, the death penalty is
unjustifiable
b. Main Point: There is no reason for the state to revive death penalty.
c. Supporting Idea: The Philippines still has problems with the justice system. In
fact, the article of Philippine Star columnist Delon Porcall, indicated that
President Noynoy Aquino acknowledged it: "Aquino said the country's justice
system is far from perfect, citing cases of innocent people found guilty of crimes
they did not commit only because they were unable to hire good lawyers."
Anecdote 1. My father died of lethal injection years ago.

1.1 He's a victim of this unjust society; he was killed for a
crime that he never did.
1.3 There is no reason for the state to revive the death
penalty.
Facts and Figures 1. When RA 7659 or the Death Penalty Law was still active,
six out of 10 innocent people had become victims.
Opinions 2.1 Reviving this law is unjustifiable
Rhetorical Question 2.2 If that law would be revived, how sure are we that no more
innocent men and women would become victims?
Emotive language 2.3 We are a nation that values life and thinks that everyone
deserves chances to change and live for their families
Superlatives 2.4 think, we will only support the revival of this aw, if you could
revive the life of innocents in the grave.
Tripling 2.5 Think. Think. Think.
2. Problem-Solution
Here's how: (1) Identify the problem; and, (2) Provide solution showing its
practicality.
For example:
a. Purpose: To persuade the listeners that the LGBT community should be
protected from discrimination
b. Main Point: LGBT members deserve to be protected by the state against
exclusivity in any workplace or office.
c. Supporting Idea: There are horrible reports and cases of discrimination at work in
terms of promotion and benefits. Hence, there is a need to create and implement
a policy related to this.
Problem 1. Current status of LGBT in workplace

1.1 Discrimination of LGBT in workplace
Solution 2. Policy that clearly defines the rights of LGBT
2.1 for protection
2.2 for recognition
3. Problem-Cause-Solution
Here's how: (1) Identify the problem; (2) analyze the root causes of the problem; and
(3) provide solution to the problem.
For example:
a. Purpose: To persuade the listeners why the state or government needs to
collaborate with the private sector in maintaining and protecting national heritage
sites
b. Main Point: Preserving our national heritage sites such as centuries-old
churches, theaters, and other artifacts is the least priority of the government.
c. Supporting Idea: One can observe that these sites are losing their historical and
cultural values.
Problem 1. List of historical sites in the Philippines

1.2 Not priority of the government
Root cause 2. Budget allocation
Support 1 2.1 Percentage allocated to preservation of Sites
Solution 2.2 Promote public-private partnership
Support 2.3 Reports showing successful partnerships
4. Comparative Advantages.
Here's how: (1) identify the problem; (2) present at least two solutions to the
problem; and, (3) compare the two in terms of practicality and feasibility.
For example:
a. Purpose: To persuade the listeners why there is a need for political reform
b. Main Point: Politics in the Philippines is very dirty.
c. Supporting idea: There have been a lot of anomalies and illegal transactions
going on in the political system.
Problem 1. Vision of Philippine politics

1.1 Dirty politics
Solution 1 2. Pass Freedom of Information (FO1) Bill into law
Solution 1 2.1 Achieve transparency
Support 2 2.2 Achieve good governance
Comparison 3. Can be good solutions
Support 1 3.1 Practical
Support 2 3.2 Feasible
5. Monroe's Motivated Sequence

Here's how: (1) Grab the attention of the audience by identifying the challenge
you plan to confront, or the problem you plan to address. (2) Establish the need or
urgency to address the identified challenge or problem. (3) Present possible solutions to
your audience to satisfy the need. (4) Help your audience visualize by using vivid
language to convince them about the benefits they can gain from the solutions you
presented. (5) Engage the audience to participate in promoting change through a call
for action.
For example:
a. Purpose: Persuade the audience to abstain from consuming alcohol.
b. Main Point: Abstaining from alcohol will help students live a healthy and safe life
for themselves and those around them while avoiding any criminal activities.
c. Supporting Idea: Recent studies show that people who do not take alcoholic
drinks are economically stable and enjoy a happy and productive life.
Smoking: A Death Sentence

Rachel De Cou
Attention- 1.0 Robert, a 40-year-old man, was found unconscious at his house one
grabber Saturday morning. He was rushed to the nearest hospital but was
declared dead on arrival. After autopsy, the doctors found out that his
lungs collapsed due to emphysema resulting from too much smoking.
1.1 Smoking is one of the leading causes of cancer and death. So
when you buy cigarettes to smoke, it's like you are buying your
death.
1.2 Why do I want to talk about smoking and its threat to our health. It
is because I had loved ones who died from cancer due to smoking.
Also have so many friends who experience health problems
because of this unhealthy hobby.
1.3 This afternoon, I would like you to realize that those who smoke
should stop now whether it is you or your loved ones. By
abstaining from it, you will have a healthier, happier, and longer
life.
Need 2.0 According to the Department of Health, smoking is the most common
hobby of teenagers and adults especially males. Hundreds of
thousands die each year because of smoking-related illnesses. In
addition, a big percentage of smokers experience various health
problems such as respiratory diseases and heart problems.
2.1 Currently, around 25 percent of the populations are smokers.
2.2 Many of the illnesses experienced by smokers are smoking-
related.
2.3 Smoking is the leading unhealthy habit among teenagers and
adults.
2.4 Smoking causes cancer, respiratory diseases, heart problems,
congenital diseases, and mouth problems.
2.5 Smoking endangers not only the actual smokers but also the
people around them.
Satisfaction 3.0 Stop smoking.
3.1 Develop a quit plan and commit to it.
3.2 Use e-cigarettes as a replacement.
3.3 Have a support group.
Visualizatio 4.0 By quitting smoking, you will enjoy your life more:
n 4.1 You will have a healthier environment in your home with your
family.
4.2 You will save a lot of money from not buying cigarettes and
medical expenses
4.3 You will have a stronger body which is less prone to cancer,
heart diseases, stroke, skin problems, and other health issues
Call to 5.0 So, I challenge all of you to stop smoking now. Do it for yourself and
action to for your loved ones.
action
METHODS OF PERSUASION
Consider what Lucas (2011) writes about how the audience can be persuaded by
a speaker.
The audience is easily influenced because of the speaker's credibility.
The audience is easily convinced because of the speaker's presented evidence.
The audience is easily persuaded because of the speaker's reasoning
The audience is easily swayed by speaker's use of language and style of
presenting his/her ideas.
The preceding ideas highlight some of the methods you can use in your
persuasive speech. These methods are commonly used and proven to be effective by
prominent and excellent speakers across the globe. The following are some tips in
enhancing your credibility, presenting evidence, using reasoning, and observing ethics
and emotional appeal in a persuasive speech.
1. How to enhance your credibility
Explain how you become an expert on the topic.
a. You can do this by sharing how well you read on, investigated, or researched the
topic. For example: In the beginning you never knew about your topic until you
did a research about it. By saying "you did a research about it," your audience
will feel you take an effort in building your credibility through researching on your
speech topic.
b. Connect your experiences, beliefs, values, or attitudes with your audience.
c. You can do this by telling your audience that you have the same experiences,
beliefs, values, or attitudes. For example: In the beginning of your speech, you
can emphasize to your audience that regardless of background, status, age,
gender, beliefs, and values, among others, we all have one thing in common. By
saying "we all have one thing in common," your audience will feel respected
because you can identify to their experiences, beliefs, values, or attitudes.
d. Practice more often so you can deliver your speech with conviction.
e. You can do this by exposing yourself more often to speaking situations such as
reciting and reading announcements in class, introducing people in a program or
hosting it, participating in debates, or acting as a spokesperson of your class,
club, or organization. Also, you can do this by simply practicing more often before
your actual speech performance. By doing so, you can increase your confidence
and deliver your speech with conviction.
2. How to use evidence
a. Specify evidence.
You can do this by telling your audience a specific number, example, or
document. For example: Do not simply say "there is a law that protects women and their
children against violence." Instead, you say, "RA 9262 is an act that protects women
and their children against violence." By specifying your evidence, your audience will feel
you know what you are talking about.
b. Avoid outdated evidence.
You can do this by reading and looking for new evidence to keep yourself
updated of significant facts and figures. For example: You are using data taken from the
year 2000 or earlier. Your audience will no longer be interested to listen to your speech
because the data might be irrelevant today. Instead, use current ones. In that sense,
your audience will be more interested to listen to your speech.
c. Choose reputable or credible sources for your evidence.
You can do this by carefully identifying and evaluating your sources. For example: You
are sharing with your audience the formulation of foreign policy so that the Philippines
can improve its international relations with other countries. You are also telling your
audience that you have sources such as fansites, Wikipedia, blogs, or self- published
books to prove that your suggestions are concrete and credible. With the quality of your
sources, you will definitely lose the interest of your audience. As a guide, take note that
the internet contains many academic databases that can provide you a wealth of
reputable or credible sources for your evidence.
3. How to use reasoning
a. Avoid logical fallacies or errors in reasoning.
You can do this by studying the types of logical fallacies. The following are some
of the examples:
 Ad Hominem: This happens when you attack the character of a person instead of
his/he argument.
Example: Professor X does not deserve to be the head of this organization because
he is separated from his wife.
How to avoid: When you give your rebuttal, focus on the arguments of the person,
not on his/her character or values.
 Circular Argument: This happens when the idea of a stated argument is
repeated.
Example: My mother is a good teacher because she teaches me well.
How to avoid: Do not repeat the argument. Instead, prove it.
 False Analogy: This happens when two things that are not very similar are being
compared.
Example: President Aquino is the Socrates of the 21st century.
How to avoid: Look closely at the characteristics, features, or components of two
people or objects and determine whether they can really be compared or not.
 False Authority: This happens when a statement of someone, popular or not,
who is not an expert on a field is used in an argument.
Example: I avoid drinking coffee at night because of the advice of my English
teacher.
How to avoid: Check properly the qualifications of the person being cited.
 False Cause and Effect: This happens when the connection between two
consecutive events are not clear.
Example: Because of the party I attended, I got a high grade in my persuasive
speech.
How to avoid: Clarify the connections between the events by explaining clearly the
background of the two.
 Hasty Generalization: This happens when a conclusion is drawn from
insufficient evidence.
Example: Government officials are not good in public speaking.
How to avoid: Provide enough evidence before making any conclusions.
 Red Herring: This happens when the answer does not address the question.
Example: Question: Should the President sign cyber bullying bill into law?
Answer: The President has other priorities.
How to avoid: Do not avoid opposing arguments. Instead, address them properly.
Comprehension Check
I. Write T on the blank if the statement is true and F if the statement is false.
____ 1. As organizational patterns, problem-solution and problem-cause-solution are
the same.
____ 2. Monroe's motivated sequence is an improved pattern of problem-solution.
____ 3. Supporting statements are not really necessary in persuasive speaking.
____ 4. There are various organizational patterns that can be observed in persuasive
speaking.
____ 5. There is one best type of persuasive speaking.
____ 6. We deliver a question of policy speech to call for action.
____ 7. Your ultimate goal as a persuasive speaker is to convince your audience to
believe in you.
____ 8. Fallacies should be avoided.
____ 9. Credible sources should be used.
____ 10. Persuasive speaking is observed in any situation.
____ 11. Speaker's credibility is important in a persuasive speech.
____ 12. Through logical reasoning, speakers can easily effect change to his/her
audience.
____ 13. Constant practice helps in an effective delivery.
____ 14. A well-defined goal or purpose is essential in a persuasive speech.
____ 15. Effective use of language and style contributes to a successful persuasive
speech.
II. Read the following general topics. Then, write a more specific topic for each
given general topic. Identify the design (for example, problem-solution,
motivated sequence, etc.) which you think is most appropriate for each
specific topic that you have written.
1. English proficiency
Specific Topic:____________________________________________________
Appropriate Design: ____________________________________________________
Purpose: ____________________________________________________
2. School policies
Specific Topic: ____________________________________________________
Purpose: ____________________________________________________
3. Number of jeepneys and/or buses in Metro Manila
Specific Topic: ____________________________________________________
Purpose: ____________________________________________________
4. Curfew
Specific Topic: ____________________________________________________
Purpose: ____________________________________________________
5. Internet
Specific Topic: ____________________________________________________
Purpose: ____________________________________________________
6. Cellular phones
Specific Topic: ____________________________________________________
Purpose: ____________________________________________________
7. Censorship
Specific Topic: ____________________________________________________
Purpose: ____________________________________________________
8. Astrology
Specific Topic: ____________________________________________________
Purpose: ____________________________________________________
9. Free education
Specific Topic: ____________________________________________________
Purpose: ____________________________________________________
10. Advertisements
Specific Topic: ____________________________________________________
Purpose: ____________________________________________________
Tasks
I. Using the performance rubric found at the end of the lesson, watch these
informative speeches on video. The links are as follows:
https://www.youtube.com/watch?v=9LDytUUXnnE
https://www.youtube.com/watch?v=rUeTDKsfGc8
https://www.youtube.com/watch?v=-1gVjWtwVrU
https://www.youtube.com/watch?v=HFeOMOc5W7Y
https://www.youtube.com/watch?v= 2jgtISuOWWw
Part A. Complete the tables with relevant information.
Speaker 1
speech?
speech?
How was the speech
organized?
Speaker 2
speech?
speech?
How was the speech
organized?
Speaker 3
speech?
speech?
How was the speech
organized?
Speaker 4
speech?
speech?
How was the speech
organized?
Speaker 5
speech?
speech?
How was the speech
organized?
Part B. Evaluate the speeches using the performance rubric found at the end of the
lesson.
Part C. Find a partner and discuss your outputs in Parts A and B with him/her.
Also, include in your discussion the strengths and weaknesses of the speaker.
II. Individual Activity: Read an editorial about an environmental issue from a popular
broadsheet. Respond to the editorial by taking a stand on one of the issues
presented. Write your response in the form of an editorial. Then, deliver it via a
two-minute persuasive speech.
III. Group Activity: Bring to class a news video clip on any current social or political
issues in the Philippines (bullying, human trafficking, physical abuse, theft,
political dynasty, abuse of power, and gender discrimination among others).
Using this video as a starter, deliver a 2-minute speech in any of the persuasive
speaking types and organizational patterns applying any methods of persuasion.
In your speech, focus on why and how this problem should be stopped or
minimized.
IV. Individual Activity: Prepare and deliver a 2-minute speech in class convincing
your classmates to visit your hometown, city, province, or country. Observe any
of the persuasive speaking types, organizational patterns and methods of
persuasion.
V. Group Activity: Think creatively to create your own technology, architectural or
fashion designs, and convince your classmates that it is superior to the existing
ones. For example, your creation is a new mobile phone that is far better than
iPhone, Samsung, Sony Mobile, and Blackberry, among others in terms of
features, capacity, applications, and design. In your speech, you can present
these aspects that can make your own technology look and sounds better
compared to the others. Apply persuasive peaking techniques that you have
learned from this lesson.
VI. Group/Pair Activity: Search for and bring to the class sample persuasive
speeches of famous or ordinary personalities. Then, determine the types and
patterns of speech observed. Write as marginal notes your comments on specific
areas which you think adhere or not to the principles of persuasive speech that
you have learned from the activities and discussion.
VII. Individual Activity:
A. Brainstorm on an emerging challenge, problem, or threat in your locality that
can serve as a topic for your persuasive speech. Examples are the following:
Waste Disposal Management Allocation of Fund Citizen Participation

Gender Discrimination Human Security Animal Abuse
Parenting Styles Child Labor traffic
Public Transportation System Information Settlements Unemployment
B. Then, prepare a five to seven minute speech using an appropriate persuasive

speaking type and an organizational pattern. Remember, you should have (1)
well-defined goals, (2) sufficient supporting ideas on how your listeners think
and feel about the change you want to happen, (3) logical reasoning
(concrete reasons why your listeners should support your ideas), (4) effective
and powerful ways to gain the attention of your audience, (5) compelling
ideas to make your target audience feel and think, (6) basic motives to target
the basic needs of your audience, and (7) appropriate methods of persuasion.
C. In your preparation, consider the following:
Preliminary outline
Final outline
Initial draft of the speech
Final draft of the speech
Visual aids of the speech
Feedback from your classmates and teacher
Well-rehearsed presentation
You may participate in any of the speech opportunities below that require
persuasion. During your delivery, request someone to evaluate your speech using the
performance rubric. Then, discuss with him/her how well you perform and what specific
parts you need to improve on.
1. Campaign speech to be delivered in school or community
2. Debate or oratorical contests or activities
3. Sales talk or presentation
Performance Rubric
RUBRIC FOR PERSUASIVE SPEECH
VGE GE SE LE N
(5) (4) (3) (2) (1)
1. Topic is relevant
2. The speaker observes appropriate
organizational pattern.
3. Purpose is well-defined.
4. Attention-getter captures listener’s attention.
5. Main points are stated clearly.
6. Arguments are sound and supported with
sufficient, valid and credible sources.
7. Transition is smooth.
8. Speech is ended with a review of the main
point.
9. Speech is free from fallacies.
10. Arguments are arranged logically.
11. Logical and/or emotional appeal/s are/is
observed.
12. Powerful, pleasant voice is used.
13. Pronunciation, enunciation, and articulation
are observed.
14. Gestures, posture, and facial expressions
expressive, dynamic and natural.
15. Eye contact is established and maintained.

16. Attire is appropriate.
17. The speaker demonstrates mastery of his/her
speech.
TOTAL
GRAND TOTAL /70
Legend:
VGE - To a very great extent; GE - To a great extent; SE - To some extent: LE-To a
little extent; N-Not at all
NARRATIVE COMMENTS
Overall, I enjoyed the speech presentation because…
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
However, the speaker needs to improve...
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
I-Reflect
chart.
What were your misconceptions about What new or additional learning up

the topic prior to taking this lesson? have you gained from this lesson in
terms of skills, content, and attitude?
I thought… I learned that…
UNIT
COMMUNICATION FOR WORK PURPOSES
LESSON 12
Oral Presentation in the Workplace
Objectives
1. explain the qualities of an effective presenter;
2. identify the Common manifestations of communication anxieties;
3. deliver an effective oral presentation using appropriate technology;
4. evaluate an oral presentation; and
Warm-up
1. Form yourselves into groups of four members each.
2. Ask each member of the group, to get one item from his/her bag.
3. Imagine that you, as a member of your group, are to sell your item orally to your
group mates. You have two minutes to plan for your individual sales
presentation.
4. Deliver a sales presentation one-by-one for one minute.
5. Choose the best presenter in your group who will compete with the best
presenters from the other groups. The winning presenter and his/her group shall
get 100 points.
Self-Audit
ability to deliver an oral presentation. Answer this section as objectively as possible.
3 2 1 0
1. I have clear purpose in delivering my
presentation.
2. I organize my ideas effectively.
3. I begin my presentation with an effective
attention getter.
4. I prove sufficient details for my main
ideas.
5. I cite my sources properly.
6. I end my speech with a bang.
7. I tailor-fit my presentation to the needs,
interests, values, and beliefs of my
target audience.
8. l am confident and comfortable when I
deliver my presentation.
9. I am appropriately attired.
10. I avoid mannerisms.
TOTAL
GRAND TOTAL
Interpretation:
28-30 Advanced
25-27 Proficient
21-22 Developing
You may share the results with your classmates or teachers. Keep the results
and remember them as you participate in the succeeding activities.
Input
In your previous lesson on public speaking, you have learned the three different
purposes (i.e., to inform, to persuade, and to entertain) and the modes (i.e., manuscript,
memorized, impromptu, and extemporaneous) of delivering a speech. You have also
learned the components of a speech, the strategies in starting and ending a speech,
techniques in preparing visual aids, and using non-verbal cues. These are the same
concepts considered when delivering an oral presentation in the context of the
workplace.
While public speaking and oral presentation in the workplace are similar in many
ways, they also have their own distinct features. Unlike the usual public speaking for
general purposes, an oral presentation uses a more business-like tone and language
because of the fact that it is used for work purposes. It typically utilizes audio-visual
materials such as projectors and other presentation softwares.
An oral presentation may be delivered to an internal (within the organization) or
external (outside the organization) audience. Some examples of an oral presentation for
internal audience include presentations during departmental meeting, employee
orientation, and annual reports. Oral presentations for external audience include sales
presentation and business proposal presentation. With the advent of technology, an oral
presentation may not only be done face-to-face but also through video conferencing
Here are the steps that you can take from planning your presentation up to its
delivery:
1. Know your purpose because it will guide you in organizing your ideas.
Remember that a persuasive oral presentation, compared to an informative oral
presentation, uses a somewhat different organization of ideas.
2. Focus your topic and be sure that it is specific enough to be covered by your
presentation. By focusing your topic and aligning it to your purpose, the audience
will have a clearer understanding of what you want them to do or to know.
3. Know your audience and align the content of your presentation to their values,
interests, needs, and desires Adjust to their knowledge level.
4. Gather references for your presentation. Use only reliable sources. You can also
get them from interviews, observation, or surveys.
5. Outline your presentation. Ensure that each major idea is supported by sufficient
details and evidence. Also, you need to start and end your speech with a bang.
6. Practice your presentation. Do this in front of a mirror or with the use of a video
recorder. This strategy will allow you to see yourself and be your own critic. You
can also make a mock presentation in front of your friends and get their
feedback. Preferably, practice with your presentation aids.
7. Deliver your presentation. Master your presentation and speak sincerely.
SOME USEFUL TIPS IN DELIVERING AN ORAL PRESENTATION

What makes a good oral presentation? It is not the length or amount of
information you presented to your audience. It is not just about the state-of-the-art
technology you use during the presentation but a product of multiple factors. Below are
some of the things that you may use for a more effective oral presentation:
1. Visualize yourself delivering an excellent speech.
2. Emphasize the relevance of your speech to your audience.
3. Clearly explain your objectives at the start of your presentation.
4. Use multimedia in your presentation. However, have a back-up plan in case of a
technical glitch
5. Have a bottle of water for yourself.
6. Do not overload your visual aids (i.e., PPT) with text. In many cases, images are
more effective to emphasize your point.
7. If your situation permits, arrive earlier than the members of the audience and
warmly greet them as they enter the venue.
8. Dress professionally. Your attire should be equal to or one level higher than that
of the audience.
9. Do not read your visual aids; explain them.
10. Include real-life experiences when presenting ideas.
11. Never apologize for your materials or credentials as a presenter.
12. Maintain eye contact and use natural gestures.
13. If your situation permits, occasionally move from one location to another.
14. Repeat the question of a member of the audience if you feel that not all have
heard or understood it.
15. Allow enough time for questioning. Listen carefully before answering the
question.
16. Know the set-up of the presentation venue.
17. Do not be defensive. Be honest to acknowledge what you do not know.
ETHICS IN ORAL PRESENTATION

When delivering your presentation, make sure that it adheres to ethical
standards. First and foremost, never waste the time of your audience by being
unprepared. Second, make sure that you have a valid purpose or objective in making
the presentation. For example, if your purpose for your presentation is to discredit
someone, it is clearly unethical. Third, never distort information for your own advantage.
People will know whether you are telling the truth or not. Fourth, never use abusive
language or name-call as it will offend your audience. Fifth, cite your sources. Never
claim an idea as your own even if it is not. Finally, be courteous at all times. Maintain a
respectful and professional tone when delivering your presentation and answering
questions from the audience. Never use gestures that will offend any member of your
audience.
Comprehension Check
I. Write T on the blank if the statement is true and F if the statement is false.
____ 1. An oral presentation does not require practice.
____ 2. An oral presentation is best delivered by reading the printed copy of the speech.
____ 3. An oral presentation is exclusively done in a face-to-face setting.
____ 4. An oral presentation may be used to persuade or inform the target audience
____ 5. Fighting back at a hostile audience is acceptable.
____ 6. Saying sorry is an effective way to start the oral presentation.
____ 7. The audience should be allowed to speak extensively even if the topic is not
related to your presentation.
____ 8. The most important component of an oral presentation is audience analysis.
____ 9. The visual aids should contain lengthy texts.
____ 10. You should repeat orally the content of your visual aids.
II. Identify five specific situations where an oral presentation is delivered in the
workplace. Identify the purpose and type of audience (internal or external) for
each situation. Write your responses on the following table.
Situations Purpose Type of Audience

Example presenting a business To persuade External
proposal to an investor
1.
2.
3.
4.
5.
Tasks
I. Watch the videos that can be found in the given links. In pairs, evaluate each
oral presentation using the table.
Video 1
Link: https:/lwww.youtube.com/watch?v=k_YG4MI6cVA&teature = related
Presentation Title:_____________________________________________
Areas Evaluation
Completeness and Accuracy of
Content
Organization of ideas
Effectiveness of Non-verbal Cues

(Appearance, Voice, Eye Contact,
and Gestures)
Appropriateness and Accuracy of
Language
Appropriateness of Presentation
Aids
Video 2
Link: https://www.youtube.com/watch?v=4E tYKfsuxM
Presentation Title:__________________________________________________
Areas Evaluation
Content

and Gestures)
Language
Aids
Video 3
Link: https://www.youtube.com/watch?v=uKtlwE1h61I
Presentation title:________________________________________________
Areas Evaluation
Content

and Gestures)
Language
Aids
III. Form yourselves into groups of three members each. Think of an innovative
product that you like to offer to JSB Supermarket (a supermarket chain in the
Philippines) via a sales presentation. Your aim is for JSB Supermarket to carry
your product in their branch stores. Below are some of the guidelines for your
presentation:
a. Limit the presentation to 12 to 15 minutes.
b. Wear business attire.
c. Use handouts and technology-based presentation aids.
d. Use English as a medium of presentation.
e. Equally assign a portion of the presentation to each member of the group.
f. Record your group presentation for self-assessment purposes.
g. Consider that the target audience is composed of Filipino and non-Filipino
executives.
1. Form yourselves into groups of three members each.
2. Prepare a 5-minute video presentation about the measures that your company
can take to cut its operational cost. Think of a fictitious name for your company.
3. Include infographics and show actual speakers in your video presentation.
4. Post your output in the Facebook account of your class or other social
networking sites to develop your sense o authorship.
Performance Rubric
RUBRIC FOR ORAL PRESENTATION
VGE GE SE LE N
(5) (4) (3) (2) (1)
CONTENT
1. Topic is appropriate and relevant
2. The purpose is clear and well-defined.

3. Oral presentation is organized.
4. The oral presentation has an effective
beginning.
5. The oral presentation has a clear message.
6. The oral presentation has sufficient
supporting details such as relevant data or
examples.
7. Sources used in the oral presentation are
documented properly.
8. The oral presentation has an effective
ending.
9. The oral presentation is adjusted to the
needs, interests, values and beliefs of the
audience.
DELIVERY
10. The presenter looks confident and
comfortable in his/her delivery.
11. The presenter is attired appropriately during
the delivery.
12. The presenter manifests good posture.
13. The presenter uses appropriate gestures and
refined movements.
14. The presenter does not rely on his/her notes.
Instead, he/she uses eye contact effectively
to stay connected with his/her audience.
15. The presenter avoids mannerisms or any

distractions during his/her delivery.
16. The presenter has a pleasant but powerful
voice.
17. The presenter pronounces and articulates
words clearly.
18. The presenter shows mastery of his/her
speech.
19. The presenter observes ethical standards.
TOTAL
GRAND TOTAL /95
Legend:
RUBRIC FOR VIDEO PRESENTATION
VGE GE SE LE N
(5) (4) (3) (2) (1)
1. The content is clear and complete.
2. The ideas are well-organized.
3. The purpose is clear and well defined.
4. The video presentation is adjusted to the needs,
interests, values and beliefs of the audience.
5. The visual are appealing.
6. The visual match the content.
7. The presenter uses proper enunciation and
pronunciation..
8. The presenter projects his/her voice effectively.
9. The presenter uses appropriate non-verbal cues.
I-Reflect
chart.
LESSON 13
Letters, Memos, and E-mails
Objectives
1. explain the features of a letter, memo, and e-mail;
2. identify the basic parts of a letter, memo, and e-mail;
3. differentiate a letter, memo, and e-mail from one another;
4. use appropriate format and document design for a letter, memo, and e-mail;
5. write an effective letter, memo, and e-mail;
6. evaluate a letter, memo, and e-mail; and
Warm-up
2. As a group, analyze the following documents and answer the following questions:
a. What are the three documents presented?
b. How are they similar with one another?
c. C. How are they different from one another?
d. Why do they have different formats?
Document A
ABACUS UNIVERSITY
205 P. Damaso St., Malate, Manila
200-9999 www.abacus.edu.ph
Date: April 27, 2016

To: Rowena Marquez
Dean, HRM
From: Henry Del Monte
Faculty
Subject: Request for Venue
We would like to request your good office to reserve rooms MB717, MB715, and
MB713 on June 3, 2016 (whole day) for the upcoming 10h International Conference of
the Asian Association of Lexicography (AsiaLex) in which the 3rd day will be held at
National University. The said rooms will be used for the plenary session of the said
conference.
Thank you for your usual support.
Document B
ABACUS UNIVERSITY
16 October 2016
Dr. Rita Ramos

Vice President for Academic Affairs
Abacus University
Malate, Manila
Dear Dr. Ramos:

l am pleased to inform you that my paper titled "Comparing the Linguistic Complexity in
Receptive and Productive Modes" has been published in Volume 15, No. 2 of GEMA
Online Journal of Language Studies, a high impact journal, on June 2015 under
Abacus University as its affiliation.
On this note, I would like to request your approval of my Journal Incentive for High
Impact (Ranked in NUS/ERA) Publications under our Faculty Development Program.
The amount of such incentive is P58,323.53 (P40,000.00 net + P18,323.53 tax).
Thank you for your usual support and continued efforts in building a research culture in
our University.
Sincerely,
Document C
Support Abstract Scorcard <scorecard@cadmiumcd.com> May 3 at 10:00PM

To Jessie Barrot
Hello Jessie,
Thank you for contacting us, and we apologize for any inconvenience or delay in
response.
Unfortunately, we are just a technical support for the submission software, and do not
have access to TESTOL Membership Information.
If you need assistance with your account or resetting your password, you must contact
TESTOL International Association (conventions@testol.org); Phone (703) 836-0774
Password Retrieval: https://www.testol.org/isg-web/retrieve-password
We apologize that we could not assist you at this time.
Thank you
Katie
CadmiumCD
Self-Audit
After completing the Warm-up activity, tick the column that best describes your ability to
write letters, memos, and e-mails. Answer this section as objectively as possible. Bear
in mind that there are no wrong answers. You can base your answers to this self-audit
task on your Warm-up performances.

3 2 1 0
1. I can distinguish the feature of a letter,
memo, and e-mail.
2. I establish my purpose in the letter,
memo and e-mail.
3. I use the correct formats for a letter,
memo and e-mail.
4. I present my ideas clearly by using a
language appropriate to the target
audience.
5. I arrange my ideas logically.
6. I use direct and tactful tone.
7. I observe appropriate punctuation,
capitalization, spelling and grammar.
8. l observe all parts specified for a letter,
memo, and e-mail.
9. I avoid wordy ideas or expression.
10. I indicate my name as a sender.
TOTAL
GRAND TOTAL
Interpretation:
28-30 Advanced
25-27 Proficient
21-22 Developing
remember them as you participate in the succeeding
Input
ESSENTIALS OF BUSINESS WRITING
Writing correspondences is an essential activity of any business, academic, or
industrial organization. Generally correspondences or technical reports aim to inform
and persuade their intended readers. They also have certain advantages over the
spoken mode. These are listed as follows:
 They allow the writer to have time to think about the message he/she wants to
convey thoroughly.
 They are more accessible and can be retrieved by the reader at any time
convenient to him/her.
 They present the message in details.
 They can be documented and filed.
BUSINESS LETTER
An effective business letter elicits the expected response from the reader. This
can be achieved through concise, tactful, and accurate writing style. A business letter
serves several purposes: for sales efforts, for complaints, for information dissemination,
for relationship building, and for problem-solving.
PARTS OF A BUSINESS LETTER
Parts Functions
Letterhead It identifies the writer; his /her address, and contact
numbers.
Date It is placed between the letterhead and the inside and
address. It should never use plain numerals for dates
as it may create confusion. Instead of using 02/02/16,
February 2, 2016 or 2 February 2016 can be used.
Inside Address It identifies the reader's name, position, and company,
and address. It should be placed immediately below the
date.
Attention Line It is used when the writer wishes to address the whole
company but wants to bring it to the attention of a
particular person in the company. It can be written in
two formats:
Attention Peter Burkin
Attention: Peter Burkin
Salutation It refers to the writer's greeting to the reader. It can
appear in different formats:
Dear Sir:
Sir:
Dear Mr. Burkin:
Body It contains the message of the letter. Paragraphs are
single-spaced internally but double-spaced to separate
paragraphs. If the letter is too short, the body can be
double-spaced or triple-spaced to separate the
paragraphs.
Complimentary Close It is an expression used to end a letter. Below is the
level of formality of the complimentary close (Merriam
Webster's Guide to Business Correspondence, 1996):
Highly formal
Respectfully yours,
Respectfully,
Vey respectfully,
Polite and formal
Very truly yours,
Yours very truly,
Yours truly,
Less formal
Sincerely yours,
Yours,
Cordially yours,
Informal and friendly
As ever,
Best regards,
Kindest regards,
Regards,
Signature Block Includes the signature and the typed name of the
sender. The typed name can be in all caps (PETER
BURKIN) or CLC format (Peter Burkin). The space for
the Signature should be three to five lines.
Identification Initials It indicates the typist's initials if the sender is not the
one who personally typed the document.
Enclosure Notation It indicates the attachments to the letter. It can be
written in the following formats:
Enclosures (2)
Enclosure
enc./encl.
Copy notation It indicates the name of the secondary recipients of the
letter. It is indicated by cc: Which means carbon copy
or courtesy copies.
ABACUS UNIVERSITY
16 October 2016
Ref.:35-2016
Dr. Rita Ramos
Abacus University
Malate, Manila
Dear Dr. Ramos:
I hope this letter finds you well. I am sending you this letter which shows the basic parts
of a letter. This letter uses a modified block format. However, there are other formats
that you can use.
Unlike the semiblock format, modified block format aligns the complimentary close and
signature block to the dateline. Also, the paragraphs are not indented when using
modified block format.
I hope this letter have clearly explained to you the basic elements of an effective
business letter. It you have questions, please contact me at the numbers above.
Thank you.
Sincerely,
Jaime Baldos
flc
Enclosures (3)
CC: Karen Gabi, Department Chair
THREE FORMATS OF A BUSINESS LETTER

Full Block
ABACUS UNIVERSITY
16 October 2016
Dr. Rita Ramos

Abacus University
Malate, Manila
Dear Dr. Ramos:
I am pleased to inform you that my paper titled "Comparing the Linguistic Complexity in
Online Journal of Language Studies, a high impact journal, on June 2015 under Abacus
University as its affiliation.
The amount of such incentive is P58,323.53 (P40,000.00 net +P18,323.53 tax).
our University.
Sincerely,
Henry del Monte

Faculty
Modified Block
ABACUS UNIVERSITTY
16 October 2016
Dr. Rita Ramos

Abacus University
Malate, Manila
Dear Dr. Ramos
l am pleased to inform you that my paper titled "Comparing the Linguistic Complexity in
Online Journal of Language Studies, a high impact journal, on June 2015 under Abacus
University as its affiliation.
The amount of such incentive is P58,323.53 (P40,000.00 net + P18,323.53 tax).
our University.
Sincerely,
Henry Del Monte

Faculty
Semiblock Format
ABACUS UNIVERSITY
16 October 2016
Dr. Rita Ramos

Abacus University
Malate, Manila
Dear Dr. Ramos:

I am pleased to inform you that my paper titled "Comparing the Linguistic
Complexity in Receptive and Productive Modes" has been published in Volume 15, No.
2 of GEMA Online Journal of Language Studies, a high impact journal, on June 2015
under Abacus University as its affiliation.
On this note, I would like to request your approval of my Journal Incentive for
High Impact (Ranked in NUS/ERA) Publications under our Faculty Development
Program. The amount of such incentive is P58,323.53 P40,000.00 net + Pl18,323.53
tax).
Thank you for your usual support and continued efforts in building a research
culture in our University.
Sincerely,
Henry del Monte

Faculty
TIPS FOR WRITING A LETTER
1. Use a language that is appropriate to the target readers.
2. Arrange your ideas logically.
3. Use a direct but tactful tone.
4. Use the active voice in most of your sentences.
5. When writing, put yourselves in the shoes of the target readers.
6. Use correct format, punctuation, spelling, and grammar.
7. Specify the receiver's name. However, if it is impossible to get the name of the
receiver, use a generic title such as The Human Resource Director.
MEMORANDUM
Memorandum is a business correspondence which aims to inform and persuade
target readers who are within the organization. Similar to news writing format, it follows
an inverted pyramid structure. This means that the most important information comes
first.
matio
Ex ampl
I nfor tion esn
Inf o rma
mpor
IData tant
and
Imp ortant
SupMo
Least t g
porstin
FIVE YPES OF A MEMO

1. Instruction memo provides information that the readers need to perform
accurately. A notice directing the employers to undergo physical check-up is an
example of this kind of memo.
2. Request memo asks readers to provide certain information or take certain
actions. An example of this memo is when requesting fund for a seminar.
3. Announcement memo provides information about an event, person, or thing. An
example of this memo is when announcing a meeting.
4. Transmittal memo serves as a cover note for a more formal or lengthy document.
An example of this memo is when transmitting an annual report to the members
of the board of directors.
5. Authorization memo gives permission. An example of this memo is when
allowing an employee to study on Saturdays.
ADVANTAGES OFA MEMO

1. It reaches a large number of readers at the same time.
2. It provides a written record that can be accessed any time.
3. It allows a detailed and accurate delivery of message.
DISADVANTAGES OF A MEMO
1. It is not ideal to convey complex topics since memos are generally used for short
texts.
2. It takes time to reach distant branches and offices.
3. It is more expensive than e-mail.
PARTS OF A MEMO
Parts Functions
Letterhead It identifies the writer, his/her address, and contact numbers.
Date It is placed between the letterhead and the inside address. It should
never use plain numerals for dates as it may create contusion.
Instead of using 02/02/16 February 2, 2016 or 2 February 2016 can
be used.
“To" Line It indicates the name and title of the receiver.
Attention Line It is used when the writer wishes to address the whole company but
wants to bring it to the attention of a particular person in the
company. It can be written in two formats:
Attention Peter Burkin

Attention: Peter Burkin
“From” Line It indicates the name of the sender. The sender should affix his/her
initials on the right side of his/her name for verification purposes.
Subject Line It announces the main content or topic of the memo. Subject is more
preferred than the old term Re.
Body It contains the message of the memo. Paragraphs are single-spaced
internally but double-spaced to separate paragraphs. If the memo is
too short, the body can be double-spaced or triple-spaced to
separate paragraphs. Paragraphs in the memo are not indented.
Identification It indicates the typist's initials if the sender is not the one who
initials personally typed the document.
Enclosure It indicates the attachments to the letter. It can be written in the
notation following formats:
Enclosures (2)
Enclosure
enc./encl.
Copy notation It indicates the name of the secondary recipients of the letter. It is
indicated by cc: which means carbon copy or courtesy copies.
Sample Memo
ABACUS UNIVERSITY
MEMORANDUM
Date: May 4, 2016

To: Academic Community
From: Jerry Baldos, PhD
Research Director
Subject: Call for Submission
The Abacus University Research and Innovation Office (NURalN) invites all of you to
submit your research-based articles for the Summer Writeshop on Scopus/ISI
Publications to be held on May 16-17, 2016.
This 2-day writeshop aims to bring together faculty members who have completed a
research paper (e.g., IFRPP, Thesis, and Dissertation) and are interested in publishing
their work in a Scopus or ISI-indexed journal. It hoped that by the end of the sessions,
the faculty members would have already produced a quality paper ready for submission
in high quality journals (Q1 or 02) in their respective fields. Specifically, the participants
should be able to:
1. understand the rudiments of scientific writing

2. identity the weaknesses and strengths of their paper
3. identify the appropriate journal for their paper
4. improve their paper of publishable quality
5. submit their paper to the target journals
Who May Submit:
1. Faculty members (part-time/full-time)

2. Academic services staff
Covered Papers (in order of preference):
1. Internally funded research projects which have not yet been published
2. Theses and dissertations
3. Other completed research
Enclosures (3)
cc: K. Samson, Vice President for Academics
J. Roxas, College Dean
TIPS FOR WRITING A MEMO

1. Use bullets, numbers, and letter to list information.
2. Use a positive tone, active verbs, and concise wording,
3. Use heading to improve the readability.
4. Eliminate grammatical and typographical errors.
5. Use correct format and structure.
6. Put your initials in a signature form beside your printed name as sender.
7. Flush the memo heading to the left ("to" line, "from" line, subject line, and date
line).
8. Say thank you or state a directive action (e.g., for your compliance, for your
immediate action, for your approval, for your information) at the end of the memo.
ELECTRONIC MAIL (E-MAIL)

The advent of technology has introduced us to a new form of business
communication; that is e-mail communication. In fact, one study in the United States
showed that 98 percent of employees consider e mail as extremely important (Gerson,
2009). It is important not only in the workplace but also in personal communication. We
send e-mails to our friends and relatives locally and abroad; and teachers and
classmates. Undoubtedly, e-mail has revolutionized the way people communicate.
Similar to letters and memos, e-mails serve many purposes.
It can be used to give directions, to transmit documents, to record important data and
information, to confirm requests, to explain procedures, to make recommendations, to
inquire, and to submit feasibility and status reports.
ADVANTAGES OF E-MAIL
1. It reaches the target reader fast.
2. It confirms an acceptance or rejections easily.
3. It is less costly than letters and memos.
4. It can easily reach the farthest parts of the globe.
5. It is environment-friendly.
6. It is easier to document.
DISADVANTAGES OF E-MAIL
1. It is prone to hacking and technical glitches.
2. It can cause information overload.
3. It can be used to transmit computer virus.
TIPS FOR WRITING AN E-MAIL OR A MEMO

1. Make the subject line informative or descriptive of the memo content. Avoid
vague subject lines such as follow-up, additional information, and request.
2. Keep the subject line simple and short.
3. Do not change the subject line when you are replying to an e-mail.
4. The "to" line should contain the names of the primary readers. Secondary
readers must be placed in the cc line. Primary readers are those who are directly
involved in the message of the e-mail.
5. Ensure the correctness of the e-mail address of the recipients.
6. Make the file name of the attached document meaningful. Instead of using
"letter1, " use "request letter_barrot."
7. Never use "all caps main text. This is the in unacceptable.
8. State your purpose in the first sentence of the memo.
9. If the message is sensitive, compose it first using the word processor.
10. Avoid emoticons and informal jargons like LOL and BRB in formal memos.
Comprehension Check
a. Write T on the blank if the statement is true and F if it is false.
____ 1. A salutation can be found in all of the three business correspondences: letters,
memos, and e-mails.
____ 2. A letterhead is a part of the memo that indicates the name of the company.
____ 3. The date should be written in plain numerals.
____ 4. Among the three business correspondences, the most costly is the e-mail.
____ 5. You can reply to an e-mail if you are a receiver via bcc.
____ 6. Truly yours is a formal complimentary close.
____ 7. A transmittal memo introduces a document to the reader.
____ 8. The subject line must be reflective of the content of the memo.
____ 9. The closing statement for your Compliance is applicable to informative memos.
____ 10. The full block format uses paragraph indentation.
____ 11. It is appropriate to use the passive voice if you do not know the doer of the
action.
____ 12. A memo follows an inverted structure.
____ 13. A semicolon is used at the of the end complimentary close.
____ 14. The sender must sign beside the "to" line.
____ 15. Add two spaces for the signature block.
II. Identify the parts of the following documents by labeling them.
Memo
ABACUS UNIVERSITY
MEMORANDUM
Date: December 1, 2015
For: Dr. Rico H. Petro, Jr.

From: Dr. Jerry T. Baldos

Director, AURO
Re: Research Consortium Meeting Proposed Budget
The next research consortium meeting will be held at the National University on
December 16, 2015 at 2 pm. On this note, may we seek your approval on the following
expense for the said meeting which is chargeable to the Abacus University Research
Office budget. The details are as follows:
Item Description Quantity Unit Price Amount
Token for Parker Pen 20 499.75 P9,995.00
Research
Director
Meeting Amber’s and 20 pax 225/pax P4,500.00
Expense Drinks
(Food)
P14,495.00
Thank you very much.
esj
encl.
cc: Teddy Marquez, President
Letter
ABACUS UNIVERSITY
June 5, 2016
Mr. Franco C. Canales

President
Franciscan Foundation
330 Se. Gil Puyat Ave., Makati City
Dear Mr. Canuto:
This is to inform your good office that English Plus (ENGCOM) is a required subject for
first year students as indicated in CHED Memorandum (CMO) No.59, series of 1996. As
such, ENGCOM, which is a foundational and a prerequisite subject for English 1
(ENGCO1), has been integrated to all Abacus University programs.
On this note, I hope that this letter satisfactorily explained the reason for your continued
support for the scholarship of your student-grantees as regards the English Plus course.
Attached is a copy of the CMO 59, s. 1996 for your perusal. If you have other questions,
you may contact me at 712-1900 local 427 or at rhpetro@abacus.edu.ph.
Thank you.
Very truly yours,
Rico H.Peto, Jr., PhD

Abacus University
E-mail
sjlenski@comcast.net May 8 at 12:21 PM

To jessiebarrot@yahoo.com
08-May-2016
Dear Dr Jessie Barrot:
Thank you for replying to my invitation to review for Reading & Writing Quarterly:
Overcoming Learning Difficulties.
It is unfortunate that you are unavailable to review this manuscript at this time. We do
understand that it is sometimes difficult to fit reviewing of papers onto an already busy
schedule, but hope that we may keep you in mind when future manuscripts come in that
fall under your area of expertise.
Sincerely,
Professor Lenski
Reading & Writing Quarterly: Overcoming Learning Difficulties Editorial Office
sjlenski@comcast.net
III. Differentiate the three business correspondences from one another by

completing the following table. Use a separate sheet if necessary.
Letter Memo E-mail

Destination
Format
Tone
Delivery Time
Length
Security
Tasks
I. Part A. In pairs, read the following letter of inquiry and analyze how it is
structured. Write your answer on a separate sheet of paper.
Southwest Technologies, Inc.

From technology to business...
555 J. Luna St., Malate, Manila
Phone: (+632) 215-3000 Fax: (+632) 215-3001
www.southwesttechnologies.com.ph
July 25, 2017

Ms. Gellie P. Quezon
Marketing Manager
Blink Industries
Ayala Ave., Makati City
Dear Ms. Quezon:
I hope this letter finds you well. I am Gelo Lopez, the sales manager of Southwest
Technologies, Inc. (STI). STI has been in the merchandising business for 25 years now
and is committed to providing new technologies that facilitate business operations.
Currently, STI plans to expand its product line by adding a wireless computer monitor to
its long list of products, I have read your advertisement about GLP800 and I am very
interested to include your product in our list.
I need, however, additional information before STI can officially include GLP800 to our
catalogue. In particular, we need the following details:
 Required voltage
 Advanced features of the product
 Price
 Sales terms
I will be pleased if I can receive the information not later than August 15 so that I can
include it in the agenda during our next board meeting. I look forward to a profitable and
healthy business relationship with Blink Industries. Feel free to contact me at the above
numbers or e-mail me at gelolopez@gmail.com.
Thank you.
Sincerely,
Gelo H. Lopez
Sales Manager
Part B. Write a letter of response to the preceding inquiry letter in Part A. Be sure to
follow the principles of effective letter writing. Use a separate sheet of paper for
your output.
II. Write a memo, a letter, and an e-mail using the following situation. Be sure to use
the correct format, language, and content. Apply the strategies presented in the
input by doing the following activities
Part A
Before writing a letter, memo, and e-mail, you must first read the following
context for writing them.
You were tasked by your manager to conduct a survey on the effectiveness of
the whitening soap that your company has produced. The instrument that you will
use for this survey is a questionnaire that asks the users' demographic profile
and product effectiveness. Your target respondents are female students, working
professionals, and mothers. You need to think of the correspondences that you
will use to undertake this task.
Part B
1. With your partner, do any of the three strategies in generating ideas:
brainstorming, freewriting, or clustering. Write your ideas on a separate sheet of
paper.
2. Choose one specific and relevant idea from the ideas you have generated
through your chosen strategy. From the specific topic you have chosen, write a
question that could probably result in a thesis statement or focus of your paper.
3. Formulate your preliminary controlling idea by answering the question you have
posted.
4. Confer with your classmates or teacher, if desired.
Part C
In pairs, jointly construct an outline using the ideas you have formulated in Part B. Use
the structure appropriate for the document you are writing. You may ask your professor
for his/her assistance. Be sure to outline your text using a logical arrangement. Do this
task in 30 minutes.
Part D
Individually, write the first draft of your letter, memo, and e-mail using the approved
outline. Ask questions and make suggestions regarding the structuring of the text.
Preview the independently constructed text. Then, clarify the major points and details by
revising the text.
Part E
1. Peer Feedback and First Revision
Let your partner comment or provide a feedback on your draft using the Rubric for
Letters, Memos, E-mails. Preferably, use green-inked pen when writing comments.
When you receive your checked paper from the teacher, do the necessary revisions.
Focus first on revising the content, style, organization, format, and structure of your
document; that is, refrain from editing grammar and mechanics.
2. Teacher Feedback and Second Revision
Submit your draft and your outline to your professor. Using the given guidelines,
your professor will check your paper's content, style, organization, format, and
structure. As soon as you receive your checked paper from the teacher, do the
necessary revisions. Focus first on revising the content, style, organization, and
structure of your paper; that is, refrain from editing grammar and mechanics. Use a
separate sheet of paper for your revisions. Computerize your paper using the format
appropriate for the document. Incorporate appropriate graphic aids for your letter,
memo, and e-mail, if necessary.
Part F
Reread your computerized revised document. Eliminate all grammatical errors.
Eliminate, as well, the typographical errors (spelling, punctuation, capitalization, and
spacing). You may also ask someone to check your paper's grammatical and
typographical usage.
Part G
After editing, implement the corrections and print your final paper. Afterwards, submit
your final paper. You may be asked to read your paper in class, to publish it via popular
social networking sites, to post it on your school’s bulletin boards, to submit your paper
for publication in school or professional periodicals, or to file it in a portfolio.
III. Get one authentic sample for each type of business correspondence either from
the internet or companies. Read these correspondences very carefully and
analyze their strengths and weaknesses. Then, revise these documents.
Computerize your analysis and your revised letter, memo, and e-mail using the
following format: single-spaced in short bond paper, Arial 12, and one-inchmargin
on all sides.
Write an e-mail or a letter to one of the leaders in your community inquiring about
the programs they have for the youth. Observe the principles in writing and sending e-
mails and letters. Then, print your e-mail and the response to it on a short bond paper.
Performance Rubric
RUBRIC FOR LETTERS, MEMOS, AND E-MAILS
VG GE SE LE N
E (4) (3) (2) (1)
(5)
IDEAS AND CONTENT
1. Document communicates its purpose.
2. Document addresses the context.
3. Target audience has been addressed.
4. Introduction sates the main purpose and
content.
5. Ideas are accurate, well-researched, and
logically intertwined.
6. Conclusion ends powerfully and positively.
7. Document is ethically written.
STYLE, FORMAT, AND DESIGN
8. Paper uses a variety of sentence structures.
9. Paper uses a professional and objective tone.
10. Writer eliminates redundancies and
wordiness.
11. Document design projects a professional
image.
12. Document is easy to read.
13. Document meets specifications for format.
14. Titles and subheadings are clearly identified.
ORGANIZATION
15. Paper uses organizational pattern and
structure appropriate for the document.
16. Paper uses effective transitional and cohesive
devices.
17. Ideas are correctly placed, thus improving the
document’s organization.
GRAMMAR AND MECHANICS
18. Grammar is accurate.
19. Mechanics are correct.
20. Choice of words is appropriate.
21. Sentences are skillfully structured (absence of
run-ons, ineffective fragments, dangling and
misplaced modifiers).
TOTAL
GRAND TOTAL /105
Legend:
I-Reflect
chart.

LESSON 14
Minutes of the Meeting
Objectives
1. identify the features of effective minutes;
2. use proper format and document design;
3. determine the purpose and audience of the minutes
4. define the context of the minutes;
5. analyze the structural features of the minutes;
6. write effective minutes; and
Warm-up
1. Form yourselves into four small groups and number these groups from one to
four (1-4).
2. Groups 1 and 2: Conduct a meeting regarding the increasing incidence of
bullying in your school and the ways to address this problem. Conduct the
meeting simultaneously.
3. Group 3: Take notes of the discussion of group.
Group 4: Take notes of the discussion of group 2.
4. Repeat this procedure after groups 1 and 2 have completed their discussion.
This time, groups 3 and 4 will conduct their own meeting on the specified topic.
Members of group 1 will take notes of the discussion of group 3 while members
of group 2 will take notes of the discussion of group 4.
5. Do the meeting in 5 to 7 minutes.
6. As a group, consolidate what you have jotted down into a report. Arrange the
ideas based on how they were sequenced in the meeting. Use sheets of yellow
pad paper for your report.
De-briefing Questions:
 Were you able to capture all the necessary details discussed during the meeting?
 Were you able to identify the speakers/source of each of the statements you
have jotted down?
 Were you able to sequence the ideas as they were discussed?
 Will the readers of your report be able to visualize how the meeting happened?
Explain your answer.
Self-Audit
ability to write minutes of the meeting. Answer this section as objectively as possible.

3 2 1 0
1. I establish my purpose in writing.
2. I use the agenda of a meeting when I
write the minutes.
3. I use factual information.
4. I summarize the information conveyed
during the meeting.
5. As a writer of the minutes, I am
objective.
6. I stated the information particularly
motions and amendments accurately.
7. I write the minutes briefly.
8. l use specific words and ideas.
9. I follow the standard format of the
minutes.
10. I don’t disregard the original minutes;
fact, I attach the original one to the revised
version.
TOTAL
GRAND TOTAL
Interpretation:
28-30 Advanced
25-27 Proficient
21-22 Developing
Input
How many times have you attended a meeting whether it is formal or informal?
Was it organized? A meeting is an important activity in any organization. It is held for
many purposes: to solve problems, to inform people, to make decisions, and to make
policies among others. Few days after a meeting, the presiding officer through his/her
secretary sends out copies of the record of what was discussed during the meeting.
This record is what we call minutes of the meeting. Minutes of meeting are a descriptive
report that provides a written record of what transpired during a meeting. In short, the
minutes are summary of the proceedings.
Read the following example of a minutes of the meeting before writing your own.
Bear in mind the following questions:
1. What is the purpose of this text?
2. Who is the target audience?
3. Has the writer achieved his/her purpose?
C&E University
Literature and Languages Department
Malate, Manila
Minutes of the Meeting (Special Meeting)

March 19, 2016/1400-1500/Room 123
Presiding Officer: Dolor Quirol
Present: Absent:
Avila, Rina Balboa, Trina
Aznar, Maria
Carlota, Grace
Corona, Ayeng
Dimas, Girlie
Nueva, Elena
Macao, Jill
Meda, Hera
Yasay, Pilar
The meeting started at 1400 with a prayer led by Ms. Nueva.
PROCEEDINGS:
1. The previous minutes of the meeting dated February 22, 2016 were approved with
the following corrections
1.1. Attendance: Ms. Rina Avila was not late.
1.2. In the opening prayer, Ms. Ayeng Corona should be addressed as Dr. Ayeng
Corona.
2. Business arising from the previous minutes of the meeting
2.1 3.2.6 Attendance will be closely monitored by the checkers.
2.2 3.9.1 The chair will recommend the increase in salary.
3. New business
3.1 Faculty
3.1.1 The chair explained that one of the bases of non-hiring is breach of
contract.
3.1.2 The chair directed all faculty members to dismiss the class on time.
3.2 Administrative concern
3.2.1 The chair asked the subject coordinators to inform their teachers about the
guidelines for submitting the final papers.
3.2.2 The events coordinator announced that there will be a business
correspondence seminar on April 22, 2016, 1300-1700 to be held at the
Galang Auditorium,
3.3 Academic matters
3.3.1 The chair reminded the faculty to improve their classroom management
skills.
3.3.2 Ms. Yasay reiterated the checking of attendance at the start of the class.
4. Announcements
4.1 Dr. Macao announced that there will be a Eucharistic celebration on March 21.
4.2 The chair informed the body that C&E University has been granted an
autonomous status by CHED.
5. Other matters
5.1 The chair announced that two faculty members from the department will attend a
seminar organized by the Linguistic Society of the Philippines.
5.2 The chair reminded the body that an appointment is required before a student
can have a meeting with the chair.
The meeting was adjourned at 1500 with a prayer led by Ms. Catherine Carlota.
Respectfully submitted by:
Junjie F. Filas
Secretary
Noted by
Dr.Dolor Quirol
Department Head
STANDARD ELEMENTS OF THE MINUTES OF THE MEETING

Introduction
1. Name and address of the organization
2. Type of meeting (special, executive, committee, board, regular, emergency)
3. Call to order: time, date, and presiding officer
4. Attendance
Body
1. Reading, correction, and approval of the previous minutes: "I move that the
minutes of the meeting dated March 25 be approved as corrected.”
2. Business arising from the previous minutes of meeting
3. New Business
a. Agenda 1
b. Agenda 2
c. Agenda 3
Conclusion
1. Announcement (including the time and date of the next meeting)
2. Other matters (new topics that need to be covered in future meetings)
3. Time of adjournment
4. Name and signature of the minutes-taker and the presiding officer
It should be noted that the format and structure of minutes of the meeting may
vary from one organization to another. Sometimes, an organization has its own format
to be followed. However, you may suggest some revisions if you think that the format of
the minutes of the meeting currently used by your organization does not incorporate
some essential parts.
TIPS FOR PREPARING THE MINUTES OF THE MEETING

1. Use the meeting agenda as a guide in organizing the information in your minutes.
2. Make sure that the minutes are factual, free from editorial comments, and subtle
slanting of factual statements. A statement such as "as always, Ms. Pintra
opposed the Proposal” shows an editorial comment.
3. Summarize the major points of the meeting.
4. Record verbatim parliamentary points such as motions, resolutions, and points of
order. Include the name of the speaker.
5. Never include the name of the seconder of the motion unless ordered by the
body.
6. Enter the number of votes on each side in matters that required voting.
7. Focus on the action taken rather than on the topics.
Incorrect: Attendance should be checked by the subject teacher during major
exams.
Correct: Ms. Corona reiterated that attendance should be checked by the subject
teacher during major exams.
8. Be objective. Never let your own personal bias cloud your accuracy in taking
down notes.
9. Type the minutes as soon as the meeting is finished.
10. Use single space when preparing the minutes.
11. Number all the pages.
12. Place the corrections made in the previous minutes above the affected line or in
the margin.
13. Never throw out the original minutes. As much as possible, attach the original
minutes to the revised one. This is to ensure accuracy of revision.
Comprehension Check
I. Write T on the blank if the statement is true and F if false.
____ 1. Comments can be added to the minutes.
____ 2. The minutes should follow the flow of the agenda
____ 3. The minutes should be signed exclusively by the presiding officer
____ 4. Attendance is an essential part of the minutes of the meeting.
____ 5. Motions should be paraphrased.
____ 6. Minutes should be prepared within a few days following the meeting.
____ 7. The one who makes the statement should be indicated in the minutes.
____ 8. The minutes of the meeting should have only one format.
____ 9. Approval of the previous minutes is done at the end of the current meeting.
____ 10. The minutes of the meeting should be approved by the body before they can
be finalized.
Tasks
I. Watch a recorded mock meeting that will be shown by your teacher. Listen to the
meeting intently and jot down all important points discussed during the meeting.
Then, form yourselves into groups of three members each. As a group,
consolidate all the information you have jotted down.
Suggested videos:
http://www.youtube.com/watch?v=nfP5N9Yc72A &feature=related
http://www.youtube.com/watch?v=HS4KmZalEE0&feature=related
After consolidating the information as a group, individually prepare the minutes for the
meeting that you have watched. Be sure to follow all the principles of writing effective
minutes of the meeting.
After completing your draft minutes, let your group mates provide comments or
feedback on your work using the Rubric for Minutes of the Meeting. Use green-inked
pen when you give comments on your group mate's work. When you receive your
checked paper from your group mate, make the necessary revisions. Focus first on
revising the content, style, organization, format, and structure of your document. At this
point, refrain from editing grammar and mechanics.
Once you have completed your first revision, submit it to your professor for final
feedback. Similar to peer feedback, your professor will focus on the content, style,
organization, format, and structure of your paper. As soon as you receive the
commented paper from your teacher, make the necessary revisions. Focus first on
revising the content, style, organization, and structure of your paper. Again, refrain from
editing grammar and mechanics. Computerize your work before proceeding to editing.
Reread your computerized revised document. Correct all grammatical errors. Eliminate,
as well, the typographical errors (spelling, punctuation, capitalization, and spacing) You
may also ask someone to edit your paper or subject it to an online grammar checker.
Finally, submit your final work. You may be asked by your teacher to read your paper in
class, to publish it via popular social networking sites, to post it on your school's bulletin
boards, or to file it in a portfolio.
II. Get one sample of minutes of the meeting from any reputable websites or
institution. Do not forget to write your source. Then, analyze the sample using the
given rubric as a guide. Write a report of your analysis in short bond paper using
the following format: single spaced, Arial point-12 font, and one-inch margin on
all sides.
I. Attend a meeting of an organization in your school or a council in your
community. As a requirement, you need to seek permission from the person in
charge before attending and documenting such a meeting. Tell them that the
minutes that you will be preparing are for academic purposes alone. Once
approved, it is important as well that you observe proper decorum while the
meeting is being conducted. You may use the recorder if allowed to do so.
Observe the following paper requirements in your minutes. 8’’x11” paper, double
spaced in MS Word format, Arial point-12, one-inch margin all sides.
Performance Rubrics
RUBRIC FOR THE MINUTES OF A MEETING
VGE GE SE LE N
(5) (4) (3) (2) (1)
IDEAS AND CONTENT
4. Introduction identifies the organization and its
address, call to order, type of meeting, and
attendance.
5. Body identifies the corrections and business arising
from the minutes.
6. Body indicates new business.
7. Conclusion indicates the time of adjournment,
announcement, other matters, and name and
signature of minutes-taker and presiding officer.
8. Content is factual and accurate.
9. Paper uses appropriate graphics (if necessary).
12. Writer eliminates redundancies and wordiness.
13. Document design projects a professional image.
16. Titles and subheadings are clearly identifying.
ORGANIZATION
17. Paper uses the organizational pattern and structure
appropriate for the document.
18. Paper uses the chronological order.
23. Sentences are carefully structured (absence of run-
ons, ineffective fragments, and misplaced modifiers).
TOTAL
GRAND TOTAL /115
Legend:
I-Reflect
chart.
LESSON 15
Informal Reports
Objectives
1. discuss the features of informal reports;
2. identify the basic parts of informal reports;
3. differentiate informal reports from one another;
4. use appropriate format and document design for informal reports;
5. write effective informal reports;
6. evaluate informal reports; and
Warm-up
2. Think of an incident in school that you have actually witnessed, a current major
school project you are engaged in, or a recent school-related trip you had.
3. Write a report on your chosen context using a memo format.
4. Use a separate sheet of paper for your output.
Self-Audit
ability to write informal reports. Answer this section as objectively as possible. Bear in
mind that there no wrong answers. You can base your answers to this self- audit task
on your Warm-up performance.

3 2 1 0
1. I consciously apply the correct format
when writing reports.
2. I ensure that all parts are included in the
report.
3. I specify essential pieces of information
when writing a report.
4. I ensure that the pieces of information
contained in the report are correct.
5. I am clear with my purpose when writing
a report.
6. I consider my audience when writing the
report.
7. I arrange my ideas logically.
8. l use a professional tone in my report.
9. I avoid wordy ideas or expressions.
10. I observe appropriate punctuation,
capitalization, spelling, and grammar.
TOTAL
GRAND TOTAL
Interpretation:
28-30 Advanced
25-27 Proficient
21-22 Developing
Input
A report is a type of business communication that provides an update about a
project or event related to an organization. Its primary purpose is to inform or persuade
the target reader who is usually the immediate superior of the writer of the report.
Reports appear in different forms and types. They may be formal or informal. Formal
reports are those that are lengthy and cover complicated topics while informal reports
are those that are shorter (usually not more than five pages) and deal with a specific
event or aspects of an organization. Three of the most common types of informal
reports include incident report, trip report, and progress report. An incident report
provides a factual account of an incident to make sure that the incident will not happen
again. Some of the common situations that require an incident report are as follows:
 Machine breakdown
 Installation problems
 Brawl between and among personnel
 Accidents
 Problems caused by natural calamities
 Operation-related problems
In 5 minutes, read the following incident report before writing your own report. Bear
in mind the following questions:
1. What is the purpose of the given report?
3. How is the report organized?
SUNSHINE PRINTING, INC

222 JP Rizal St., Ermita, Manila
455-1000 www.sunshineprinting.com.ph
Date: March 24, 2017
For: Myrna D. Lamberto

General Manager
From: Raymond P. Pena

Supervisor, Printing Unit
Subject: Breakdown of Printing Machine
Problem Description
On March 15, 2017, our two trainees named Rico Manson and Floyd Catacutan were
assigned to the digital printing section to operate Versant 80. Unfortunately, Mr. Manson
and Mr. Catacutan failed to turn off the machine which led to its breakdown. Five
months ago, they were apprentices in another known printing company and committed
the same lapses.
After investigating the incident, the head operator of the printing section found out that
Versant 80 overheated. I asked Mr. Piza and Mr. Catacutan to explain their side and
admitted that they failed to turn off the machine because of the explosion that occurred
in another building. Based on the report of our head operator, the printing machine
requires an overhaul so it can be used again.
Action Taken
Based on our company policy, apprentices must always maintain due diligence when
operating our machines which cost millions of pesos. In case of failure to perform their
duties, the company is compelled to sanction them. With the offense committed by Mr.
Manson and Mr. Catacutan, they were suspended for two weeks and asked to pay P10,
000.00 for the repair cost.
Recommendations
To prevent similar incidents from happening again, I recommend the following steps be
taken:
1. Assign a supervisor who will oversee the apprentices.
2. Require trainees to master the operations manual of the printing machines they
handle.
3. Assess the skills of the trainees before allowing them to operate the printing
machines.
STRUCTURE OF AN INCIDENT REPORT

2. Problem Description
This section narrates the events related to the incident. It includes the people
involved, time, date, place, and problems. This section needs to be clearly
narrated in a way that the reader can visualize the events. As such, events should
be chronologically presented.
3. Actions Taken
This section states the actions that were taken by the sender or by the personnel
directly involved in the incident during or immediately after the incident.
4. Recommendations
This section provides some suggestions on how the incident can be prevented
from happening again.
The second type of an informal report is the trip report. Its purpose is to provide a
record of a job-related trip and evaluate whether it was a success or not. Some
examples of trips that require a trip report are as follows:
 Inspection of a site
 Attendance in a conference or convention
 Participation in a training program
In 5 minutes, read the following trip report before writing your own report. Bear in
mind the following questions:
I-Professional Training School
100 C. Aguino St., Sampaloc, Manila Phone: (+632) 210-1000 Fax:
(+632) 210-1001 M www.iprofessional.com.ph
Date: August 14, 2017
For: Ranya A. Segume

Training Director
From: Claire D. Deles

Training Specialist
Subject: Participation in the 20th International Convention of Communication Trainers
Every year, I-Professional Training School sends one representative to the International
Convention of Communication Trainers to enhance the skills of its trainers and establish
linkages with other training providers abroad. I was truly honored to be chosen to
represent our school this year. As you already know, the convention was held in the
Four Seasons Hotel, Hong Kong from August 7 to 8, 2017.
Overall, the convention was very organized. I did not have any problems during the
registration and the schedule of parallel sessions. The kit was also impressive because
it contains the PowerPoint presentation of all the lectures, handouts, flash drive, a
notebook, and a sign pen. Participants were also ushered into the venue by the
organizers. The only problem experienced was the long queue during the registration
which caused a little bit of traffic in the lobby.
Many useful and interesting topics were presented during the convention. Particularly, l
attended the session of Mr. Ricky Lim who discussed best practices in improving adult
learners' communication competence. In his talk, he provided some models that can be
used by the participants in their respective learning contexts. I also attended the talk of
Ms. Jane Goodwin who shared her insights on the psychology of color and non-verbal
cues. These two workshops were very enlightening. I intend to echo these two
workshops to my co-training specialists at I-Professional Training School.
Overall, I would say that my attendance in the 20th International Convention Of

Communication Trainers was a productive experience. I recommend that our Company
continue to send trainers to this convention in the coming years.
cc: Peter Musi, HR Director
STRUCTURE OF A TRIP REPORT

1. Background
This section provides basic information about the trip. These include the date,
duration, and objectives of the trip, the destination, and the rationale for the trip. This
section also identifies other people that joined the trip as well as the person who
authorized the trip.
2. Discussion
The section contains the details and findings obtained from the trip. It includes
observations, contacts, sessions attended, and problems encountered. Subheadings
may be used if the details are too lengthy.
3. Conclusion
This section presents what you have accomplished from the trip such as sales made
and linkages established. It also assesses if the trip was successful or not.
4. Recommendation
The section presents suggestions to make the next trips more successful. It also
recommends certain steps that the company may take relevant to its own growth and
advancement and indicates whether the trip would be recommended to other
colleagues.
The last type of an informal report is the progress report which provides an update
on the completion or status of a particular task. These updates are used by the
management to make decisions about the personnel involved, budget, and timeline of
the task. When preparing a progress report, the following items are explained: (1)
completed tasks since the last report, (2) tasks that are in progress, (3) delays and their
cause (4) resolution of the problems encountered, (5) remaining work (6) other tasks to
be done, and (7) target completion date of u task.
In 5 minutes, read the following progress report before writing your own report. Bear
in mind the following questions:
I-Professional Training School

100 C. Aquino St., Sampaloc, Manila Phone: (+632) 210-1000 Fax:
(+632) 210-1001 M www.iprofessional.com.ph
Date: August 12, 2017
For: Drake T. Torre

General Manager
From: Ranya A. Segume

Training Director
Subject: Progress Report for the Revision of the Module for Business Communication
This report documents the progress of the revision of the 2018 I-Professional Training
Module for Business Communication. This report covers the period from June 1 to July
31, 2017. The completed sections of the manual for the indicated period focused on
business correspondence and effective language style. Twelve more weeks are needed
to complete the other revisions which will focus on oral presentation in the workplace,
Interpersonal communication, and visual aids.
Work Completed
During the last week of July, we have already completed the topics on business
correspondence and effective language style. Specifically, we have included a
discussion on writing an e-mail and e-mail etiquette. We decided to delete the details on
sending fax since we consider it obsolete. Regarding the activities for both topics, we
added a "Let's Practice" section after discussing each concept to make the training
more engaging. We have expanded the list of phrases that should be avoided when
preparing business correspondences. Based on the set timeline, we are still on track
without compromising the quality of our work.
Complications
We had some problems regarding the venue of the meeting. There were three
instances when we were not able to use the meeting room because it was used by
other departments for their regular meetings. Although this problem has not caused us
any delays, we were compelled to look for another venue outside the office. This
change of venue entailed additional costs for the company.
Remaining Work
Currently, we still have three more major topics to be revised. These are oral
presentation in the workplace, interpersonal communication, and visual aids which can
be completed within 12 weeks. We intend to increase our number of meetings from one
to two every week. Although this can help us finish the revision earlier, we might have
some problems in the schedule of the members of the committee. I, therefore, suggest
that the committee members be given a work deloading until the completion of this
project.
Conclusion
Overall, the revision of the training manual is going well. We are still on schedule; at the
same time we made some significant improvements in the training manual. With the
current progress and pace, we will be able to complete the full revision two weeks
before the deadline. If you feel that we need to further fast-track the revision, please let
me know so we can make the necessary adjustments. If you have questions regarding
the details of this task, please contact me at local 755.
cc: CEO, HR Manager, Committee Members
STRUCTURE OF A PROGRESS REPORT

I. Introduction
A. Purpose of the report
B. Period covered by the report
C. Brief summary
D. Main progress to date or since last report
II. Body
A. Description of the work completed
1. Completed tasks or accomplished items
2. Duration of accomplishing the tasks or items
3. Compliance with the schedule
B. Problems encountered such as delays and incomplete work
C. Remaining Work
1. Remaining tasks
2. Projects to be completed
3. Timetable and strategies to do the remaining tasks
4. Possible risks and strategies in controlling these risks
III. Conclusion
A. Evaluation of current status (with expression of confidence or concern about the
progress)
B. Forecast for project completion
C. Willingness to make adjustments
D. Contact details
Comprehension Check
I. Write T on the blank if the statement is true and F if it is false.
____ 1. A report is generally submitted to an immediate superior by a subordinate.
____ 2. A progress report can be used for making management decisions.
____ 3. A progress report includes a recommendation portion.
____ 4. A progress report includes an "action taken" section.
____ 5. A trip report can use a persuasive tone.
____ 6. A trip report is similar to a business trip report.
____ 7. Accidents and natural calamities can be the basis for writing an incident report.
____ 8. An incident report can be used as basis for further investigation.
____ 9. An incident report may exaggerate the narration.
____ 10. Problem description is arranged chronologically.
____ 11. Project duration is specified in the body of the progress report.
____ 12. Summary of key ideas can be placed at the start of the progress report
____ 13. The least important part of a trip report is the recommendation section.
____ 14. Traveling as a tourist requires a trip report
____ 15. Visiting a demolition site requires a progress report.
II. Compare and contrast incident, trip, and progress reports from one another
by completing the following Venn diagram. You may use a separate sheet of
paper for your answers.
Progress Report
Trip Incident
Report Report
Tasks
I. Collaborative Writing. Form yourselves into groups of three members each. In this
task, you will write reports as a group. Apply the strategies presented in the input by
doing the following activities:
A. Before writing your reports, first identify the context of writing them.
Goal:___________________________________________________________
Situation:________________________________________________________
Persona/Role:____________________________________________________
Target Reader:___________________________________________________
B. Given the context of writing the reports, generate some ideas and facts that you
need to include in the reports. You may do this through brainstorming, clustering,
and freewriting. Use the space provided below for your answers.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
C. On a separate sheet of paper, organize the ideas and draft the reports
accordingly. Be sure to use the appropriate format and language. Also, consider
the suggested organization when writing your reports.
II. Individual Writing. After your collaborative writing, it is your turn to individually write
reports. Apply the strategies presented in the input by doing the following activities:
A. Before writing your reports, first identity the context of writing them.
Goal:___________________________________________________________
Situation:________________________________________________________
Persona/Role:____________________________________________________
Target Reader:___________________________________________________
B. Given the context of writing the reports, generate some ideas and facts that you
need to include in the reports. You may do this through brainstorming, clustering,
and freewriting. Use the space provided below for your answers.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
C. On a separate sheet or paper, organize the ideas and draft the reports
accordingly. Be sure to use the appropriate format and language when writing
your reports. Computerize your drafts.
D. After drafting your reports, exchange papers with your classmate and provide
feedback on each other's work using the Rubric for Incident Report, Trip Report,
and Progress Report as a guide. Preferably, use green-inked pen when providing
comments. Once you receive your paper from your partner, do the necessary
revisions. Focus first on revising the content, style, organization, format, and
structure of your document. At this point, refrain from editing grammar and
mechanics. Confer with your teacher, if desired.
E. Submit your revised reports to your teacher for further feedback. As soon as you
receive your checked papers from the teacher, do the necessary revisions.
Focus first on revising the content, style, organization, and structure of your
papers. Again, refrain from editing grammar and mechanics. Computerize your
papers using the format appropriate for the document.
F. Reread your computerized revised reports. Correct all grammatical lapses (e.g.,
subject-verb agreement, pronoun usage, and sentence structure), typographical
errors (e.g, spelling, punctuation, capitalization, and spacing), and inappropriate
vocabulary. Submit your work to your teacher who may instruct you to post it
online or offline.
Write a report to one of the leaders in your community reporting about an incident
that may affect the community as a whole, a community project are involved in, a latest
trip you had relevant to your community. Observe the principles in writing reports. Then,
print your report in short bond paper.
Performance Rubric
RUBRIC FOR THE INCIDENT REPORT
VGE GE SE LE N
IDEAS AND CONTENT (40 %)
4. Problem description is detailed enough.
5. Description allows readers to accurately visualize the
incident.
6. Ideas are accurate, well-researched, and logically
intertwined.
7. Paper states the actions taken by the people
concerned.
8. Recommendations are realistic and feasible.
9. Paper uses appropriate graphics.
STYLE, FORMAT, AND DESIGN (30%)
ORGANIZATION (20%)
devices.
GRAMMAR AND MECHANICS (10%)
23. Sentences are skillfully structured (absence of run-
ons, ineffective fragments, dangling and misplaced
modifiers).
TOTAL
Legend:
RUBRIC FOR THE TRIP REPORT
VGE GE SE LE N
4. Introduction states the purpose clearly.
5. Introduction states the needed details.
6. Discussion contains findings, observations, contacts
and difficulties.
7. Conclusion states the trip’s accomplishment and
effectiveness.
8. Recommendations are realistic and logical.
ORGANIZATION (20%)
devices.
modifiers).
TOTAL
Legend:
RUBRIC FOR THE PRORESS REPORT
VGE GE SE LE N
4. Document identifies the project or task.
5. Introduction states the period cover, summary of
main projects, and main progress.
6. Description of the work completed is complete and
logical
7. Problems encountered are clearly explained.
8. Description of the remaining work is complete and
logical.
9. Conclusion appraises and evaluates the current
progress.
10. Conclusion indicates forecast for completion,
willingness to make adjustments, and contact
person.
ORGANIZATION (20%)
devices.
modifiers).
TOTAL
Legend:
I-Reflect
chart.

LESSON 16
Proposals
Objectives
1. discuss the features of an effective informal proposal;
2. identify the types of informal proposals;
3. evaluate the strengths and weaknesses of an informal report;
4. use appropriate format and document design;
5. define the purpose and context of an informal proposal;
6. analyze the structural features of an informal proposal;
7. use appropriate graphics and illustration;
8. write an effective informal proposal; and
Warm-up
Part A.
Look for a partner. In two minutes, list as many school-related problems as possible.
Then, select one problem that needs to be prioritized from those that you have listed. In
five minutes, describe in detail the problem that you have chosen. Use the space below
for your description.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Part B.
Given the problem description, propose possible solutions for the described problem.
Do this task in five minutes.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Part C.
In one minute, present each of your answers in class.
Follow-up questions:
1. Why does the problem need to be prioritized?
2. Is your proposed solution feasible? Why or why not?
3. Have you experienced making a proposal to another person whether written or
orally? Did you succeed? Why or why not?
Self-Audit
ability to write proposals. Answer this section as objectively as possible. Bear in mind
that there are no wrong answers. You can base your answers to this self-audit task on
your Warm-up performance.

3 2 1 0
1. I establish my purpose of writing.
2. I consider the context and target
audience.
3. I use appropriate format.
4. I describe the problem and its
solution/s clearly and accurately.
5. I highlight the benefits of my proposal
to my target audience.
6. I use clear and accurate headings.
7. I make sure that my proposed solution
is feasible.
8. l anticipates questions and doubts of
my target audience and address to my
proposal.
9. I use words appropriate for my target
audience.
10. I observe appropriate punctuation
marks, capitalization and grammar.
TOTAL
GRAND TOTAL
Interpretation:
28-30 Advanced
25-27 Proficient
21-22 Developing
Input
All organizations, whether private or public, encounter problems which require
proper and/or urgent solutions. Thus, members and heads of these organizations come
up with solutions to address these problems. Such solutions are best presented in a
form of an informal proposal. But before talking about informal proposal in detail, look
first at the following informal proposal and analyze its features.
Read the following informal proposal before writing your own document. Bear in
mind the following questions:
1. What is the purpose of this text?
2. Who is the target audience?
CENTRAL CONDOMINIUM
999 P. Burgos St., Indang, Cavite
(46) 552-1111 www.centralhomes.com.ph
Date: June 14, 2016
To: Trina V. David
Vice President for Operations
From: Faye R. Ramos

Director, Engineering Department
Subject: A Proposal to Install Parking Lot Signages
THE PROBLEM
I am submitting to you a proposed solution for inefficient use of the parking areas in our
condominium. The availability, time allotment, and specific location of available parking
lots have been a great concern among our tenants and administration staff. It has been
reported that the root cause of this problem is the confusing and unclear signages that
we have.
Currently, our parking lot signages use vague instructions such as "no parking area”.
The tenants are confused whether this statement means that they cannot park in the
area or they can park but no parking area is available. Aside from this, the current
parking lot signages contain fading texts which are very hard to read from a distance.
These signages are also not strategically situated in the parking area.
As such, I propose that our condominium use informative and clear parking lot signages
placed in strategic locations in the parking area. These signages should use clearly
printed texts that are readable from at least a 10-meter distance. This proposed project
can be completed in four weeks and costs P75, 100.00 only.
PROPOSED PROJECT
This project aims to install new parking lot signages in each specific section (east and
west sections) in the parking lot per floor (i.e., four floors allocated for parking). These
signages should measure 3x5 feet to make them more readable specifically, the east
section will have signages indicating that it is reserved for the administration office and
visitors while the west section will have signages reserving it for the residents and
tenants. These signages will also be color-coded for easy identification.
JUSTIFICATION
This solution has been implemented in other condominiums in Metro Manila owned by
our property developer. These condominiums reported that the similar project resolved
their parking problems among tenants and visitors. They further reported that parking-
related complaints have decreased significantly.
I suggest that we invite Sandoval Builders to build and install these signages because of
their long history of delivering quality service. Sandoval Builders is the same company
which installed the signages in our sister condominiums. Furthermore, Sandoval
Builders offers the best price for this project.
SCHEDULE
The project implementation for this proposal will take four weeks which may start 2nd
week of April and end in mid-May so as not to interrupt regular operations. Below is the
details of the schedule:
Constructing the signages 2 week

Painting the parking lot signs 1 week
Erecting the parking lot signs 1 week
COST
The following table presents the estimated cost of the project.
Table 1. Sign Installation Cost
Constructing (Per Sign)
6'x 2"x 2" solid bar aluminum (quantity: 2) P1,250.00

34" x 34" aluminum sheet (quantity: 1) 750.00
4 hours of labor @ P400.00/hour 1,600.00
Subtotal P 3,600.00
Painting (Per Sign)
3 x3 reflective scotch guard P 400.00

Letters painted 650.00
2 hours labor @ P450.00/hour 900.00
Subtotal P 1,950.00
Total cost of each sign P 5,550.00
Total cost of 12 signs P 66,600.00
Total cost of erecting the signs P 8,500.00
Total Cost of Project P 75,100.00
CONCLUSION
Definitely the tenants, staff and administrators, and visitors will benefit from these
signages. They will be guided accordingly during parking and will save time in getting a
parking slot. It is expected that parking-related complaints will decrease significantly.
With the intent to promote the common good, I am looking forward to approval of this
proposal. If you have questions on the details of this proposal, you may contact me at
555-6543 or at fayeramos@gmail.com.
DEFINITION OF INFORMAL PROPOSAL

An informal proposal is a form of informal report that aims to persuade its readers
to address a particular problem. This document may be either letter or memo format
depending on its origin. Generally, an informal proposal does not exceed than five
pages.
FOUR TYPES OF INFORMAL PROPOSAL

1. Solicited internal
 Follows a memo format
 Is used when the sender and recipient belong to the same organization
 Responds to a specific request within the organization
 Is used when the problem has been identified
 Is used when the decision to solve the problem has already been made
2. Unsolicited Internal
 Follows a memo format
 Is use when the sender and recipient belong to the organization
 Is a self-initiated proposal
 Is used when the target reader has not yet realized that a problem exists
 Is used when no decision has yet been made to solve a problem
3. Solicited external
 Follows a letter format
 Is used when the sender and recipient do not belong to the same organization
 Is used when responding to a specific request from someone who does not
belong to the same organization
 Is used when the problem has been identified
 Is used when the decision to solve the problem has already been made
4. Unsolicited external
 Follows a letter format
 Is used when the sender and recipient do not belong to the same organization
 Is a self-initiated proposal
 Is used when the target reader has not yet realized that a problem exists
 Is used when no decision has yet been made to solve a problem
STRUCTURE OF AN INFORMAL PROPOSAL

It should be noted that there is no single prescribed structure for an informal
proposal. The structure may vary from one organization to another. Nonetheless, almost
all informal proposals have the following components:
I. Introduction
A. Purpose of the proposal
B. Description of the problem that needs to be solved (nature of the problem, effects
on the company causes, the deadline for solving it, and sources of data)
C. Scope or limitations of the proposal (i.e., information covered by the proposal
includes method, cost, and timetable)
II. Detailed discussion of the proposed solution
III. Justification of the proposed solution
A. Arguments that support the proposed solution (i.e., research that supports
solution, the companies that have already used the proposed solution)
B. Justification of the needed resources such as equipment (specific model),
personnel who will do the work and their qualifications, time frame, and costs (the
budget required for the solution, is broken down by category, i.e., personnel,
equipment, transportation, etc.
IV. Conclusion
A. Benefits and risks of adopting the proposal
B. Call to action (specify what you want the target reader do next)
C. Contact person for further information
TIPS FOR WRITING AN INFORMAL PROPOSAL

1. Anticipate the possible criticisms or objections of the target reader and address
them in your proposal.
2. Describe the problem and the solution accurately and clearly.
3. Correct all grammatical and typographical errors.
4. Ensure that your proposed solution is feasible especially regarding cost and
schedule.
5. Highlight the benefits of the proposal to the target readers and all stakeholders
6. Make the document visually appealing.
7. Put the target reader, context, and purpose in mind.
8. Use attachments for less important information.
9. Use proper headings.
10. Use the format required by your organization. If none, then use the suggested
standard format.
Comprehension Check
I. Write T on the blank if the statement is true and F if it is false.
____ 1. Headings are useful when preparing an informal proposal.
____ 2. An informal proposal is both informative and persuasive.
____ 3. An informal proposal should be at least 15 pages to be more persuasive.
____ 4. Justification of the proposal must be detailed in the introduction part.
____ 5. Only the total amount of expenses and not the details are needed in an informal
proposal.
____ 6. Problem description should include the who, what, when, where, and why of the
problem.
____ 7. A solicited external proposal is submitted by someone within the organization.
____ 8. A solicited internal proposal uses the memo format.
____ 9. The contact information of the proponent should be written in the introduction of
the proposal.
____ 10. An unsolicited external proposal uses the memo format.
Tasks
I. Part A. In a group of three members each, identify the strengths and weaknesses of
the following informal proposal. Use the Rubric for an Informal Proposal as a guide.
Use a separate sheet of paper for your answer.
To: College Dean

From: Student Council President
Date: 06/23/2016
About: Proposal to Revive the Public Speaker's Club
I propose that the Public Speaker's Club be revived. The club is very important for
students who like to orient themselves and hone their skills public speaking. This club is
also a venue for students to express their ideas, advocacies, and grievances.
The Public Speaker's Club was initially organized by Prof Jill Reyes.
However, it became dormant after Prot. Reyes left our university four years ago. I know
I have the skills, knowledge, and determination to revive this club. With the help from
the other officers of student council and some volunteer students, I Will be able to make
the presence of the club felt again.
In propose that an office for the club and an annual fund for its operations be given to
us. The possible expense of the club amounts to P15,000 per semester. The expense
includes the office supplies and budget for some activities. We hope to revive the club
by November 2016 (second semester).
I believe that the Public Speaker's Club will be a good venue for our students to
enhance their speaking skills and improve their learning experience in this university. I
am sure thousands of students will join this club. Please contact me at 0910-667-8888
or googyboy@gmail.com
Thank you
Part B. In groups, eliminate the problematic features of the given informal proposal by
revising it. Use a separate sheet of paper for your answer.
II. Read the following situation and write an informal proposal for the stated problem.
When writing the report, decide on the additional information you may want to
include in your proposal. Do this in pairs.
San Jose College (SJC) is under company rehabilitation which means that the
school is in the brink of bankruptcy. During the rehabilitation, SJC is under the
supervision of a judicial court through a three-member management committee.
Take the role of the management committee of the school in this scenario.
Currently, the only source of income for the operations of the school is the fees of
the students. Despite the disheartening plight of the school, the teachers
demanded at least a 12% increase in salary. They said that any amount less
than that will be unacceptable and will drive them to resign en masse. The action
of the teachers seemed understandable because they have not received any
salary increase for the last three years. You decided to increase the tuition fee of
students but the parents and student leaders vehemently objected to the
increase. They threatened that if the tuition fee will be increased, the parents will
pull out their children from the school. You have set a meeting with both parties
but it failed. Both parties refused to meet halfway. How would you solve the
problem?
Use the following information in proposing a sound solution:

 The school has 25 teachers With an average monthly salary of P20,000.00.
Ten (10) teach at the elementary and high school level and the other 15 teach
at the tertiary level.
 The school has around 200 students; 100 enrolled in the basic education and
another 100 at the tertiary level.
 Tuition and other fees of each student total P30,000 per year for basic
education and P22,000 per semester for tertiary education.
 Computers are obsolete.
 The school has three janitors.
 Each classroom can accommodate 30 students.
 As provided in the manual for private schools, the breakdown of a school
budget for its operation is listed as follows: 70% for teachers' salary; 20% for
operating expenses (15% for the non-teaching personnel's salary and 5% for
bills, etc.); and 10% for profit. However, since the school is on the brink of
bankruptcy, it doesn't get any profit at all. Thus, all expenses are allocated for
the teacher's salary and operating expenses with a ratio or 75:25,
respectively. Further, you can only save roughly 5 percent from the bills and
equipment expenditures.
Now, your aim as part of the management committee is to address the concerns
of both the students and teachers. You also need to make at least 10% profit
from the solutions that you will formulate in order for the school to survive in the
next five years, Be sure that your solutions are ethical and lawful.
III. Do the following activities to come up with an effective informal proposal.

A.
Before writing an informal proposal, you must first set the context for writing it. You
may pretend to be student leaders in your school. You are tasked to propose a
solution to a pressing issue confronted by your school. Preferably, choose a context
related to your course.
Do this part in pairs. Then, come up with a situation that you will use for your informal
proposal by providing information about the following items.
Context:_____________________________________________________
Purpose:____________________________________________________
Product:_____________________________________________________
Audience:____________________________________________________
Message:____________________________________________________
Language:___________________________________________________
B.
1. With your partner, focus on the general topic that you have listed in Part A. Then,
do any of the three strategies in generating ideas: brainstorming, freewriting, or
clustering. Write your ideas on a separate sheet of paper.
2. Choose one specific and relevant idea from those you generated by using your
strategy. From the specific topic you have selected, write a question that could
probably result in a thesis or focus of your paper.
3. Formulate your preliminary controlling idea by answering the question you have
posted.
4. Confer with your classmates or teacher, if desired.
C.
1. In pairs, jointly construct an outline using the ideas you have formulated in Part
B. Use the structure appropriate for the document you are writing. You may ask
your professor for his/her assistance. Be sure to outline your text using the
logical arrangement. Do this task in 30 minutes.
2. In groups, write the first draft of your informal proposal. Ask questions and make
suggestions regarding the structuring of the text. Preview the jointly constructed
text. Then, clarify the major points and details by revising the text. Use a
separate sheet of paper for this writing task.
D.
Do the following tasks individually:
1. Choose another specific and relevant idea from the ideas you have generated
using your strategy. From the specific topic you have selected, write a question
that could probably result in a thesis and focus of your paper.
2. Formulate your controlling idea by answering the question you have posted.
3. Construct an outline. Consult with your professor, if necessary.
4. Upon approval of your outline, write the first draft of your informal proposal. Ask
questions and make suggestions regarding the structuring the text. Preview the
independently constructed text. Then, clarify the major points and details by
revising the text.
E.
1. Peer Feedback and First Revision
Let your partner comment or provide a feedback on your draft using the Rubric for
Informal Proposal in the appendix. Preferably, use green-inked pen when writing
comments. When you receive your checked paper from the teacher, do the
necessary revisions. Focus first on revising the content, style, organization, format,
and structure of your document. At this point, refrain from editing grammar and
mechanics.
2. Teacher Feedback and Second Revision
Submit your draft and your outline to your professor. Using the given guidelines, your
professor will check your paper's content, style, organization, format, and structure.
As soon as you receive your checked paper from the teacher, do the necessary
revisions. Focus first on revising the content, style, organization, and structure of your
paper. Again, refrain from editing grammar and mechanics. Use a separate sheet of
paper for your revisions. Computerize your paper using the format appropriate for the
document. Incorporate appropriate graphic aids for your informal proposal.
F.
Reread your computerized revised document. Correct all grammatical errors,
typographical errors (spelling, punctuation, capitalization, and spacing). You may also
ask someone to check your paper's grammatical and typographical usage.
G.
After editing, implement the corrections and print your final paper. Afterwards, submit
your final paper to the teacher. You may be asked to read your paper in class,
publish it via popular social networking sites, post it on your school's bulletin boards,
submit your paper for publication in school or professional periodicals, file it in a
portfolio.
Out-of-class Activity
Form a group of three to four members each. Then, identify you reside. Then, identify a
problem which is common to the community where all of you reside. Then, describe the
problem in detail and propose a solution for this problem through an informal proposal.
Be sure to follow the principles and format of an effective informal proposal. After
completing the proposal, submit it to your respective communities. Have a receiving
copy as proof of receipt of the community leaders. You may also post your informal
proposal on your respective social media profiles.
Performance Rubric
RUBRIC FOR AN INFORMAL PROPOSAL
VGE GE SE LE N
(5) (4) (3) (2) (1)
IDEAS AND CONTENT
4. Introduction sates the purpose clearly.
5. Introduction explains the problem clearly and
accurately.
6. Introduction states the scope of the proposal.
7. Proposed solution is clearly and accurately
discussed.
8. Arguments that support the proposed solution are
well presented.
9. Budget, time frame, and other resources are clearly
and accurately explained.
10. Benefits and/or risk, call to action, and other needed
information are well-presented.
12. Paper uses a variety of sentence structure.
17. Document meets the specifications for format
ORGANIZATION
devices.
modifiers).
TOTAL
GRAND TOTAL /125
Legend:
I-Reflect
chart.


UNIT 4
COMMUNICATION FOR ACADEMIC PURPOSES
LESSON 17
Principles of Research Writing
Objectives
1. determine the nature of research writing;
2. explain the qualities of an effective research writer:
3. determine the components of a research paper;
4. evaluate the conventions used in a sample text;
5. organize the steps in the writing process; and
Warm-up
Form yourselves into groups of three members each. Then, read the following
situation very carefully.
Situation:
You were asked by your teacher to conduct a study about the perceptions of all
students in your school on integrating social media (e.g., Facebook, Twitter, or
Instagram) in class activities. Your teacher also required you to document your findings
through a research report. As a group, list the parts of the paper that you will include
and the steps that you will take to complete the given task.
Steps in conducting the study:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Steps in writing the research paper:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Parts of the research paper:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Self-Audit
ability to apply research writing skills. Answer this section as objectively as possible.

3 2 1 0
1. I consider my goal before writing a
research paper.
2. I incorporate all the necessary parts of
a research report such as introduction,
literature review, methodology, results
and discussion, and conclusion.
3. I establish the need to conduct the
study in the introduction.
4. I use appropriate tables and graphs in
presenting data or information.
5. I use reliable sources to support my
ideas.
6. I validate the survey forms,
questionnaires, or other instruments
before gathering data.
7. I use an outline as a guide for
gathering references and writing the
research report.
8. l organize my ideas for clarity and
better understanding.
9. I list all references I used in the
research report and adopt an appropriate
documentation style.
10. I cite all resources I used in my
research report.
TOTAL
GRAND TOTAL
Interpretation:
28-30 Advanced
25-27 Proficient
21-22 Developing
ESSENTIALS OF RESEARCH WRITING
Research is essential in the academe, industry, governance, or any in
organization. One who is an expert in this area plays a more functional role in a
situation in which his/her research knowledge or experience is applied. A teacher, for
example, can easily adjust his/her teaching practices and style to specific student types
because of his/her active involvement in relevant research.
Research writing a may be a struggle at first especially for novices, but
readability ( i.e. clear and concise writing can be taught and learned.
But what is research? Research is a systematic and scientific way of
investigating and gathering information to answer a particular problem, establish facts,
and reach conclusions. Conducting a research can be done in any fields such as arts,
humanities, social sciences, natural sciences, technology, and health sciences. Any
research begins with a topic. For most student researches, clarifying topic through a
question form is especially useful.
QUALITIES OF EFFECTIVE RESEARCHERS

The success of a research paper depends on the ability of researchers who
write it. Below are some of the qualities that researchers must possess:
1. They must organized especially with time.
2. They must be highly motivated and creative.
3. They must read often to get new ideas and identify knowledge gaps.
4. They must be effective communicators.
5. They must be participative and collaborative.
6. They must be analytical and critical about matters relevant to them, to others, or
to the society.
7. They must be open-minded and good listeners.
PARTS OF A RESEARCH PAPER

Generally, a research report includes the following sections: title page, abstract,
introduction, literature review, methodology, results, discussion, conclusion, and
references.
1. Title page – contains an informative title (i.e., describes the content of the paper),
name of author/s with their addresses or affiliation, and date submitted. Below
are examples of informative titles:
a. Effects of Facebook on the Academic Achievement of First Year Students
b. Development and Validation of a Software for Detecting Plagiarism
There are different types of titles according to Dentl (2014). These are
descriptive, declarative, interrogative, and compound.
Types Description Examples

Descriptive Describes what Investigating the Impact of ASEAN
the paper is about Integration Policy on Higher Educational
Institutions in the Philippines
Declarative States the results ASEAN Integration Policy Impacts Higher
of the research Educational Institutions in the Philippines
Interrogative Poses a question Does ASEAN Integration Policy Impacts
Higher Educational Institutions in the
Philippines?
Compound Combines two Does ASEAN Integration Policy Impacts
titles and separate Higher Educational Institutions in the
them with a colon Philippines?: An Empirical Study
2. Abstract – contains the summary of the findings and conclusion. It briefly

presents the context of the study, research questions or objectives, methodology,
major findings, conclusions, and sometimes implications. An abstract does not
contain any citation and a great deal of statistical results. Its length ranges from
100 to 250 words.
 Background/Motivation: Why was the research conducted? (30%)
 Aim/Purpose/Problem Statement: What is the purpose of your research? (10%)
 Methods: What methods or techniques did you use? (10%)
 Results: What are your most important findings? (40%)
 Conclusion: What are your conclusions? (20%)
Your abstract should not include references, slang words, abbreviations, and non-
essential numbers and statistics. Ideally, your abstract should not exceed 250 words.
Sample Abstract
 Background (30%)
There is a considerable progress in the development of electronic portfolios (e-

Portfolio) via Facebook (FB) in several universities in America, Europe, and some
parts of Asia. As one form of innovation in classroom practices, e-portfolio is both a
reflective medium for learning and a tool for improving assessment of that learning.
In the Philippines, a number of teachers are now attracted to use e-portfolio as an
alternative assessment.
 Purpose (10%)
In this study, the level of impact of e-portfolio via Facebook on the students from
the students perspective and teacher's perspective was determined as well as the
significant difference between the scores assigned by the teacher and by the
students from De La Salle University.
Method (10%)
Data were collected through a retrospective self- report questionnaire. Descriptive

(mean and standard deviation) and inferential (t-test) statistics were used for data
analysis.
Results (40%)
Results showed there was a high level of impact of e-Portfolio via FB on

students based on the perspectives of teachers and students. However, it can be
seen from their various responses that both groups valued certain items over the
others. These items that obtained very high percentages can be considered as
standard values or objectives associated with e-portfolio. On the other hand, the
scores assigned by the students and teachers were not significantly different.
Conclusion (10%)
These findings suggest that e-portfolio is essential to student learning, and opens an
opportunity to explore the role of other digital platforms in reinventing the image of
pedagogy in the Philippines.
3. Introduction - explains the current state of field and identifies research gaps. It
also presents your research focus in a way that it addresses the identified gaps
and puts the research topic in context. Its length usually ranges from three to five
paragraphs.
General
the ToTopic
Statem pic ent
rele a
v
State nt
Pr obl emothfe
to
Gap s/P robl ems
Current
Pu see/
rpoedg
kn owl
Specific
Sample Introduction
 Current State of the Topic
Education in the Philippines took a dramatic turn when the landmark educational
reform known as the K to 12 Basic Education Program was finally signed into law.
Teachers, specifically public School teachers in basic education, find themselves thrust
into what the Department of Education (DepEd) claims as the "most comprehensive
basic education reform initiative” since the beginning of public educational system in the
country. The K to 12 (or K-12), it’s shorter and popular term, was established as a
revolutionary learning framework that engages learners in the 21st century learning
paradigm and promises to propel them towards international standards.
Contiguous to this definition of the 21st century teacher are different frameworks
designed to meet 21st century learning demands. Such frameworks include The Teacher
Education Model for the 21st Century designed by the National Institute of Education in
Singapore. In language education, specifically, The National Council for Teachers of
English articulates the Definition of 21st Century Literacies as updated in February this
year by its executive committee. Darling- Hammond (2006) identifies three critical
components of the 21st century teacher education program - coherence and integration
among courses, extensive and intensive practical experience, and closer, proactive
relationships with schools.
The Philippines, meanwhile, has adopted the Partnership for 21st Century Skills.
21st century learning is spelled out as demonstrating "certain core competencies such
as collaboration, digital literacy, critical thinking, and problem-solving that schools need
to teach to help students thrive in today's world”(Hermosa, 2012).
DepEd has not been remiss on the imperative of providing for teachers'
upgrading of skills aligned with 21st century demands. In the last two years alone
DepEd endorsed a number of national-level seminar- workshops, conferences, and
courses involving educators and focusing on 21st century assessment information and
communication technology (ICT), teaching strategies, and skills and competencies
different parts of the country.
In addition, DepEd also put in place a mechanism to sustain such efforts by
creating the Media Literacy Task Force through DepEd Order No. 6 Series 2010.
Its function, among others, is to formulate the DepEd National Media Literacy Education
Plan or Framework to guide curriculum development/integration in basic education,
including capability-building and policy formulation.
 Knowledge Gaps
Notwithstanding these developments in the curricular reform of the country,

particularly the effort expended by the national government, educational institutions, and
partner agencies, there remains a seeming lack of training among teachers to meet
these expectations head on. There is an apparent gap between what the 21st century
learning framework envisions to fulfill and what teachers actually can do at present or
are prepared to do in the classroom to fulfill them.
 Context of the Study/Problem Statement
As suggested by the literature, there occurs a variable match between teachers'

consciousness of and attitudes to 21st century learning and teaching and how they
carry out these domains in actual classroom teaching. This study seeks to determine
the state of affairs in the Philippine public basic education context.
Specifically, this study will involve two phases:
Phase 1: Instrument development and validation, and
Phase 2: Assessment of the 21st century skills of basic education teachers in the
Philippines. Second phase will address the following questions:
1. What is the level of the teachers' 21st century skills?
2. To what extent do teachers integrate 21st century skills in classroom teaching?
3. Is there a relationship between the teachers’ 21st century skills and the
integration of these skills in teaching?
4. Literature Review Contains the summary and synthesis of all available sources
directly related to your study. It is divided into two sections: related concepts and
related studies. Related concepts explain some of the fundamental concepts
needed by readers to better understand the study. In this section, some concepts
and theories are defined, explained, and elaborated. Unlike related concepts,
related studies are based on previously conducted studies directly related to the
paper. Both the related concepts and studies will help the writer explain the
phenomena that may arise in the study. This section ends with a paragraph that
synthesizes all of the studies presented and puts the study in context. Hence, the
last paragraph may include the topic and specific research problems. Its length
may range from two to three pages. Note that in some cases, the literature
review is integrated into the introduction section.
5. Methodology -contains how you proceeded with the conduct of your research.
This section contains the context and participants, instruments used, data-
gathering procedure, and data analysis. The context and participants section
explains the number and demographic profile of participants involved as well as
the place where the study was conducted. The Instrument section presents tools
used in gathering data. These may include questionnaires, interviews, focus
group discussions, and tests among others. All of the instruments used should be
described in detail and on how they are validated. Finally, the data- gathering
section presents the details on how the data were collected whereas the data
analysis section presents how the data were analyzed, qualitatively (coding
scheme) or quantitatively (statistical tools).
6. Results - factually describes the data gathered. It usually contains tables and
graphs that summarize the collected data. Along with the tables and graphs are
their respective interpretations. The flow of the results section should follow the
flow of the research questions/problems/objectives. It is expected that for each
research problem or objective, corresponding results are presented.
7. Discussion -presents the why's of the results. This section provides an
explanation of all the results in relation to the previous studies presented in the
literature review. In this section, you need to restate your research problems or
objectives in the first paragraph as well as the major findings.
The succeeding paragraphs should explain whether your study supports or rejects
previous findings and explain the reason for this claim. You should also state the new
findings that you have uncovered. Similar to the flow of the results, this section follows
the flow of your research problems or objectives.
8. Conclusion - contains the restatement of major findings, limitations of the study,
recommendations, and implications. Note that in some cases, the conclusion is
integrated into the discussion section.
9. References - contains the different sources you used in your study. These may
be academic books, journals, and other online sources. Its format depends on
the school, teacher, or field of study.
STEPS IN WRITING A RESEARCH REPORT
The following are the steps in research writing
1. Preparation
a. Identify the context.
b. Identify the purpose.
c. Identify the audience.
2. Generating and Focusing Ideas
a. Choose a topic. Specify it.
b. Check your library or online catalog for relevant resources and/or references.
c. Prepare a preliminary bibliography.
 Modeling (when necessary)
a. Get samples of a published paper.
b. Learn paper structure, style, and proper argument structure, among others.
3. Outlining and Thesis Statement Writing
a. Construct a tentative thesis statement.
b. Construct a tentative outline.
c. Continue generating ideas through reading and discussing with colleagues.
d. Finalize the thesis statement.
e. Finalize the outline.
4. Drafting
a. Write the first draft of the body.
b. Write the first draft of the conclusion.
c. Write the first draft of the introduction.
d. Write the first draft of the abstract.
e. Prepare a draft of a reference list.
f. Put together all parts.
g. Continue generating ideas through reading and discussing with colleagues.
5. Providing Feedback
a. Provide self-feedback.
b. Seek feedback from your peers (at least two).
c. Seek feedback from your teacher/s.
6. Revising
Consider your own feedback and your peers’ and teacher's as well.
7. Editing/Proofreading
Correct the diction or word choice, run-ons and fragments, subject-verb agreement,
pronoun usage, prepositions, dangling and misplaced modifiers, transitions, verb tense,
spelling punctuation, capitalization, and other grammatical and typographical errors.
8. Finalizing
Finalize all parts of the paper.
9. Publishing
a. Submit the paper to your teacher.
b. Seek advice from your teacher on how you can publish your work online or
better still, to a reputable journal.
POWER TIPS FOR WRITING A RESEARCH REPORT

1. Fifty (50) to seventy five (75) percent of the paper should be devoted to results
and discussion.
2. Be sure to cite all your sources whether they are paraphrased or directly quoted.
3. Use direct quotation sparingly. Paraphrase as much as possible.
4. Strictly follow the required documentation and citation style.
5. Topics should be relevant, interesting, current, and manageable in terms of
resources, skills needed, and time. They should not be too sensitive and
controversial as well.
6. Research questions should directly address the given topic or thesis statement.
Comprehension Check
Write T on the blank if the statement is true and F if it is false.
____ 1. One skill that an effective researcher must possess is critical thinking.
____ 2. There is a big difference between the traditional version of the research writing
structure and the modern one.
____ 3. The title should gain the attention of the readers
____ 4. It is not deemed important to exclude the name/s of the author/s and his/their
affiliation in the paper
____ 5. The abstract provides relevant findings of the research conducted.
____ 6. The problem statement should appear first in the introduction.
____ 7. The use of hedging devices can soften the claim of the argument.
____ 8. The list of references may not be included in the parts of research paper.
____ 9. Research writing should adhere to appropriate conventions.
____ 10. Just like other forms of writing, the research paper follows certain steps.
____ 11. A research report has a format similar to that of an academic essay.
____ 12. The abstract should be written prior to writing a conclusion.
____ 13. An informative title is preferred when writing a research report.
____ 14. The conclusion contains the details of the findings obtained from the study.
____ 15. Gathering references can be done recursively.
____ 16. It is better to have as many direct quotations as possible.
____ 17. Majority of the paper content should be devoted to the literature review.
____ 18. Survey instruments should be aligned to the research questions.
____ 19. Tables and graphs for the data gathered are presented under the introduction
section.
____ 20. The discussion section presents the procedure undertaken to complete the
study.
____ 21. The introduction contains the purpose and current state of the field of study.
____ 22. The literature review contains the explanation of relevant concepts and related
studies.
____ 23. The methodology contains the description participants and instruments.
____ 24. The title and thesis statement are written differently.
____ 25. Two different documentation styles can be used in one research report.
II. Write five qualities every researcher should have in order to write an effective
research paper.
1.______________________________
2.______________________________
3.______________________________
4.______________________________
5.______________________________
III. Arrange the following steps in their correct sequence by writing 1-10 (1 being the first
step) on the blank. Then, identify the stage (preparation, modeling, etc.) each statement
describes.
____ 1. After I submitted my paper to my teacher, I uploaded it on my blog.
____ 2. I chunked general ideas into smaller ones.
____ 3. I asked my classmates' and my teacher's comment to improve my paper.
____ 4. I checked my paper's grammar, punctuation marks, spelling, and capitalization,
among others.
____ 5. I identified the characteristics of my target audience, my purpose, and the
situation in which I would use my paper.
____ 6. I improved my paper based on the comments of my teacher and my
classmates.
____ 7. I organized my ideas.
____ 8. I looked for sample research papers to check the structure and style of writing.
____ 9. I selected one possible topic and narrowed it down to a topic specific enough
for my document.
____ 10. I prepared the first draft of my paper.
Tasks
Directions: Before writing a research report, first set the context for writing it. You may
imagine yourself as scientist or researcher writing a research report for a government
agency to address current social or economic issues.
1. Select a topic using the following criteria: manageability, relevance, available
resources, and level of interest. Then, seek approval from your teacher. Once
approved, narrow down your topic through freewriting, clustering, listing, and
brainstorming.
2. Set the context for writing your research report by completing the given
information. Choose a school- related topic as much as possible.
Topic:_________________________________________
General Purpose:_________________________________
Specific Purpose:_________________________________
Target Output:___________________________________
Audience:_______________________________________
Writer's Persona:_________________________________
Tone/Formality:__________________________________
3. In 20 minutes, read the following text before writing your own research report.
Bear in mind the following questions:
a. What is the purpose of the given text?
b. Who is the target reader?
c. Has the writer achieved his/her purpose?
Sample Research Reports
Sample 1:
Recognition of autism spectrum disorder before one year of age: A
retrospective study based on home videotapes
By: Werner, E., Dawson, G., Osterling, J., & Dinno, N. (2000)
Journal of Autism and Developmental Disorders, 30(2), 157-162
Link: http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.172.6212&rep=rep1&type=pdf
Sample 2:
Brief report: Does posttraumatic stress apply to siblings of childhood
cancer survivors?
By Alderfer, M. A., Labay, L. E., & Kazak, A. E. (2003)
Journal ot Pediatric Psychology, 28(4), 281-2
Link: http://jpepsy.oxfordjournals.org/content/28/4/281.long
Briefly reread the given research report and pay special attention to the
structural features by answering the questions below. Then, discuss your observations
in triads. Finish the discussion in 15 minutes.
a. How does the research report begin?
b. What organization does the research report follow? How is it structured?
c. How would you describe the style and approach of the presentation of ideas?
d. How are the supporting details presented? Are the explanations sufficient?
e. What cohesive devices were used to improve the flow and clarity of ideas?
f. How would you describe the conclusion? How is it organized?
4. Conduct a preliminary research by gathering the initial references. Get at least 10
reliable references directly related to your chosen topic. Read them very
carefully. At this stage, you are expected to submit a tentative list of references
with annotation (i.e., annotated bibliography).
5. With the help of your initial references, formulate a thesis statement and its
corresponding research questions. Choose two to three research questions.
Consult with your teacher, if needed.
6. Prepare your preliminary outline. At this stage, you may just use a topic outline
(i.e., using phrases and words as entries). However, be sure to follow the
principles of coordination, subordination, parallel construction, and division when
making your outline.
7. Gather additional references using your preliminary outline. Be sure that you
have enough references for each item in your preliminary outline. At this point,
you are expected to list your references using an appropriate documentation
style.
8. Finalize your outline using the additional references you have gathered.
9. Once you have finalized your outline, you may start preparing your instrument
such as questionnaires or interview guide. Be sure to follow the guidelines in
preparing the instruments. Once completed, pilot test them to improve their
quality and accuracy. Seek clearance from your teacher if you are ready to
gather data using your prepared instruments.
10. Start gathering your data. Since gathering of data will be done outside the
classroom, you may start writing the methodology inside the class.
11. After collecting all the needed data, analyze and present them using graphs or
tables. Then, interpret each table or graph. No citation is needed at this stage
because they are purely your own interpretation. At this point, you are already
writing your results section.
12. Once you have completed your methodology and results sections, you may start
writing the introduction and literature review. Use your outline as a guide and
strictly follow the guidelines in writing these sections. You may also get additional
references if you feel that there is a need to do so.
13. Proceed to the writing of discussion. Be sure to link the literature review to the
discussion section.
14. Write the conclusion section of your paper. Then, consolidate the whole paper as
one.
15. Once the paper is consolidated, start preparing the reference list. Be sure to list
all items that are cited in the body of your paper. Use appropriate documentation
style. You can use online tools or software in preparing your reference list.
16. After you have reviewed your first draft, look for a partner and exchange papers
with him/her for peer critiquing. When evaluating your classmate's work, use
blue- or green-inked pen as much as possible and focus on content,
organization, style, and structure of the paper. Use the following guide questions
during peer critiquing. Once your classmate has finished evaluating your work,
start revising your paper.
GUIDE QUESTIONS FOR PEER CRITIQUING

Content
1. Is the focus of the research report clear?
2. Is the explanation for each research question or objective comprehensive and
sufficient?
3. Does the explanation have depth?
4. Does the abstract clearly provide an overview of the research report?
5. Does the introduction present the current state of the field of study or topic being
explored?
6. Does the introduction state the research objectives and purpose?
7. Does the literature review comprehensively present concepts that are critical to better
understand the report?
8. Does the literature review present studies that are helpful in the explanation of
results?
9. Does the methodology section specify in detail the participants and context of the
study, instruments used, data-gathering procedure, and data analysis?
10. Does the results section present data clearly and accurately?
11. Are the interpretations of tables and graphs sufficient and with depth?
12. Does the discussion section explain the results using appropriate theory and
principles and sufficient evidence?
13. Does the conclusion restate the research problems/objectives, main findings,
implications, limitations, and suggestions?
Organization
14. Does the paper use organizational pattern and structure appropriate for the genre?
15. Are cohesive devices effectively used?
16. Are the ideas correctly placed, thus improving the paper's organization?
17. Is the flow of ideas smooth and easy to read?
Style
18. Does the paper showcase the writer's voice?
19. Does the paper use a variety of sentence structures?
20. Does the paper eliminate sexist and discriminatory language?
21. Does the paper use language appropriate to its context?
22. Does the paper eliminate word expressions?
Documentation and Sources
23. Does the paper use the correct citation format?
24. Are the sources reliable?
25. Are the sources relevant to the topic?
17. After revising your paper, submit it to your teacher for feedback. Your teacher will
evaluate your paper's content, style, organization, and structure using the same guide
questions in pages 316-317. As soon as you receive your paper from the teacher,
revise it immediately. Again, focus on the content, style, organization, and structure of
your paper. Reserve the editing of grammar and mechanics at the later stage of writing
18. After completing your final draft, subject your paper to an online plagiarism checker
(e.g., Plagtracker or Turnitin). Then, edit and format your paper for submission.
19. After the finishing touches, compile your work in a portfolio. You may be asked by
your teacher to publish your portfolio using social networking sites such as Facebook.
Out-of-class Activity
Find an experienced researcher (in education, liberal arts, natural sciences,
business, economics, or engineering) in your school or community. Conduct a five-
minute interview on his/ her best practices as a researcher. In not less than 500 words,
write a narrative report on the responses of the researcher. Observe the following paper
requirements: 8.5 x 11 inches paper, double-spaced in MS Word format, Arial 12-point
font, and one-inch margin on all sides.
Performance Rubric
RUBRIC FOR A RESEARCH PAPER
VG G SE LE N
E E (3) (2) (1)
(5) (4)
CONTENT
1. Focus of the research report is clear.
2. Explanation for each research question or
objective is comprehensive and sufficient.
3. Explanation has depth.
4. Abstract clearly provides an overview of the
research report.
5. Introduction presents the current state of
the field of study or topic being explored.
6. Introduction states the research objectives
and purpose.
7. Literature review comprehensively present
concepts that are critical to better
understand the report.
8. Literature review presents studies that are
helpful in the explanation of the report.
9. Methodology section specifies in detail the
participants and context of the study,
instruments used, data-gathering
procedure, and data analysis.
10. Results section present data clearly and
accurately.
11. Interpretation of tables and graphs are
sufficient and with depth.
12. Discussion section explains the results
using appropriate theory and principles and
sufficient evidence.
13. Conclusion restates the research
problems/objectives, main findings,
implications, limitations, and suggestions.
ORGANIZATION
14. Paper uses organizational pattern and
structure appropriate for the genre.
15. Cohesive devices are effectively used.
16. Ideas are correctly placed, thus improving
the paper’s organization.
17. Flow of ideas is smooth and easy to read.
STYLE
18. Paper showcases the writer’s voice.
19. Paper uses variety of sentence structure.
20. Paper eliminates sexist language.
21. Paper uses language appropriate to
context.
22. Paper eliminates wordiness.
24. Spelling, capitalization, and punctuations
are correctly used.
25. Word choice is appropriate.
26. Sentences are well-structured.
DOCUMENTATION AND SOURCES
27. Paper uses correct citation and reference
format.
28. Sources used are reliable.
29. Sources used are relevant to the topic.
TOTAL
GRAND TOTAL /145
Legend:
I-Reflect
chart.


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LESSON 10

TYPES OF INFORMATIVE SPEECH

To inform the audience about the feminist's

B. Spatial/Topical/Categorical Pattern. This can be used if you want to inform

Single Effect-Multiple Causes

Sample Speech Outline

D. Comparison-Contrast pattern. This can be used if you want to compare objects,

2.1.3 Production quality

Type Examples Purpose

1. Topic: Fighting Poverty

Part A: Complete the tables with relevant information.

However, the communicator needs to improve...

Name of the speaker: Rating:

Usually Sometimes Seldom Never

Informative Speech Persuasive Speech

QUALITIES OF AN EFFECTIVE PERSUASIVE SPEECH

Qualities Guide Questions

TYPES OF PERSUASIVE SPEECH

Anecdote 1. My father died of lethal injection years ago.

Problem 1. Current status of LGBT in workplace

Problem 1. List of historical sites in the Philippines

Problem 1. Vision of Philippine politics

5. Monroe's Motivated Sequence

Smoking: A Death Sentence

Part A. Complete the tables with relevant information.

Waste Disposal Management Allocation of Fund Citizen Participation

B. Then, prepare a five to seven minute speech using an appropriate persuasive

15. Eye contact is established and maintained.

What were your misconceptions about What new or additional learning up

I thought… I learned that…

SOME USEFUL TIPS IN DELIVERING AN ORAL PRESENTATION

ETHICS IN ORAL PRESENTATION

Situations Purpose Type of Audience

Effectiveness of Non-verbal Cues

Effectiveness of Non-verbal Cues

Effectiveness of Non-verbal Cues

2. The purpose is clear and well-defined.

15. The presenter avoids mannerisms or any

RUBRIC FOR VIDEO PRESENTATION

Date: April 27, 2016

Thank you for your usual support.

Dr. Rita Ramos

Dear Dr. Ramos:

Support Abstract Scorcard <scorecard@cadmiumcd.com> May 3 at 10:00PM

Password Retrieval: https://www.testol.org/isg-web/retrieve-password

We apologize that we could not assist you at this time.

Usually Sometimes Seldom Never

PARTS OF A BUSINESS LETTER

Dear Dr. Ramos:

CC: Karen Gabi, Department Chair

THREE FORMATS OF A BUSINESS LETTER

Dr. Rita Ramos

Dear Dr. Ramos:

Henry del Monte

Dr. Rita Ramos

Dear Dr. Ramos

Henry Del Monte

Dr. Rita Ramos

Dear Dr. Ramos:

Henry del Monte

FIVE YPES OF A MEMO

ADVANTAGES OFA MEMO

Attention Peter Burkin