DETERMINING TEXTUAL EVIDENCE:

- evaluating information and ideas helps a reader

decide what to accept or reject

- readers read to assess the credibility and the

validity of the text

- developing critical thinking includes recognizing

common propaganda devices and detecting bias
in an author’s choice of words.
DETERMINING TEXTUAL EVIDENCE:

This may be done by:

1. Direct Quoting
2. Paraphrasing
3. Summarizing
- must be identical to the original
-they must match the source document word
for word
- must be attributed to the original author.

In fact, Rumelhart suggests that schemata "truly

are the building blocks of cognition"(1981: 33).

Past attempts to deal with organisational conflict

problems have led "to the development of
integrative and mixed structures such as
committees, task forces and matrix structures"
(Dawson, 1986:97).
 involves putting a passage from
source material into your own
words.

A paraphrase must also be

attributed to the original source.

Paraphrased material is usually

shorter than the original
passage, taking a somewhat
broader segment of the source
and condensing it slightly.
Original: Giraffes like Acacia leaves and hay and they can consume
75 pounds of food a day.
Paraphrase: A giraffe can eat up to 75 pounds of Acacia leaves and
hay everyday.

Original: Any trip to Italy should include a visit to Tuscany to

sample their exquisite wines.
Paraphrase: Be sure to include a Tuscan wine-tasting experience
when visiting Italy.
involves putting the main
idea(s) into your own
words, including only the
main point(s). Once again,
it is necessary to attribute
summarized ideas to the
original source.
Summaries are
significantly shorter than
the original and take a
broad overview of the
source material.
 “The Northern Lights”
There are times when the night sky glows with bands of
color. The bands may begin as cloud shapes and then
spread into a great arc across the entire sky. They may fall
in folds like a curtain drawn across the heavens. The lights
usually grow brighter, then suddenly dim. During this time
the sky glows with pale yellow, pink, green, violet, blue,
and red. These lights are called the Aurora Borealis. Some
people call them the Northern Lights. Scientists have been
watching them for hundreds of years. They are not quite
sure what causes them. In ancient times people were
afraid of the Lights. They imagined that they saw fiery
dragons in the sky. Some even concluded that the heavens
were on fire.
Summary :

The Aurora Borealis, or Northern Lights, are bands of color

in the night sky. Ancient people thought that these lights
were dragon on fire, and even modern scientists are not
sure what they are.
Provide support for claims or add credibility to your
writing
Refer to work that leads up to the work you are
now doing
Give examples of several points of view on a
subject
Call attention to a position that you wish to agree
or disagree with
Highlight a particularly striking
phrase, sentence, or passage by quoting the
original
Distance yourself from the original by quoting it in
order to cue readers that the words are not your
own
Expand the breadth or depth of your writing
 The original passage:

Students frequently overuse direct quotation in

taking notes, and as a result they overuse quotations
in the final [research] paper. Probably only about 10%
of your final manuscript should appear as directly
quoted matter. Therefore, you should strive to limit
the amount of exact transcribing of source materials
while taking notes.
Lester, James D. Writing Research Papers. 2nd ed. (1976):
46-47.
In research papers students often quote
excessively, failing to keep quoted material
down to a desirable level. Since the problem
usually originates during note taking, it is
essential to minimize the material recorded
verbatim (Lester 46-47).
Students should take just a few notes in
direct quotation from sources to help
minimize the amount of quoted material in a
research paper (Lester 46-47).
Students often use too many direct
quotations when they take notes, resulting in
too many of them in the final research paper.
In fact, probably only about 10% of the final
copy should consist of directly quoted
material. So it is important to limit the
amount of source material copied while
taking notes.
 1. Word-for-word Plagiarism
The linguistic criticism of Nineteen Eighty-Four focuses
mostly on Newspeak as a language and on Orwell's
ideas about language and thought. The few critical
remarks about Orwell's use of language have been bad,
claiming that his poor writing style was due to Orwell's
career as a journalist or the topic of his novel. Only the
critic Irving Howe felt that Orwell's style appreciated by
someone like Defoe. Kies believes all those critics are
wrong.
 2. Cut-and-paste Plagiarism

Most critics who discuss the language of 1984

either focus primarily on Newspeak as a
language or Orwell's ideas about the
relationship between language and thought.
The few who describe the novel's writing style
have a negative reaction. They argue that its
dreary style is a product of Orwell's career as a
journalist or the phlegmatic topic of his novel.
Even one critic's defense of Orwell's style
seems wrong.
 An Example of a Good Paraphrase

In "The Uses of Passivity," Kies argues that

the critic's reactions to Orwell's writing style
in 1984 is wrong. Most critics charge that the
novel's style is dry and lifeless, attributing
this either to Orwell's career as a journalist or
to the novel's dreary topic. Even one critic's
modest defense of Orwell's style strikes Kies
as weak (229).
The Original Passage
By and large Yosemite has been preserved as though it were a
painting. The boundaries of the park are the gilt frame around a
masterpiece, and within the frame we are urged to take only pictures,
leave only footprints. There are enormously important reasons to do
so—there are too many people coming to the park to do it any other
way—and yet I cannot help feeling something is sadly missing from
this experience of nature. Looking is a fine thing to do to pictures, but
hardly an adequate way to live in the world. It is nature as a place in
which we do not belong, a place in which we do not live, in which we
are intruders. A tourist is by definition an outsider, a person who does
not belong, a stranger in paradise. Solnit, Rebecca. Savage Dreams: A
Journey into the Landscape Wars of the American West. Berkeley:
University of California Press, 1999. Print.
____________________________________________________
ASSIGNMENT
Formulating Evaluative Statements

Evaluative Statements
When you judge an action or behavior to be
good or bad, moral or immoral, right or wrong.
Your judgment about the positive or negative
worth or value of an act, behavior, object, or
event.

When you prescribe what should or ought to be

done or when you state what actions are
obligatory or prohibited
Formulating Evaluative Statements
 Pursuing excellence in everything you do is good.
 Sex outside of marriage is a sin.
 Cheating on your partner is bad.
 You ought to practice what you preach.
 Thou shall not kill.
 Abortion should be legalized in the Philippines
 The use of evaluative language enables the
writers of self-assessment reports to present
opinions, judgments and points of view in a clear
concise manner.
 Evaluative language helps turn fact into key
judgments.
Formulating Evaluative Statements
Assertions
a claim and/a definition of the side you want to argue.

 Be knowledgeable
 make sure your facts are straight. RESEARCH!
 Remember, every topic has two sides to it.
 Be extra vigilant when looking for sources.
 There should be a reputable source behind any
claim,

 Back it all up
 surround them with your research findings.
Formulating Evaluative Statements
Assertions
a claim and/a definition of the side you want to argue.
There are a few authentic teaching materials available for public
speaking specifically for teaching persuasive speech.

 Back it all up
Authentic (as compared to instructor- created) materials
provide a much richer source of lexical and syntactic input for
students to notice (Gilmore, 2007), and is more conducive to
developing students communicative competence (Gilmore,
2007), and increases student motivation (Clarrel- Arroitia
&Fuster- Marquez, 2014; Peackock, 1997).
Formulating Evaluative Statements
Assertions
a claim and/a definition of the side you want to argue.
Because of the dirth of authentic speech examples in textbooks,
many teachers have turned to TED talks for dynamic speech
models.
 Back it all up
TED talks seem to have become new pillars of public speaking
excellence (Leopold, 2016).
Integration of video clips in teaching materials has recently
attracted more attention in academic research. The outcomes of using
supplementary videos are increasing student activity and efficiency of
the teaching process. (Kay, 2012).
Formulating Evaluative Statements
COUNTERCLAIMS- a statement that argues against the claim
given
 Be clear and concise
• Keep things clear and concise.
• State your claim during the introduction, but don’t elaborate extensively
yet. Just keep everything short and to the point.
 an assertion is only one sentence long, much like a thesis
statement.

 Be thematic
This means that most of the things you write afterwards should support
and corroborate your assertions, and not contradict them.

Assertions
a claim and/a definition of the side you want to argue.
DETERMINING TEXTUAL EVIDENCE:

- evaluating information and ideas helps a reader

decide what to accept or reject

- readers read to assess the credibility and the

validity of the text

- developing critical thinking includes recognizing

common propaganda devices and detecting bias
in an author’s choice of words.
PROPAGANDA
DEVICES
DETERMINING TEXTUAL EVIDENCE:

Recognizing Common Propaganda Devices

- persuasive technique that creates an emotional
appeal in order for someone to accept an
opinion, adopt a behavior or perform an action.

A method of misleading reasoning that

influences and changes a person’s reasoning
and emotion.
Name-calling- also called
stereotyping or labelling
- a direct attack on an opponent.
- links a person or idea to a negative symbol
- negative labels or bad words to identify
opponents or “targeted” persons or things
Glittering Generalities: These are
vague, broad statements that will connect with the
audience's beliefs and values.

- use of virtue words; links a person, or idea to a

POSITIVE SYMBOL

- to dignify even without citing any supporting reason or

information
Glittering Generalities
Transfer: This is an effort to transfer your approval of
something you respect and approve of to another something that the
propagandist wants you to approve of.

- Transferring positive feeling about a product or idea being promoted

Testimonial: When a famous
person or a celebrity endorses a certain
view, they testify to the idea or the
product.

Relies on famous people to endorse a

certain product or idea
Plain Folks: promotes that the
speaker is regular and ordinary and has the
same views and opinions as the people he is
appealing to.

- A prominent person and his ideas are “for

the people”.
Bandwagon: Influencing people by
telling then how everyone is using the same product or
is true to the same ideology.
- This encourages people to take the same course of
action.

- “everybody is doing it”

Card Stacking: This can also be called Cherry-
Picking.
- Showing the best case scenario of the claim and the
worst case for the counter argument
List down 2 examples of each of the propaganda devices.
 ACADEMIC WRITING

 Academic Writing is a type of writing produced by

students in an academic setting.

 Its main purpose is to inform and persuade.

 Impersonal- it uses the third person perspective and

does not have a direct reference to persons or feelings.

 Formal- it strictly adheres to formal English and

avoids word contractions
 ACADEMIC WRITING

POINTS to CONSIDER
 Vocabulary- wide- ranging, field specific –
specialized words that are exclusive to a specific field
of study such as psychology, medicine, linguistics, and
sciences.
 Mechanics- follow the guidelines for language
use and mechanics for well-written texts.
 Citation and referencing- essential elements for
academic writing
 ACADEMIC WRITING

A. BOOK REVIEW or ARTICLE CRITIQUE

A reviewer evaluates the contribution to knowledge of
scholarly works such as academic books and journal articles.

Usually a 250- 750 words critical assessment, analysis, or

evaluation of a work.

It involves your skills in critical thinking and recognizing

arguments
 Offers a critical response to a published scholarly work.
 ACADEMIC WRITING

A. ARTICLE CRITIQUE
Structure of a Book Review or Article Critique

Introduction
REFER TO THE SAMPLE
Title of the book/ article
Writer’s name
Writer’s thesis statement
Summary
Writer’s objective or purpose
Methods used (if applicable) / Elements of the story
Major findings or claims/ Plot
Review/ Critique
Appropriateness of methodology to support arguments
Theoretical soundness
Soundness of explanation in relation to other available information and experts
Sufficiency of explanation
Other perspectives in explaining the concepts and ideas
Coherence of ideas
 ACADEMIC WRITING

A. ARTICLE CRITIQUE
Structure of a Book Review or Article Critique

Conclusion of ideas
REFER TO THE SAMPLE
Overall impression of the work
Scholarly value of the reviewed article/ book
Benefits to the intended audience
Suggestion for future directions
 ACADEMIC WRITING

A. ARTICLE CRITIQUE
Structure of a Book Review /Article Critique

FORMAT: 1 page
spacing- single
font- 12/ TNR, A, C
long bond paper
 ACADEMIC WRITING
B. Review of Related Literature
1: The study explored the links between attitude and students’ behavior in bullying
situations, such as bullying others, assistance and encouragement of the bully, defending
the victim, or staying out of bullying situations. Five hundred (500) high school students
from three public schools participated in the study. It was found that attitude was a key
component in inciting bullying situations, and it was also a major factor in the actions
one would undertake when faced with bullying situations.
2: The research was conducted to assess teachers’ concept of bullying and their attitude
towards victims of bullying. Eighty (80) teachers from six private schools in the city were
involved in the study. Based on the statistical data from surveys, 68% of those surveyed
view bullying as something affected mostly by students’ attitudes, 24% viewed it as a
result of social class differences, and only 8% attributed it to the gender of the bullies
and the victims. Knowledge of the student seemed essential to teachers’ sympathy
toward victims, as 86% of those surveyed felt more sympathy toward the victims if they
had them under their class. Only 64% felt the same for students not directly under their
class.
 ACADEMIC WRITING
B. Review of Related Literature
1. What are the central themes in Sample 1?
2. What are the central themes in Sample 2?
3. Can the sample research studies be related to one another?
In what way?
When preparing a major research paper , you will be exposed
to a wealth of information from various scholarly resources. If
you are not equipped with the necessary skills and knowledge in
processing the information, a struggle in selecting, reviewing, and
consolidating the references will ensue. Moreover, you might
suffer from information overload. This is precisely why it is
important for you to learn how to make a literature review.
 ACADEMIC WRITING
B. Review of Related Literature
Literature Review
 provides an overview of a specific topic.
 It surveys scholarly work such as academic books (but not
textbooks), computerized databases, conference
proceedings, dissertations/thesis, empirical studies,
government reports, historical records, journal articles,
monographs, and statistical handbooks.
 Critically analyzes the relationship among different scholarly
works and the current work.
 Reviews a significant number of scholarly work to identify
what is known and not known about a topic.
 ACADEMIC WRITING
B. Review of Related Literature
Literature Review
 provides an overview of a specific topic.
 It surveys scholarly work such as academic books (but not
textbooks), computerized databases, conference
proceedings, dissertations/thesis, empirical studies,
government reports, historical records, journal articles,
monographs, and statistical handbooks.
 Critically analyzes the relationship among different scholarly
works and the current work.
 Reviews a significant number of scholarly work to identify
what is known and not known about a topic.
 ACADEMIC WRITING
B. Review of Related Literature
Functions of a Literature Review
1. Justifies a research question, method, or theoretical and
conceptual framework
2. Establishes the relevance of the topic
3. Provides necessary information to better understand a
specific topic or study
4. Shows reviewers familiarity and mastery of the topic
5. Establishes the niche of the study.
6. Resolves conflict among contradictory studies
 ACADEMIC WRITING
B. Review of Related Literature
Structure
Introduction
Purpose & importance of the topic being reviewed.
Scope of the review

Body
Historical background
Relevant theories
Relationship between and among the studies, and how each study
advanced a theory

Conclusion
Restatement of the main argument or thesis
Main agreements and disagreements in the
literature
Linking of the literature review to the research
questions
Overall perspective on the topic
 ACADEMIC WRITING
B. Review of Related Literature
Making the Repertory Grid to Present the RRL
Title and Statement of Methodology Salient Recommendat
Author the Problem Used Findings ions

What common characteristics do the literature reviews have?

WHAT IS THE GAP? (WHAT IS NOT KNOWN?