AMA COMPUTER COLLEGE – FAIRVIEW

Bristol St. cor Regalado Avenue, Fairview Q.C.

(02) 921-5781 ; 921-1115

LEARNING ACTIVITY SHEET 3

Subject: English for Academic and Professional Purposes Date:___________________

Name: _________________________ Section: ________________
Score:__________________________ Teacher: ______________

LEARNING CONTENT: Gleaning Information from Text Structure

LEARNING CONCEPT:

Gleaning Information from Text Structure

a. Pre-reading
1. Scan the book by looking at the front and back cover, reading any blurbs on
the first pages.
2. Skim the Table of Contents to get an idea of the content.
3. Read any prefatory material such as the Introduction or Preface.
4. Look at the Chapter and Sub-Chapter Titles.
5. Set a purpose of reading
6. Decide on the method of reading the assigned material.

b. Reading
1. Focus on the reading task.
2. Read the piece quickly to get an idea of what the book or article is about.
3. Highlight difficult words or sentences.
4. Ask questions, jot these down, and answer them at a convenient time.
5. Look up the highlighted words and sentence to determine their meaning.
6. Read the piece again to get a better idea of what it is about.

c. Post-reading
1. Summarize what you have learned from the reading task.
2. Write an outline or notes on the reading task to make it easy to review the
reading in the future.
3. Reflect on the “own” the text.
Activity 3.1

Pick one of your other textbooks. Follow the steps listed on Gleaning Information from
Text Structure to read the first chapter of the book. Then do the following post-reading tasks
based on your reading of the first chapter.

1. Based on your notes, summarize what you have learned about the chapter from reading
it in the way prescribed here.

2. Write your reflections on the chapter following this organizer:

a. Some things I knew even before reading this chapter.

b. Some things new I learned from reading this chapter.

c. Something I still have a question about after reading this chapter.

d. Something I realized or have an idea about after reading this chapter.

Prepared by: Mrs. Rodesa T. Lejas

Assistant Instructor 1
ACAD Dept.
 AMA COMPUTER COLLEGE – FAIRVIEW
Bristol St. cor Regalado Avenue, Fairview Q.C.
(02) 921-5781 ; 921-1115

LEARNING ACTIVITY SHEET 4

Subject: English for Academic and Professional Purposes Date:___________________

Name: _________________________ Section: ________________
Score:__________________________ Teacher: ______________

LEARNING CONTENT: Types and Methods of Reading

LEARNING CONCEPT:

Types and Methods of Reading

Subvocalized reading combines sight reading with internal sounding of the words as if spoken.
Advocates of speed reading claim it can be a bad habit that slows reading and comprehension,
but other studies indicate the reverse, particularly with difficult text.
Speed reading is a collection of methods for increasing reading speed without an unacceptable
reduction in comprehension or retention. Methods include skimming or the chunking of words in
a body of text to increase the rate of reading.
Proofreading is a kind of reading for the purpose of detecting typographical errors. One can
learn to do it rapidly, and professional proofreaders typically acquire the ability to do so at high
rates, faster for some kinds of material than for others, while they may largely suspend
comprehension while doing so, except when needed to select among several possible words that
a suspected typographic error allows.
Rereading is reading a book more than once. It is found that rereading offers mental health
benefits because it allows for a more profound emotional connection and self-reflection, versus
the first reading which is more focused on the events and plot.
Survey-Question-Read-Recite-Review (SQ3R) method, often taught in public schools, which
involves reading toward being able to teach what is read, and would be appropriate for
instructors preparing to teach material without having to refer to notes during the lecture.
Survey = The first step, survey or skim, advises that one should resist the temptation to
read the book and instead glance through a chapter in order to identify headings,
subheadings and other outstanding features in the text. This is in order to identify ideas
and formulate questions about the content of the chapter.
Question = Formulate questions about the content of the reading. For example, convert
headings and subheadings into questions, and then look for answers in the content of the
text. Other more general questions may also be formulated:
What is this chapter about?
What question is this chapter trying to answer?
How does this information help me?
Read (R1) = Use the background work done with “S” and “Q” in order to begin reading
actively.
Recite (R2) = the second “R” refers to part known as “Recite/wRite” or “Recall”. Using
the key phrases, one is meant to identify major points and answers to questions from the
“Q” step for each section. This may be done either in an oral or written format. It is
important that an adherent to this method use his/her own words in order to evoke the
active listening quality of this study method.
 Review (R3) = The final “R” is Review. In fact, before becoming acquainted with this
method a student probably just uses the R&R method; Read and Review. Provided the
student has followed all recommendations, the student should have a study sheet and
should test him or herself by attempting to recall the key phrases. This method instructs
the diligent student to immediately review all sections pertaining to any key words
forgotten.

ACTIVITY TITLE: SQ3R

SQ3R Guide Sheet

Name ___________________ Date _________________ Grade:___________________
Book ____________________
Survey the Chapter/book
1. What is the title of the book?
2. List the headings in the book
a.
b.
c.
d.
e.
3. Describe in one or two brief sentences what this book will be about.

Question yourself about the chapter

Turn the major headings/subheadings that you listed into questions. Use who, What, Where,
When, Why, and How when writing your questions.
1.
2
3.
4.
5.

Read each chapter or the book for 20mins

Recite the answers to each question you asked.
Answer all questions using one or two sentences.
1.
2.
3.
4.
5.

Review the entire chapter by going back to your questions and answers.
Write a short summary of the chapter/book you have read for 150 words.

Prepared by: Mrs. Rodesa T. Lejas

Assistant Instructor 1
ACAD Dept.
 AMA COMPUTER COLLEGE – FAIRVIEW
Bristol St. cor Regalado Avenue, Fairview Q.C.
(02) 921-5781 ; 921-1115

LEARNING ACTIVITY SHEET 5

Subject: English for Academic and Professional Purposes Date:___________________

Name: _________________________ Section: ________________
Score:__________________________ Teacher: ______________

LEARNING CONTENT: Effective Reading Strategies and Techniques

Reference(s):
Dapat, Jose Rizal O. Applied English for Academic and Professional Services.
JFS Publishing Services. 2016

LEARNING TARGET

1.1. Identify reading strategies and techniques applied in academic and professional writing;
1.2. Skim to get the gist or generalization of the text;
1.3. Draw fair conclusions from what has heard and read.

LEARNING CONCEPT

I. Reading Strategies and Techniques for Various Purposes

1. Making Inferences

 It is the ability to understand implicit messages conveyed through the set of words by the
writer based on the reader’s background knowledge.
Types of Inferences
o Coherence Inferences. They have also known as text connecting or inter-sentence
inferences for they maintain textual integrity.

Example:
Grace Poe appealed to the Supreme Court for the latter to allow the former to run for 2016
Presidential race. The reader would have realized that the LATTER refers to the Supreme
Court, and the FORMER refers to Grace Poe.

o Elaborative Inferences. They are also known as gap-filling inferences for they enrich the
mental representation of the text.

Example:
For instance, Ana has not come out her room for practically three days already. Her
mother has to call a locksmith to destroy the doorknob. The reader would have to draw
upon life experiences and general knowledge to realize that something could have
happened to Ana inside the room.
 o Local Inferences. They are also known as antecedent causal inferences as they create a
coherent representation at the local level of sentence and paragraph.

Example:
For instance, Arlene rushed to the mall leaving her car unlocked. The reader would need
to infer that it’s almost the closing time of the mall, Further, Arlene left her car vulnerable
to theft.

o Global Inferences. They create a coherent representation covering the whole text. Using
the local pieces of information, the reader has to infer for the moral or lesson of the text.

Example:
Reading the trilogy of HUNGER GAMES would make the reader realize that somehow in
this present time and age, killing becomes institutionalized.

o Online Inferences. These inferences are drawn automatically during reading.

o Offline Inferences. These inferences are drawn strategically after reading.

2. Skimming

 It is the process of rapid-glancing through a text either to search for a specific piece of
information or to get an initial or to get an initial impression of whether the text is suitable for
a given purpose.
 It is also a strategy that provides the readers with the material’s sense of purpose, theme,
perspective, and organization.

Example:

1. Quickly reading newspaper to get updates about what’s happening around the country or the
world.

2. Quickly discovering which features could enjoy in the Reader’s Digest.

3. Quickly getting informed through business and travel brochure.

3. Scanning

 This method is looking for specific information or fact without necessarily reading everything
in the text.
 In scanning, the reader must be willing to skip over a large section of text without reading or
understanding them.

Example:

1. A Google search list on the internet

2. A plane boarding schedule

3. A conference guide
4. Detailed Reading and Note Taking

 Detailed reading and note taking could increase the readers’ level of concentration and
understanding of the text combined with skimming and scanning.
 This technique requires ample from the students for maximum efficiency.

Example:

1. Highlighting and underlining key words and phrases

2. Recording questions when reading and making it as prompts for follow up works

3. Summarizing the text read to check understanding

5. Drawing Conclusions

 In this strategy, the students use visual clues to figure out something not directly stated in the
text.
 This manner goes beyond simple decoding of information and merely accumulation of facts
as it enables the reader to evaluate data or details and make a significant judgment.
 It is used in content-areas, problem-solving, and social interaction, and even in research.

How to draw valid conclusions:

1. Ensure that the deductive and inductive process are used.

 Deductive Process or top-down approach. It presents information from general to more

specific. It starts from theory, then formulate a hypothesis, then gives observation and
finally affirms a specific information.
 Inductive Process or bottom-up approach. It begins with accurate information or
observation, then perceives a particular pattern, and then frames tentative hypothesis and
ends up with general conclusions or theory.

2. Consider or weigh all available information.

3. Watch out for information not directly stated or shown in the text.

Prepared by: Mrs. Rodesa T. Lejas

Assistant Instructor 1
ACAD Dept.
 AMA COMPUTER COLLEGE – FAIRVIEW
Bristol St. cor Regalado Avenue, Fairview Q.C.
(02) 921-5781 ; 921-1115

LEARNING ACTIVITY SHEET 6

Subject: English for Academic and Professional Purposes Date:___________________

Name: _________________________ Section: ________________
Score:__________________________ Teacher: ______________
LEARNING CONTENT: Modes of Discourse

Reference(s):
Jose Rizal O. Dapat. 2016. Applied English for Academic and Professional
Services. Pasay City. JFS Publishing Services.

LEARNING TARGET
1.1. Determine the modes of discourse used in academic and professional writing;
1.2. Explain the importance of the different modes of discourse
1.3. Write meaningful analysis using right situations, conditions, and activities.

LEARNING CONCEPT

I. Common Modes of Discourse

1. Analysis

 In this way, the writer divides his subject into parts or aspects and then discusses each
individually.
 The analysis may be used to argue a point or to evaluate something.
 Simple analysis is only to explain something from a unique perspective.
 The proper analysis is for someone to read an argumentative essay and then analyzes its parts
step by step using one or more points of view or theories.

2. Definition

 It begins by stating the term being explained, followed by its references to the genus and
ends up with its description of its unique character trait that shows its difference to others in
the same category.
 With more details and examples added, the definition is made clear, more vivid, and more
interesting to the readers.
 Breaking down the subject into sub-categories can also help organize definition.
 Giving a counter example of what it is not is likewise useful.
3. Comparison and Contrast

 The comparison involves getting two similar but non-identical objects and determining their
likeness while contrast focuses on identifying their differences.
 There are two patterns:
o Opposing pattern or Block pattern. It emphasizes significant details or main differences of
the units before the minor ones.
o Alternating pattern. It points out the similarities or differences of minor details rather than
the larger similarities or differences between the objects or units up for comparison.

4. Cause and Effect

 Development of cause and effect is a method where either the cause or the effect constitutes
the central idea.
 Types of causes:
o Immediate Causes are readily apparent because they are closest to the effect.

Example:

The immediate cause of flash floods in any streets of Metro Manila has been the
uninterrupted rainfalls for one hour due to a typhoon.

o Ultimate Causes are not apparent and perhaps even be hidden. Furthermore, ultimate
causes may bring about effects which themselves become immediate causes, thus creating
casual chain.

Example:

Donna Belle, a sales representative, prepared extensively for a meeting with a client
(ultimate cause), impressed the client (immediate cause), and made enormous sales (effect).
The chain did not stop there; the large sale caused her to promote by her employer (effect).

5. Description

 It is a method of paragraph development used to create a vivid image of a person, place, or

thing.
 It utilizes the person’s five senses such as touch, taste, sound, sight and smell.
 The purpose is the writer’s interest in sharing his sensory experiences about the subject to his
readers.
 Figures of speech in Literature like simile and metaphor used in writing description.
 There are two kinds of Descriptions:
o Objective Description. It is a sort where the language used presents the physical objects in
a way that anyone would see them. It uses spatial order, texture, size, shape, color, etc.

Example: A police report where an investigator describes a handgun or a sharp knife, as

ordinarily seen by anyone, used in a homicide or murder.

o Impressionistic Description. This sensual impression uses figurative language like simile
and metaphor to bring an object to live for the readers.

Example: A gun is an object that draws fear

.
5. Persuasion

 It means to convince someone that one’s opinion on a subject is the right one.
 It influences someone that one is as perfect candidate for the position like in applying for a
job or to prompt someone to accept a particular project like in proposing a project.

How to write persuasively:

o The thesis must have a reliable, dependable and active stance on the issue.
o The arguments must be presented one by one to avoid confusion among the readers.
o Evidence must lead to arguments, not the other way around.
o Sentences must be short and precise.

Prepared by: Mrs. Rodesa T. Lejas

Assistant Instructor 1
ACAD Dept.
 AMA COMPUTER COLLEGE – FAIRVIEW
Bristol St. cor Regalado Avenue, Fairview Q.C.
(02) 921-5781 ; 921-1115

LEARNING ACTIVITY SHEET 7

Subject: English for Academic and Professional Purposes Date:___________________

Name: _________________________ Section: ________________
Score:__________________________ Teacher: ______________

LEARNING CONTENT: Developing Research Skills

Reference(s):
Jose Rizal O. Dapat. 2016. Applied English for Academic and Professional
Services. Pasay City. JFS Publishing Services.

LEARNING TARGET
1.1. Identify research skills practically used in accomplishing academic and professional
papers;
1.2. Apply research skills and techniques to avoid plagiarism;
1.3. Paraphrase an article following proper procedure.

LEARNING CONCEPT

I. Common Research Skills

1. Summarizing

 It is a condensation of significant facts from an original piece of writing.

 A chapter condensed into a page, a page with a paragraph or a paragraph into a sentence
retaining the essential facts of the original.

When to summarize:
1. To emphasize that the length is less important than the content
2. To condense the material
3. To simplify the material

To Summarize adequately, writer must:

1. Make sure to avoid keeping the same idea structure or sentence structure.
2. Be careful not to inject your idea into the summary.
3. Decide what ideas need to retain and which one need to omit.
4. Be careful to change some words as they may distort the meaning of the idea.
5. Make sure you have documented the sources of the original material.

2. Paraphrasing
 To paraphrase is to restate the passage using one’s words.

When to paraphrase:
1. When the passage contains difficult, too complicated or too technical content.
2. When the author wants to establish credibility before his readers, instead of copying verbatim,
he
clarifies the idea in the passage for the convenience of his readers.
3. When the writer wants to highlight his tone or his individuality as he maintains the flow of the
writing.
4. When the writer wants to be selective about the information he wants to share or omit from the
passage.

To paraphrase effectively, a writer must:

1. Read and understand the meaning of the text.
2. Record the original idea using notecards.
3. Write his or her rendition or understanding of the idea or concept.
4. Compare the two ideas.
5. Make sure that the ideas derived from the original idea never deviate from the original one.
6. Proofread and rewrite his or her final copy.

3. Direct Quotation

 The quotation reproduces an author’s words exactly as they were spoken or written,
preserving even peculiarities of spelling, grammar or punctuation.
 The use of quotation marks is necessary when exact words of the author copied.

When to Copy Direct Quotation

1. When the writer wants to show than an authority supports his idea most especially in research.
2. When the author wants to present a position or argument to evaluate or comment.
3. When the quote has symbolic language historically.
4. When a quote’s meaning distorted when summarized or paraphrased.

To use direct quotation effectively, the writer must:

1. Choose his quotation.
2. Discuss it.
3. Use active verbs to introduce it. (assert, affirm, remark, declare, etc.)
4. Put it in the most strategic place in the composition.
5. Sometimes, leave out some words to condense the quote.
6. Use parenthetical documentation or in-text citation to avoid plagiarism.

Prepared by: Mrs. Rodesa T. Lejas

Assistant Instructor 1
ACAD Dept.
 AMA COMPUTER COLLEGE – FAIRVIEW
Bristol St. cor Regalado Avenue, Fairview Q.C.
(02) 921-5781 ; 921-1115

LEARNING ACTIVITY SHEET 8

Subject: English for Academic and Professional Purposes Date:___________________

Name: _________________________ Section: ________________
Score:__________________________ Teacher: ______________

LEARNING CONTENT: Research Documentation

Reference(s):
Jose Rizal O. Dapat. 2016. Applied English for Academic and Professional
Services. Pasay City. JFS Publishing Services.

LEARNING TARGET
1.1. Recognize the different forms of citation and documentation used in research;
1.2. Use accurately the chosen method of citation in writing a research or report;
1.3. Create a bibliography page using the list of references utilized in the process of
writing.

LEARNING CONCEPT

I. Research Documentation

1. Definition of Documentation

 Judy Hunter of Grinnel College calls citation and documentation both a signpost and
acknowledgement. As a signpost, it signals the location of the source and as an
acknowledgement, it reveals indebtedness to the source.
 Any source of intellectual property that contributes to one’s work should be acknowledged.

2. Three reasons why citation is important

 Because ideas are the currency of academia.

 Because failing to cite violates the rights of the person who originated the idea.
 Because the academics need to be able to trace the genealogy of ideas.

3. Two Styles of Documentation

A. Note Citation

 It calls for footnotes or endnotes.

 A footnote is an explanation at the bottom of the page which indicates the source of particular
information contained in the text.
 A footnote has two parts: footnote marker which is the number printed slightly above
typewritten line at the end of the word or sentence to be documented, and the note proper
which appears at the foot or bottom of the page and is numbered to correspond with the
marker.

Below are sample footnote forms:

1
Maximo D. Tan, The Evils of this Age (New York: Holt and Winstron, Inc, 1984), p.105
 An Endnote appears at the end of the paper and is printed together with other endnote entries
on a separate sheet.

Special forms of footnote references

1.Ibid. When references to the same source are made consecutively, use the Latin abbreviation
Ibid (for ibidem, meaning “in the same place”) to avoid repetition of the proceeding citation.
Underline Ibid to show italics.

Example:
1
Jam M. Maximo. The English Proficiency of the 21st Century Students (Boston: Houghton
Company, 2012), p. 42
2
Ibid. (This refers to page 42, not to any other)
3
Ibid. (This still refers to McCrimmon, but to pages 25-30)

2. Op. cit. When references to the same work follow but not consecutively and when they refer to
different pages in that work, op.cit (opera citato, the work cited) may be used. The author’s name
must be repeated to identify the work cited, followed by the abbreviation op. cit.

Example:
Fred Lindon, Reflection of an Entrepreneur (New York: Harper, 2010, p. 5)
Antonita Rividad, The Banes and Bones of Technology (California: Milton Inc., 2004) pp. 55-70
Avelino, op. cit. p. 283. (references to Avelino are not consecutively, and different pages in his
work are cited.

3. Loc. cit. When a second but nonconsecutive reference is made to the exact material (the same
volume and page) previously cited, loc. cit (loco citato, the page cited) is substituted for ibid or
op. cit. Write the author’s last name to identify the work. Page number may be omitted

Example:
Henry Linoc, Politics and Arts (Manila: Star Bookstore, 2007), p. 102.
Roco de la Merced, New Approach to Governance (Quezon City: Ozanam Publishing House
Inc., 2011), pp. 20-26.
Lopez, loc. cit. (This abbreviation is used because the reference is to page 25 also).

B. Parenthetical Citation

 It is most preferred today because of its streamlined method of documenting the resources.
 Researches in the sciences, as well as in language and literature, now utilize this new style of
documentation.

Two forms of parenthetical citations

1. Author and Work. This is the Modern Language Association style for language and literature
researchers.

Guidelines for using this method:

a. Give the author’s last name (full name in the first reference to an author) in the text of your
paper and indicate the page numbers in parentheses following the borrowed material.

Example:

Josefina M. Espiritu observes that there are significant changes in the cultural beliefs of the
Bicolanos and Ilocanos (230-231)
b. Place in parenthesis the author’s name and the page reference immediately following the text
material.

Example:

The Department of Justice is determined to make the country’s justice system work (Perez 37).

c. Write only the author’s name in the text and omit any page number if you cite an entire work
rather than the specifically borrowed passage or text material.

Example:

Santiago argues that there are no significant differences between intelligence quotient and
emotional quotients test.

Bibliography in Modern Language Association Style

a. The bibliography must have a separate page.

b. Type the title “Works cited” one inch from the top of the page.

c. Names of authors should be arranged alphabetically, surname first.

d. Leave at least two spaces between the title and the first entry. Use double space throughout
and observe hanging indention.

Works Cited

Allan, Earl M. “The Making of a Hero.” Princeton: Princeton UP, 1980

Lucas, Paul C. “New Horizons.” Bicol Tribune 9 March 1979: 56-59

Monroe, Henry. “New Western Society.” Encyclopedia of the Social Sciences. 1975 ed.

2. Author and Date. This is used for researches in science and business.

Guideline in using this method:

a. Write the surname of the author and the year of publication enclosed in the parentheses.

Example:

Escandor (2013) revealed that the reading selection in the English Communication 2 textbook
confronted with the objects stated in the curriculum framework.

Based on a recent study (Escandor, 2013), reading selection in the English Communication 2
textbook confronted with the objects stated in the curriculum framework.

In 2013, Escandor revealed that the reading selection in the English Communication 2 textbook
confronted with the objects stated in the curriculum framework.

Bibliography in American Psychological Association Style

a. Give the author’s surname and initials for the first and middle names.

b. Place the year of publication in parentheses followed by a period.

c. Start your reference list on a new page and type the title “References” at the center of the
paper.
d. List all entries alphabetically, according to author’s surname.

References

Anderson, D. E. (1985). Communication Skills for College. Boston: The Riverside Press.

Bernard, H.S. (1981). The Contribution of Language to Society. Journal of Writing, 301-305.

Weaver, A. N. and Hill, M. M. (eds.) (1974). The Search for New Language. New York: Wiley.

Prepared by: Mrs. Rodesa T. Lejas

Assistant Instructor 1
ACAD Dept.
 AMA COMPUTER COLLEGE – FAIRVIEW
Bristol St. cor Regalado Avenue, Fairview Q.C.
(02) 921-5781 ; 921-1115

LEARNING ACTIVITY SHEET 9

Subject: English for Academic and Professional Purposes Date:___________________

Name: _________________________ Section: ________________
Score:__________________________ Teacher: ______________

LEARNING CONTENT: C’s of Academic and Professional Communication

Reference(s):
Jose Rizal O. Dapat. 2016. Applied English for Academic and Professional
Services. Pasay City. JFS Publishing Services.

LEARNING TARGET
1.1. Detail with mastery the C’s of Academic and Professional communications;
1.2. Critically correct common errors in speaking and writing mechanics;
1.3. Realize the importance of goodwill and professionalism in writing.

LEARNING CONCEPT

I. Research Documentation

1. Correctness

 In conveying message to the readers, errors should not a part of the composition. Thus the
writer must:
o provide only appropriate content or message.
o present well-organized or well-crafted ideas.
o be consistent in tense, voice, mood, pronoun reference, tone and even level of language.
o apply parallelism.
o observe emphasis in style and purpose.
o be particular about spelling, punctuation, format, syntax, and grammar.

Example:

Incorrect: Some try hard to show the beneficial effects that coffee has on our health, and it’s
considered as the devil’s beverage by others.

Correct: Some try hard to show the beneficial effects that coffee has on our health, and some
consider coffee as the devil’s beverage.

2. Clarity

 Since the main purpose of academic and professional writing is to inform and not to impress
the reader, the writer ensures that messages are conveyed without miscommunication,
misconception and misinterpretation. Thus, the writer must:
o use precise, exact, and concrete terms.
o avoid highfalutin words.
o Watch out for clichés, hackneyed expressions, runabout phrases, and even jargons.
Example:

Not clear: The president brought two big guns to the meeting.

Improved: The president brought two important people to the meeting.

3. Completeness

 Academic and professional writing must have completeness in terms of its purpose, message,
and components to ensure that the purpose is carried out, the message comes across and that
the components serve the purpose. Hence, the writer must:
o include all the components or parts of a report.
o give additional information wherever or whenever it is required.
o convince the readers of his credibility and reliability.
o be concise and precise.

4. Conciseness

 The writer must observe conciseness by conveying the message in the least possible words.
The idea is, if the writer can express a concept in five words, why to express it in ten words?
Gone are the days of floridity and verbosity in writing. What’s acceptable now is brevity of
words. Thus a writer should:
o include all the components or parts of a report.
o give additional information wherever or whenever it is required.
o convince the readers of his credibility and reliability.
o be concise and precise

Common hackneyed expressions and redundancies and their better alternatives

at the present time now

completely destroyed destroyed
consensus of opinion consensus
could care less couldn't care less
despite the fact although, even, though
mutual cooperation cooperation
needless to say then why say it
perfectly happy content
really tired exhausted
refer back refer
so silly ridiculous
thinking to myself thinking
truly angry irate
very hungry famished
due to the fact since or because
in the event that if
has the opportunity can
in reference to about
it is crucial that must or should

Example:

Wordy: Jeric’s girlfriend is a woman who is unhappy because of the fact that Jeric ignores her

Concise: Jeric’s girlfriend is unhappy because he ignores her.

5. Consideration

 As a writer, the readers’ religion or beliefs, educational background, mindset, and even
preferences must be considered foremost. Self-respect and emotion of the audience must be
unharmed while conveying the message. Thus, writer must:
o utilize the YOU ATTITUDE instead of WE or I ATTITUDE.
o focus on what is possible to achieve rather than what is impossible to achieve.
o offer alternatives for things that are impossible to achieve.
o not assume that the reader infers correctly. He should explain the significance and/or
relevance of the information correctly.

Example:

I or We attitude: We need your receipt with the merchandise before we can process your request.

You attitude: So you can receive your request promptly; please enclose the receipt with
merchandise.

6. Concreteness

 Concrete communication validates truthfulness and sincerity of the writer, alongside, this
helps eliminate confusion, strengthen confidence and assure goodwill in transacting
academic and professional business. Thus, writers should:
o use specific facts, figures, and even dates.
o be sincere.
o use words that build the reputation and maintain goodwill.

Example:

Vague: Some families were relocated to Pedro Cruz Elementary School due to the devastating
flood, thus, they need some relief goods.

Concrete: Two thousand families were relocated to Pedro Cruz Elementary School due to the
devastating flood, thus, they need some relief goods.

7. Courtesy

 Writer’s professionalism must be evident in his writings. He should be sincerely polite,

judicious, reflective and enthusiastic. He should be very careful in choosing his words to
maintain his character, composure and tone even in a not so pleasant writing scenario. In this
regard, the writer must:
o utilize magic words.
o apply sandwich psychology approach.
o use politically correct terms.

Common Politically-Correct Terms

1. Bald- comb free

2. Blind- visually challenged

3. Bum- homeless person

4. Cheating- academic dishonesty

5. Dead- living impaired

6. Dish Washer- utensil sanitizer

7. Fat- People of Mass

8. Gang- Youth Group

9. Homeless- outdoor urban dwellers

10. Midget/dwarf- little people

11. Perverted- sexually dysfunctional

12. Prostitute- sex care provider

13. Red neck- person of region

14. Stupid- intellectually impaired

15. Drunk- spatially perplexed

16. Dishonest- ethically disoriented

17. Garbage man- sanitation engineer

18. Gas Station Attendant- petroleum transfer technician

19. Mankind- earth children

20. Insane people- mental explorers

21. Geek, nerd- socially challenged

22. Loser- uniquely fortuned individual

23. Second hand- pre-owned

Example:

Not courteous: Whether you like it or not, you are required to attend the meeting today at 2 PM,
July 10, 2016, at the Conference room. I will personally check your attendance.

Courteous: Please be informed that there will be a meeting at 2 PM today, July 10, 2016, at the
conference room. Attendance is a must. Thank you.

Prepared by: Mrs. Rodesa T. Lejas

Assistant Instructor 1
ACAD Dept.