MODULE 1 INTRODUCTION:

Language of Research, Campaigns, & Advocacies

Language Language of research

Language plays an essential role in our lives. More For some, understanding the language of research
than just serving as a way for us to communicate can also mean becoming familiar & acquainted
with one another, language also enables us to with terminologies usually associated with
inform, entertain, influence & persuade others. This conducting research studies. These terminologies
is usually the case when we engage in various fields include theories, concepts, variables, hypotheses, &
of interests like doing research work, campaigning samples.
for a specific cause, & supporting an advocacy.
While the said fields differ at some extent, one
Campaign & advocacy
common aspect that can be observed among them Campaigns & advocacy are two closely related
is the use of common language. terms usually seen in the form of speeches, print-
based materials, songs, video clips & informational
Research
ads, among others.
Research is a systematic activity/investigation using
source & materials done to establish facts, reach
Advocacy
new conclusions, inform action, gather evidence for An advocacy refers to activities that argue, plead,
theories, & contribute to developing knowledge in support, or favor a certain cause. Various causes for
a field of study. advocacy usually aim to influence decision-making
especially with issues involving social, political,
Research makes use of formal, academic, &
environmental, & economic perspectives. While
persuasive language to communicate discussions &
advocacy may be similar to campaign in some
present corresponding findings for variables
points, advocacy speeches present strong points
studied. Language greatly matters in research as it
that may either support or contradict existing
enables researchers to effectively communicate
policies & legal mandates on specific topics or
valuable results to his/her target readers. The
issues. Advocacy is also seen as being more reactive
readers will be able to trust & make use of these
& direct, & campaigning as being more planned &
facts &findings depending on the clarity the
productive, and also involving multiple channels of
researcher explains them in a specific language. In
influence.
the case of research studies, the language a
researcher uses also adds up to how reliable & Campaign
convincing the research findings can be.
A campaign is a planned set of activities/course of
action over a period of time to achieve a goal/s.
Campaigns are often used in ads & politics.
MODULE 1:
Language Features/Language Devices Employed in
Persuasive Writing

ought to – to help improve persuasive

writing quality
1. Emotive language – involves use of
3. Involving the reader – use of personal
words to evoke emotions & make people
pronouns (you, your, we, our, us) & words
feel a certain way so the writer sounds
indicating inclusion such as together; it
convincing; commonly used technique in
establishes a connection, so issue is made
writing newspaper headlines & delivering
personal & therefore important to readers
speeches.
4. Rhetorical questions – questions that are
2. Modal verbs – express modality (how
not supposed to be answered but instead:
likely something will happen) which helps
a) serve as dramatic effect, b) illustrate a
adjust the level of uncertainty of events to
point, and c) make the reader think; they
suit arguments; these include may, might,
state the obvious so reader can be
must, shall, will, can, could, would, should,
convinced with arguments
 5. Using evidences – facts, quotations, 8. Association – link an object/idea with
figures from experts to highlight some form something audience already likes/desires,
of authority e.g., wealth, success, pleasure, security
6. Repetition – repeating keywords, phrases, 9. Bandwagon – makes audience believe the
ideas, to appeal to readers idea that “everyone is doing it”
7. Adjectives & adverbs – when chosen 10. Experts – relies on expert advice from
carefully can influence readers’ feelings trusted people, e.g., doctors, scientists,
other professionals
Assignment: Define the ff. terms:
(Module 1: Language Features/Language Devices Employed in Persuasive Writing)
1. Primary sources (a.k.a. original sources) – are immediate, first-hand accounts of a topic from people
who had direct connection or evidence with it. They serve as original sources of information about the
topic.
Examples include but not limited to archives, manuscripts, photographs, audio recordings, video
recordings, films, speeches, governments publications, published books, newspapers & magazine
clippings at the time, personal letters, diaries, scholarly research & articles, artifacts,
autobiographies, & memoirs.
2. Secondary sources – are simply sources that were created by someone who did not personally
experience or participate in the events or conditions researching. Secondary sources often use
generalizations, analysis, interpretation, & synthesis of primary sources. Examples include but not
limited to academic textbooks, political commentaries, essays, reviews, dictionaries & encyclopedias,
biographies, newspaper editorials (opinion pieces), literary criticisms (including artworks & music), &
reference books.

MODULE 2:
Features & Structure of an Exposition

Exposition
An exposition is a type of writing where the writer persuades a reader or listener by presenting one side of an
argument. By taking a point of view and justifying it, one aims to convince others to see only that side of an
issue. Some expositions speculate as to what might be and persuade others as to what should be.
Purpose of an exposition
To present one side of an argument and persuade the reader or listener to agree or take action to solve
the problem, exposition or arguments can be presented as:
- essays - letters to the editor
- editorials - speeches
Structure of an Exposition
There are three main parts to an exposition. Your writing will be clear if you follow this structure.
1. Statement of position
Introduce the topic and make it clear what your position is. You need:
 a strong opening sentence that provokes your reader's interest or captures your reader's attention
 an overview of your thesis (or argument) on the topic and the points you will make.
Provide a brief outline of the key points to be covered by your argument. This gives your reader a preview of
where you are going to take them. This also enables you to show the reader that your exposition is structured
logically.
2. Argument
In this section you can make a number of points. Begin each paragraph with a key statement or general
statement. Give supporting reasons in the rest of the paragraph. Then make a new point in the opening
sentence of the next paragraph and give supporting reasons, and so on.
3. Reinforcement of the statement of position
Sum up your argument. You could make a statement about what you see as a solution to the problem or what
might happen if the situation is not resolved. You could call for some form of action from the audience.
Language features
 Feature Example Connective words link ideas in an firstly, for that reason, for examp
Modal verbs express the writer’s can, could, should, must, might argument as a consequence, because of th
attitude to the topic in particular, therefore, finally
Thinking verbs know, believe, feel, people think,
agreed

Learning Activity Sheet 2.1

(Module 2: Features and Structures of an Exposition)
TRUE 1. Exposition is likewise a form of a TRUE 9. Begin each statement with a key
persuasive text. statement.
TRUE 2. Arguments are best presented through FALSE 10. Exceptional, fantastic, phenomenal,
evidence. terrific, etc. are thinking words. (adjectives)
FALSE 3. A thesis statement is in the concluding TRUE 11. Connecting words help link the flow of
part of a composition. (beginning) arguments.
FALSE 4. There are five main parts of an exposition. FALSE 13. Thinking verbs are not essential in the
(three) presentation of an argument.
TRUE 5. In the statement of position, an issue is FALSE 14. Connecting words, modal verbs and
introduced. thinking words are the basic parts of an exposition.
(statement of position, argument, reinforcement
TRUE 6. It is essential to conclude the position by
of the statement of position)
reinforcing call to action.
TRUE 15. In summing up an argument, it is
TRUE 7. Reasons are back up evidence.
important to present solution to the problem.
FALSE 8. It is not important to give stand in an
issue.
MODULE 3:
Language Features of an Argumentative Text

Present Tense additionally furthermore not only

This gives a more “up-to-date” feels to your writing. also in addition moreover
Example: SARS-CoV-2 transmission appears to besides as well likewise
mainly be spread via droplets and close contact firstly secondly lastly
with infected symptomatic cases.
Modals
Conjunction A modal is a type of auxiliary (helping)verb that is
Conjunctions are words that link other words, used to express: ability, possibility, permission or
phrases, or clauses together. They link the flow the obligation. Modal verbs express the writer’s
argument. attitude to the topic. Appropriate use of modals
Example: The people get infected easily because of gives convincing, sincere and genuine tone. This
close contact with infected people via mouth and depends on whether the writer wants to feel
nose secretions. authoritative and definite or open to discussion.
Example: The government must implement strict
Conjunctions can be used to: precautionary measures to prevent the spread of
Show reasons or choices the virus.
Example: Driving under the influence of alcohol is
risky because you may have an accident. (however, Modality
similarly, mainly, therefore, because, so) Verb inflections that express how the action or
Link arguments state is conceived by the author.
Example:
 a. Sinovac Biotech has received emergency use
approval for its potential Covid-19 vaccine
CoronaVac under a programme in China to
vaccinate high-risk groups.
b. Coronavirus disease 19 (COVID-19) was
originated at Wuhan city of China in early
December 2019.
Adverbs
An adverb is a word that modifies a verb, an
adjective, another adverb or even a whole sentence.
Use adverbs that show time sequence and link the
Passive voice arguments such as “first, next, previously and finally”
A passive construction occurs when you make the
for cohesion.
object of an action into the subject of a sentence.
Example: First, we need to identify the cause. Then,
Example:
we can solve the problem.

Evaluative language Rhetorical questions

Evaluative language is positive or negative language Rhetorical questions are asked in order to create
that judges the worth of something. It suggests the dramatic effect or to make a point rather than to get
degree of approval or helps compare ideas. an answer.
(important, best, most, truth, largest, more popular) Example: How much longer will this injustice
continue?
Example: It is most important that all people exercise
their right to privacy.

Learning Activity Sheet 2.2

(Module 3: Language Features of an Argumentative Text)
A.
Adverb 1. It is a word that modifies a verb, an B.
adjective, another adverb or even a whole
Modal 8. Wearing of face mask and face shield
sentence.
must be a habit on this time of pandemic.
Modal/ modal verb 2. It is a type of auxiliary
Adverbs 9. The problems are twofold-firstly,
(helping) verb that is used to express: ability,
economic, and secondly, political.
possibility, permission, or obligation.
Present tense 10. The spread of the virus affects all
Rhetorical questions 3. These questions are asked
people.
in order to create dramatic effect or to make a
point rather than to get an answer. Evaluative language 11. People spend much to buy
the most fashionable bags.
Present tense 4. This gives a more “up-to-date”
feels to your writing. Rhetorical question 13. Do you want to be a failure
for the rest of your life?
Conjunctions 5. These are words that link other
words, phrases, or clauses together. They link the Passive voice 14. The Bangko Sentral ng Pilipinas
flow the argument. (BSP) has launched the P5,000 Lapu-Lapu
commemorative banknote and medal to kick off
Evaluative language 6. It is a positive or negative
the 99-day countdown to the 500th anniversary of
language that judges the worth of something. It
the “Victory at Mactan”.
suggests the degree of approval or helps compare
ideas. Conjunction 15. Working abroad has a lot of
opportunities. However, there are also many
Passive voice 7. This construction occurs when you
challenges ahead.
make the object of an action into the subject of a
sentence.
MODULE 4: Types of Claims
Claim
A claim is a question or a statement that provocatively suggests something to a reader who
persuades, argues, convinces, proves, or may or may not initially agree with you.
 quotations, argumentation, expert opinion,
A claim is the main argument of an essay. It is statistics, and telling details.
probably the single most important part of an
academic paper. The complexity, effectiveness, and A claim must be argumentative. When you make a
quality of the entire paper hinges on the claim. If claim, you are arguing for a certain interpretation
your claim is boring or obvious, the rest of the or understanding of your subject. A good claim is
paper probably will be too. specific. It makes a focused argument rather than a
general one. There are three (3) types of claims, the
A claim defines your paper’s goals, direction, scope, claim of Fact, claim of Value, and claim of Policy.
and exigence and is supported by evidence,

a. Claim of Fact - asserts that a condition has existed, exists, or will exist. To support, use factual evidence
that is sufficient, reliable, and appropriate.
Examples:
1. Teens who engage in unrestrained, unprotected sex will develop STDs, become pregnant, and/or
contract AIDS.
2. Smoking is an addiction that people are genetically inclined to.

Three Dangers with Claims of Fact:

1. Might be too obvious of a fact (The leaves of the plants are green)
2. Might not contain enough emotion (persuasion)
3. Might be too universal/broad (To fix, add a qualifier, "Some teens...)

b. Claim of Value - makes a judgment (subjective); expresses approval or disapproval about something;
attempts to show that something is wrong/right, moral/immoral, beautiful/ugly. To support, you must
establish standards that you are using to measure the beauty or morality of your topic
Examples:
1. Homosexuality is immoral because it violates religious, societal, and biological standards.
2. Monet's art is more beautiful than Picasso's because of its use of soft color, uplifting subject matter,
and unique technique.
c. Claim of Policy - argues that something SHOULD/SHOULD not be done, believed, or banned and argues
for a course of action. It is also called as the Problem-Solution technique. To support, you must first convince
the audience that a problem exists and then prove that your policy will fix it.
Examples:
1. Uniforms SHOULD be required at all public high schools. (First show the reader how awful the schools
are now, and then explain how your policy would be implemented and how it would work.
Learning Activity Sheet 2.3
(Module 4: Types of Claims)
Claim of value 1. I believe that tigers are better than Claim of fact 7. Teen pregnancy can be solved by
lions. free sex education classes.
Claim of policy 2. IATF should implement a total Claim of fact 8. Regular exercise is good for your
liquor - ban at all times. health.
Claim of value 3. Love is more valuable than money. Claim of policy 9. Bad teen movie influences that
promote suicidal tendencies should be banned
Claim of policy 4. Students should wear school
from airing.
uniforms during online classes.
Claim of fact 10. Art is anything seen, heard,
Claim of value 5. President Digong did it!
experienced, or read that evokes some intense
Claim of value 6. It is better to work for a living than reaction in the viewer.
to live for your work.
Claim is a question or a (11.) statement that persuades, argues, convinces, (12.) proves, or provocatively
suggests something to a (13.) reader who may or may not initially (14.) agree with you. A. claim of (15.) fact
asserts that a condition has existed, exists, or will exist. To support, use factual evidence that is sufficient,
reliable, and appropriate. A claim of (16.) value makes a judgment (subjective); expresses approval or
disapproval about something; attempts to show that something is wrong/right, moral/immoral, beautiful/ugly.
To support, you must establish standards that you are using to measure the beauty or morality of your topic. A
claim of (17.) policy argues that something SHOULD/SHOULD not be done, believed, or banned and argues for
a course of action. It is also called as the Problem-Solution technique. To support, you must first convince the
audience that a problem exists and then prove that your policy will fix it.
MODULE 5:

Writing an Exposition

Exposition
An exposition persuades a reader or listener by presenting one side of an argument. By taking a point of view
and justifying it, we aim to convince others to see only that side of an issue. Some expositions speculate as to
what might be and persuade others as to what should be.

Structure and Features of Exposition texts:

1. Statement of position - introduces the make a new point in the opening sentence
topic and be clear on what your position is. of the next paragraph and give supporting
You need a strong opening sentence that reasons, and so on.
provokes your reader's interest or captures 3. Reinforcement of the statement of
your reader's attention and an overview of position - sum up the argument. You could
your thesis (or argument) on the topic and make a statement about what you see as a
the points you will make. solution to the problem or what might
2. Argument - make a number of points and happen if the situation is not resolved. You
begin each paragraph with a key statement could call for some form of action from the
or general statement. Give supporting audience.
reasons in the rest of the paragraph. Then

Learning Activity Sheet 2.4

(Module 5: Writing an Exposition)
A.
SP 1. The school fair is right around the corner, and AR 4. Nuclear power also protects the natural
tickets have just gone on sale. Even though you may environment by requiring far less land and
be busy, you will still want to reserve just one day resources than other energy sources — an
out of an entire year to relax and have fun with us. especially important attribute for the Philippines, a
Even if you don’t have much money, you don’t have biodiversity hotspot. Due to the energy density of
to worry. nuclear fuel, coastal nuclear plants in the
Philippines would require 180 times less land and
RSP 2. I urge all people to take responsibility for
17 times less construction material than solar.
this earth we share with other creatures and which
we hold in trust for our children and our children’s AR 5. In industrialized nations, education typically
children. We can do it if we work together. follows a single life cycle called a cradle - to - grave'
policy in which major investments are made to
RSP 3. The continual destruction of animal habitats
educate children to become fully literate adults.
to make way for spreading urban populations or
But sometimes this doesn't happen, and millions of
increased farming lands for growing food concerns
children grow up to become functionally illiterate
me greatly. People are encroaching on animals’
adults.
territory and soon animals will no longer have the
space they need. People must work now to protect
animal habitats.
B.
C 6. It is the summary of an argument in an A 7. What makes an argumentative writing differ
exposition writing. from persuasive writing?
a.Arguments a. Argumentative writing is more logical rather than
emotional.
b. Statement of position
c. Restatement of position
b. Argumentative writing is more logical rather than A 9. These are important language features except
emotional. for _________________.
c. Argumentative writing is better than persuasive a. Adjective b. conjunction c. verb
writing.
A 10. Which best describe the reinforcement of the
C 8. Which among the given set of words are the statement of position?
logical sequence of exposition writing?
a. It sums up the argument by presenting a solution
a. Statement of position, Reinforcement of the to the problem.
statement of position, Argument
b. It sums up the statement of position of the
b. Argument, Statement of position, Reinforcement paper.
of the statement of position
c. It presents the position and the action to the
c. Statement of position, Argument, Reinforcement problem. writing is more emotional rather than
of the statement of position logical.
C.
✔11. “I urge all people to take responsibility for this ✔ 14. “When are human beings going to accept
earth we share with other creatures and which we responsibility for the environment and for the
hold in trust for our children and our children’s survival of animal species?”
children. We can do it if we work together.”
❌ 15. “I could tell you many things about radium
✔ 12. “Three ways to do that: One is to raise taxes; and radioactivity and it would take a long time. But
one is to reduce spending, controlling that as we cannot do that, I shall only give you a short
mandatory spending; another one is to invest and account of my early work about radium. Radium is
save and to stimulate growth.” no more a baby, it is more than twenty years old,
but the conditions of the discovery were somewhat
❌ 13. “Most little kids get far too much homework.
peculiar, and so it is always of interest to remember
Our class believes homework should be banned in
them and to explain them. We must go back to the
primary school.”
year 1897.”
MODULE 6:

Delivering a Prepared or Impromptu Talk on an Issue

Employing the Techniques in Public Speaking

Public speaking An impromptu speech is a speech that you have to

make without much or any time to prepare.
Public speaking, as the terms implies, refers to
speaking to any public audience or speaking in Extemporaneous speaking
public.
Extemporaneous speaking is one of the most
The term also means. . . natural methods for delivering a prepared speech.
You can use an extemporaneous speech to achieve
 speaking to a community as a whole; a more natural tone, flow and style with the
 speaking to a section of the community audience. It requires a few minutes to prepare.
united by a common interest.
The three elements of public speaking are the
Methods of Delivery speaker, the speech, and the audience.

Impromptu speech
Tips for Effective Delivery
 Stand up and deliver your talk before a thoughts properly. The second focus is your
group of people with confidence and content. What do you wish to say? Are you
impact. The first focus is you, the speaker. getting across to your audience?
Your mind may be full of ideas worth  Connect with your audience and make them
sharing, but if you don’t deliver them well, feel good about having spent time listening
you may as well stay seated; and keep quiet. to you. The focus is your rapport with the
 Organize your thoughts for clarity and audience. Are you connecting? Are they
choose the right words to express your
 enjoying? Or do they feel alienated, belittled, or wasted?

Here’s how to prepare for unprepared talks:

1. Always be ready with something to say.

 Have a ready opening line (prepared ad libs if you will) that you can use for any topic. As you say
the line, you get the much-needed momentum, and you can think of what to say next. Begin
with “Thank you for such an interesting topic...” or ask, “How many of you thought of this topic
before?”
 Be well-informed. Update yourself on the burning issues (e.g., the sun’s vanishing ozone layer)
or the classic topics (say the meaning of what is true, good, and beautiful). Know the bottom-
line arguments about the pros and cons of divorce or euthanasia or nuclear bombs. Keep
reading and listening.
 Develop a related idea if you don’t know anything about the topic forced on you. If you’re asked
to discuss “What is better: acrophobia or triskaidekphobia,” and you’re in the dark, talk about
phobias or the difficulty of having to make choices. Just don’t get flat-footed, tongue-tied, or
cross-eyed.
2. Do a quick mental structuring. Despite time demands, you can still learn to think on your feet.
Determine your objective. If your talk is informative, go straight to your point and develop it via PREP
method.
P stands for Point
R stands for Reason or Ramification
E implies Examples
P stands for Point (again)

If your talk is persuasive, catch audience attention and end with a call to action via AIDA method.
Attention
Interest
Desire
Action

3. Manage your focus and your time. Stand up, speak up, shut up. Accept the reality of time and go
through the rigors of choosing a focus. If you have to speak about yourself for two minutes, select one
aspect
4. Speak in earnest and with conviction . Convey what you truly feel. With a burning desire, you can
throw mental caution to winds and just speak straight from your heart. What do you believe in? Which
side will you take on an issue? When the heart speaks, body and your voice will take care of
themselves.
5. Establish audience rapport. Make sure your audience not only listens but enjoys listening as well. As
you start your talk, remember to ask rather than tell. Instead of “Let me tell you my views about
homeschooling,” involve the audience and ask, “How many of you believe in homeschooling?” Always
build a bond with your listeners. Connect with your audience.
6. Practice aloud often, anytime, and anywhere. Catch any two minutes to practice. That’s all you
need to drive home a point with a clear example.
Learning Activity Sheet 2.5
(Module 6: Delivering a Prepared or Impromptu Talk on an Issue Employing the Techniques in Public Speaking)
A. c. mental structuring d. opening line
D 1. Which of the following is not an element of D 3. It refers to speaking to a section of the
public speaking? community united by a common interest.
a. audience b. message c. speech d. stage a. Community Service c. Public Service
D 2. “How many of you thought of this topic b. Dialogue d. Public Speaking
before?”
A 4. What does PREP method stand for?
This statement is an example of_______.
a. Point, Reason, Example, Point
a. closing line b. filler
b. Point, Recapitulation, Example, Point
c. Point, Resource, Example, Persuasion b. extemporaneous d. oratorical
d. Preparation, Reason, Enthusiasm, Point D 8. Which of the following is correct and should be
followed?
C 5. Which of the following statements is not true
about managing your time and your focus? a. Avoid placing your hands in your pockets.
a. Decide your focus and be happy with it. b. Avoid the fig leaf gesture.
b. Stick to your decision. c. Avoid the military parade rest gesture.
c. It is ok for you to focus on different topics. d. All of the above.
d. Your audience will never know the other choices B 9. It means the speaker has a few minutes to
you had to agonize with. prepare.
B 6. What does AIDA stand for? a. declamatory c. impromptu
a. Answer, Information, Dialogue, Application b. extemporaneous d. oratorical
b. Attention, Interest, Desire, Action D 10. Which of the following statements refers to
first element, the speaker?
c. Attention, Information, Decision, Application
a. Connect with your audience.
d. Attention, Interest, Decision, Action
b. Organize your thoughts for clarity.
C 7. It means on the spot, off the cuff, no
preparation. c. Stand up and deliver your talk.
a. declamatory c. impromptu d. All of the above.
B.
TRUE 11. Public speaking refers to speaking to any FALSEE 16. With a burning desire, you cannot throw
public audience or speaking in public. mental caution to the winds and just speak straight
from your heart.
FALSE 12. The elements of public speaking are the
speaker, the speech, and the stage. TRUE 17. Extemporaneous means the speaker has a
few minutes to prepare.
TRUE 13. In delivering a speech, always be ready
with something to say. TRUE 18. Make sure your audience not only listens
but enjoys listening as well.
FALSE 14. Do not develop a related idea if you don’t
know anything about the topic forced on you. FALSE 19. Never build a bond with your listeners.
TRUE 15. Impromptu means no preparation. TRUE 20. Public speaking is physical.

MODULE 7:
Composing Texts with Multimodal Elements

Multimodal texts
Multimodal texts combine two or more modes such as written language, spoken language, visual (still and
moving image), audio, gestural, and spatial meaning (The New London Group, 2000; Cope and Kalantzis, 2009).
Creating digital multimodal texts involves the use of communication technologies; however, multimodal texts
can also be paper based, or live performances. Creating multimodal texts is an increasingly common practice in
contemporary classrooms. Easy to produce multimodal texts include posters, storyboards, oral presentations,
picture books, brochures, slide shows (PowerPoint), blogs, and podcasts. More complex digital multimodal text
productions include web pages, digital stories, interactive stories, animation, and film.
You need to know how to choose how different modes creatively and purposefully might convey particular
meaning at different times in their texts, and how to manipulate the various combinations of different modes
across the whole text to best tell their story (Jewitt, 2009).
Below are examples of different forms of texts students might create. The complexity of creating texts
increases proportionately with the number of modes involved and the relationships between the various
semiotic, or meaning making, systems in a text, as well as use of more complicated digital technologies.

 Simple multimodal texts include such as gestural, spatial, audio, and oral
comics/graphic novels, picture books, language.
newspapers, brochures, print  Complex digital multimodal texts
advertisements, posters, storyboards, include live action films, animations, digital
digital slide presentations (e.g. PowerPoint), stories, web pages, book trailers,
e-posters, e-books, and social media. The documentaries, music videos. The meaning
meaning is conveyed to the reader through is conveyed through dynamic combinations
varying combinations of written language, of various modes across written and spoken
visual, gestural, and spatial modes. language, visual (still and moving image),
 Live multimodal texts include dance, audio, gesture (acting), and spatial semiotic
performance, oral storytelling, and resources. Producing these texts also
presentations. Meaning is conveyed requires skills with more sophisticated
through combinations of various modes digital communication technologies.

A text may be defined as multimodal when it combines two or more semiotic systems. There are five semiotic
systems in total:

1. Linguistic: comprising aspects such as 4. Gestural: comprising aspects such as

vocabulary, generic structure and the movement, speed and stillness in facial
grammar of oral and written language expression and body language
2. Visual: comprising aspects such as color, 5. Spatial: comprising aspects such as
vectors and viewpoint in still and moving proximity, direction, position of layout and
images organization of objects in space.
3. Audio: comprising aspects such as volume,
pitch and rhythm of music and sound
effects.
Examples of multimodal texts are (1) picture book, in which the textual and visual elements are arranged on
individual pages that contribute to an overall set of bound pages; (2) webpage, in which elements such as
sound effects, oral language, written language, music and still or moving images are combined; (3) live ballet
performance, in which gesture, music, and space are the main elements.
Multimodal texts can be delivered via different media or technologies. They may be live, paper, or digital
electronic.
Learning Activity Sheet 2.6
(Module 7: Composing Texts with Multimodal Elements)
A.
L 1. oral storytelling S 6. brochures
C 2. live action films C 7. animations
S 3. posters C 8. book trailers
S 4. storyboards C 9. documentaries
S 5. picture books S 10. comics
B.
C 11. Comprising aspects such as vocabulary, B 12. ___________include dance, performance,
generic structure, and the grammar of oral storytelling, and presentations.
oral and written language are known as a. Complex Multimodal Texts
______________.
b. Live Multimodal Texts
a. Audio c. Linguistic
c. Simple Multimodal Texts
b. Gestural d. Visual
d. All of the above
B 13. ______refers to comprising aspects such as b. Comics d. Print Advertisement
movement, speed and stillness in
A 15. Multimodal texts may be live, paper, or
facial expression and body language. ___________.
a. Audio c. Linguistic a. digital electronic c. printed
b. Gestural d. Visual b. digital stories d. slide presentations
D 14. ____________ is an advertisement that A 16. Student authors like you need to be able to
appears in a newspaper or magazine, rather than effectively create multimodal texts for different
on television, radio, or the internet. purposes and audiences, with accuracy, fluency,
and _____________.
a. Brochure c. Poster
a. imagination c. operation
b. motion d. saturation advertisements, posters, storyboards, digital slide
presentations (e.g., Power-Point), e posters, e-
C 17. ________include comics/graphic novels,
books, and social media.
picture books, newspapers, brochures, print
a. Complex Multimodal Texts
b. Live Multimodal Texts
c. Simple Multimodal Texts
d. All of the above
D 18. _________refers to comprising aspects such
as proximity, direction, position of layout and
organization of objects in space.
a. Audio c. Linguistic
b. Gestural d. Spatial
A 19. ____________ include live action films,
animations, digital stories, web pages, book trailers,
documentaries, and music videos.
a. Complex Multimodal Texts
b. Live Multimodal Texts
c. Simple Multimodal Texts
d. All of the above
A 20. _________are moving images created from
drawings, models, etc. that are photographed or
created by a computer.
a. Animations c. Graphic Novels
b. Book Trailers d. Live Action Films
Chinee T. de la Peña

10 – Pisces

The Doctor and Her Community

(A Short Story about COVID-19)

I have never come home so distressed than ever about what’s happening until now. Everything is a mess, and
no one ever seems to listen and understand. I awake and find myself in the same position and routine as I was
in the last few months: I woke up feeling the warm sunlight on my visage which, yes, indicated a sunny day,
yet I knew in my bones that I felt exhausted, numb, and terrified. Hospitals are getting more and more
crowded each day; medical workers are rushing frantically in and out of different rooms, equipment, supplies
are becoming scarce, and the red line that stretched across my nose bridge to my cheeks from the countless
masks I have worn are not even bothering me anymore. Sleep is not even a choice. You either take off that
thick protective clothing and equipment that you’re wearing and quit or continue your oath to save lives. And
as of now, I am beginning to lean on the first choice no matter how heartbreaking it is for me.

I keep reminding people to obey everything we need to do to stop this virus from spreading even further.
Remind, reiterate, reassure, repeat. There have been almost 200 cases in my community, 81 of which are
active. And they are still surging. I think it’s about time I figure that many civilians just don’t care.

Here I go again working to treat these patients. It is painful to see everyone’s tired faces. My co-
worker and I took a hasty break and she said, “I’m not sure whether to stay hopeful about our community or not
anymore.” I sighed and agreed.

After work, I headed to my home relatively early, which is so rare for us frontliners to be able to do
but I am glad I at least had the rest that I badly needed. My sister was surprisingly there inside the living room,
along with her six-year-old daughter, Hailey.

“We came to check up on you. I was concerned because you weren’t replying to my texts ever since
last week,” he said.

“Yeah, I feel stressed and all, but I’ll be fine. I hope.”

They stayed here for about an hour or so; we talked, munched on food, played with my niece. And
before leaving, Hailey walked up to me and whispered something I never thought I really needed until now, “I
believe in you Aunt Renae! Even if you don’t. You’re my favorite superhero next to Wonder Woman! Thank
you for saving people auntie!”

I chuckled but almost shed a tear and after days of thinking, I’ve finally decided that I should
continue and not give up. There was this strict campaign that I thought of along with my co-workers about two
months ago to encourage our community and take this seriously but sadly it failed because of so many
rebellious and bigoted people here. But now, I am not letting everyone down. I’ve convinced my family, friends,
co-workers, health experts, advocates and I to relaunch the campaign. We talked to government officials, made
sure we took extreme caution and be obedient to follow COVID-19 safety and health regulations. We worked
laboriously yet cautiously in the nearby park to encourage, inform, and advise the public. Posters and guidelines
were attached everywhere, mics were loud and clear, expressing voices of concerns, donations and distributions
of face masks, face shields, PPEs, disinfectants, medicines, and other essential supplies were made to the public.
We also had to imposed stricter measures to certain areas and teach other people lessons.

One moment though, this person whom I knew was acting defiant along with a few other people
with no face masks on.
 “Yet look at me! I’m not even wearing a mask and I feel perfectly fine! This is just a waste of time
and a secret agenda,” Mr. Lopez said. I felt frustrated to see people like him who are still uncooperative despite
millions of dying and countless trying to help fight this pandemic. His companions started throwing things at us
like fruits and face masks, mocking us nonstop right after. I could already feel my blood boiling.

I heaved a long breath and boldly remarked, “Mr. Lopez, we have continuously repeated and will
continue to repeat everything we are doing right now just for the sake of your lives. We are trying to help and
save lives because this virus is no joke, and I am certain you are indeed a fool by now.”

He and his sheep left.

After weeks of constant and intense perseverance to treat, inform, persuade, and change the mindset
of my community, we have successfully reduced the case per day by almost a hundred percent; even the
protesters who were with Mr. Lopez have obeyed. No death has been recorded for the past two and a half
months now. Moreover, we have encouraged people to wear masks and face shields, always wash their hands
and disinfect, socially distance, and follow safety measures and recommendations from medical experts and
reputable medical organizations. I was beyond happy and relieved.

A month later, one morning while I was working on being in-charge of the testing process that day
and this man came up to me telling me he was having symptoms of coughing, a high fever, loss sense of taste,
fatigue, and a sore throat. I had to immediately isolate and test him. His stature was tall, and he had brown hair,
dark-skinned, looked like he was in his forties with sunglasses and a cap covering his head. His presence
somehow made me feel as if he was a familiar lad.

And so I was right.

Results of the viral test were finally here after a couple of days. Mr. Lopez, the man who had the
symptoms, tested positive for COVID-19.