CS_RWS_LP2

Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +:  Date: -ne !/ #!0

Doc. Code: E)ecti*it,

LESSON 2 TEXT AND ONTEXT ONNETIONS A! INT"OD#TION INT"OD#TION

To To read is a simple skill of understanding a text beyond interpretation and decoding of letters, words, phrases and sentences. Reading critically is another skill that one should possess in order to analyze not only pieces of information but also situations in the daily. When a person knows how to read critically, it also means that he or she is also able to think critically in dealing with real life situations independently. independently. $! LEA"NIN% O#TOMES At the end of the lesson the student will be able to: . !xplain !xplain critical critical reading reading as as looking looking for ways ways of thinking thinking ". #dentify #dentify claims claims explici explicitly tly or implicit implicitly ly made in a written written text $. #dentify #dentify the the context context in which which a text text was was de%eloped de%eloped &. !xplain !xplain critica criticall readi reading ng as as reasoni reasoning ng '. (ormulat (ormulate e e%aluati%e e%aluati%e statem statements ents about about a text text read read ). *etermine *etermine textual textual e%idence e%idence to %alidate %alidate assertions assertions and countercl counterclaims aims made about a text read. ! ONTENT &!&

ritic ritical al "ea "ea'in 'in( ( as as Loo)i Loo)in( n( for for Way Ways s of of Thin Thin)in )in( (

Whene%er you read something and you e%aluate claims, seek de+nitions, udge information, demand proof, and -uestion assumptions, you are thinking critically. This type of reading goes beyond passi%ely understanding a text because you process the authors words and make udgments after carefully considering the readings message. /ut why should should you read read critic criticall ally0 y0 Reading eading critic criticall ally y means means you are are thinki thinking ng critically. This shows that you do not simply accept the message on the page. 1ou bring bring to your your readin reading g your your own experie experience nce and perspect perspecti%e i%e,, and use these these to separate yourself from the text and udge for yourself what you consider important, logical, or right. This interaction between the text and the reader is necessary because reading results from a negotiation of meaning between the text and the reader. /y reading critically, you +nd out the authors %iews on something, ask -uestions, e%aluate the strengths strengths and weaknesses weaknesses of the authors argument, argument, and decide whether to agree agree or disagree with it. 2ritical reading thus allows you to enter into a dialogue with the author author 3 and this this deepen deepens s your your unders understand tanding ing of the issue issue or topic topic discus discussed sed.. Therefore, in order to arri%e at a su4cient interpretation of the text, you need to become a critical and acti%e reader. 2ritical 2ritical reading reading is a techni-ue techni-ue for disco%ering disco%ering informatio information n and ideas within a text. text. 2ritical thinking is a techni-ue for e%aluating information and ideas, for deciding what to accept and belie%e.

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Critical reading refers to a careful, acti%e, re5ecti%e, analytic reading. #n actual practi practice, ce, critic critical al read reading ing and critic critical al thinki thinking ng work work togeth together er.. Critical Critical thinking thinking allows us to monitor our understanding u nderstanding as we read. Reading to see what a text says may su4ce when the goal is to learn speci+c information or to understand someone else6s ideas. /ut we usually read with other purposes. 7tudents need to sol%e problems and make meaningful connections.

What is it*

Why bother0 Ho, to 'e/elop 'e/elop s)ills* s)ills*

Analy+in( a piece of ,ritin( in -ne 'etail! It is the the .uil .uil'i 'in( n( .loc .loc) ) for for lar( lar(er er analysis 0ractice 0ractice11 practice practice11 practice practice11 rea'1 rea'1 rea'1 rea'

rit ritic ical al rea' rea'in in( ( can can .e 'e-n 'e-ne' e' as the the proc proces ess s of un'e un'ers rsta tan' n'in in(1 (1 3uest 3uestion ionin( in(11 an' e/alua e/aluatin tin( ( a te4t1 te4t1 ,hich ,hich is carrie carrie' ' out acti/ acti/ely ely an' consciously1 in or'er to ,ell assess the accuracy an' /ali'ity of a ,riter5s i'eas! It is a s)ill hi(hly necessitate' in .oth aca'emic an' e/ery'ay li/es! It coul' .e 'e/elope' throu(h learnin( an' practices

2ritical reading is a process of analyzing, interpreting and, sometimes, sometimes, evaluating. It is a 'eeper an' more comple4 en(a(ement ,ith a te4t!

2ritical reading is a more ACTIVE way o reading When we read critically, we use our critical thinking skills to !"E#TI$% &oth the te't and our own reading o it.

0urpose Acti/ity 7ocus 8uestions

Direction

Di6erence $et,een "ea'in( an' ritical "ea'in( Reading ritical "ea'in( To To get a basic grasp grasp of the To To form udgments about about ($) a text. te't works. Abso bsorbin rbing g 8 9nd 9nder erst sta andin nding g Analy nalyz zing 8 #nt #nter erp pretin eting g 8 !%a !%alluati uating ng What a text 7A17 What a text *$E# and +EA%# What is the text saying0 ow does the text work0 ow is it What information can # get out argued0 of it0 What are the choices made0 The patterns that result0 What kinds of reasoning and e%idence are used0 What are the underlying assumptions0 What does the text mean0 W#T the text ;taking for A
"


granted it is right> "esponse

Restatement, 7ummary


assumptions and argument, interpreting meaning in context> *escription, #nterpretation, !%aluation

STA%E THEO"9 IN "ITIAL THIN:IN% DE;ELO0MEN T 0roc

Accomp lished Thinker Think er ;skilled and insightf ul>

ess Attitude Truth? Truth? seeking Cpen? minded Analytical 7ystematic 7elf? con+dent #n-uisiti%e Dature

Attitu'es Of A olle(e
@# ha%e a point of %iew on this subect, and #m anxious to hear yours as well.@ @Taking @Taking a stand on the issue commits me to take some action.B @The speaker speaker made some interesting points, and #d like to hear some some more e%idence to support each one.B @After reading the book for the +rst time, # was confused. #ll be able to understand it after studying the book some more.B @When # +rst saw that painting, # wanted to know what was going on in the artists life when she painted it.B @#ll wait until # gather more facts before reaching a conclusion on this issue.B

0rocess for "ea'in( ritically taking notes •

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Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +:  Date: -ne !/ #!0 •

testing answers to your -uestions,

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brainstorming

• •

E)ecti*it,

outlining re5ecting on your own reading and thinking

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describing aspects of the text or argument raising obections to the ideas or e%idence presented

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highlighting important points and examples

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Doc. Code:

2!&!& E4plicit an' Implicit laims in a Te4t De-nin( laims

Enowing how to identify explicit and implicit information will help you in one of the most important skills needed in critical reading. !%aluating the claims made by an author. This in%ol%es going back to the text to recognize the writers arguments and e%idence so you can begin udging the writers work.

Whene%er you read something, you +nd yourself looking for the writers point or position regarding the chosen topic. That point is also known as the claim, or the central argument or thesis statement of the text. This claim is what the writer tries to pro%e in the text by pro%iding details, explanations, and other types of e%idence. As such, it is usually found in the introduction or in the +rst few paragraphs of the text. The claim is the most important part of the text. The -uality and complexity of the the read reading ing depe depend nds s on the the clai claim, m, beca because use the the clai claim m de+n de+nes es the the pape paper rs s direction and scope. The claim is a sentence that summarizes the most important thing that the writer wants to say as a result of his or her thinking, reading, or writing. The following are are the characteristics of good good claims: . A claim should be argumentati%e and debatable. When a writer makes a claim, he or she is making a case for a particular perspecti%e on the topic. Readers expect to be able to raise obections to your claim, and they can only raise obections if the claim is something that can be reasonably challenged. 2laims that are only factual or based on opinion, thus, are not debatable. ". A claim should be speci+c and focused. #f the claim is unfocused, the paper will be too broad in scope and will lack direction and a clear connection to the support pro%ided. #t may also lead to o%ergeneralizations o%ergeneralizations and %ague assertions. $. A claim should be interesting and engaging. #t should hook the reader, who may or may not agree with you, to encourage them to consider your perspecti%e and learn something new from you.

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&. A claim should be logical. #t should result from reasonable weighing of support pro%ided. ere are some -uestions to help you determine the writers claim while you are reading a text: • •

What is the authors main point0 What is the authors position regarding regarding to0

2!&!&!& laim of 7act

2laims of (act (act state a -uanti+able assertion, or a measurable topic. They assert that something has existed, exists, or will exist based on data. They rely on reliable sources or systematic procedures to be %alidatedF this is what makes them diGerent from inferences. 2laims 2laims of fact fact usually usually answer answer a @what @whatB B -uesti -uestion. on. When When determ determini ining ng whethe whetherr something is a claim of fact, the following -uestions are useful: • • •

#s this issue related to a possible cause or eGect0 #s this statement true or false0 #s this claim contro%ersial or debatable0

2!&!&!2 laim of 0olicy

2laims 2laims of policy policy posit posit that that speci+ speci+c c action actions s should should be chosen chosen as soluti solutions ons to a particular problem. 1ou 1ou can easily identify a claim of policy because they begin with @should,B @ought to,B or @must.B 2laims of policy because they defend actionable plans, usually answer @howB -uestions. The following -uestions will be useful in e%aluating a claim of policy:

• • • •

•

*oes the claim suggest a speci+c remedy to sol%e the problem0 #s the policy clearly de+ned0 #s the need for the policy established0 #s the policy the best one a%ailable0 (or (or whom0 According to whose standards0 ow does the policy sol%e the problem0

/eing a critical reader also in%ol%es understanding that texts are always de%eloped with a certain context. A text is neither written nor read in a %acuumF its meaning and interpretation are aGected by a gi%en set of circumstances. Thus, context is de+ned de+ned as the social social,, cultura cultural, l, politi politica cal, l, and other other relat related ed circum circumsta stance nces s that that surround the text and form the terms from which it can be better understood and e%aluated. Enowledge of the texts context, you may ask -uestions like: • • •

When was the work written0 What were the circumstances that produced it0 What issues does it deal with0 '



2!&!&!= laim of ;alue

The claim of %alue asserts something that can be -uali+ed. They consist of arguments about moral, philosophical, or aesthetic topics. These types of topics try to pro%e that some %alues are more or less desirable compared to others. They make udgments, based on certain standards, on whether something is right or wrong, good or bad, or something similar. similar. 2laims of %alue attempt to explain how problems, situations, or issues ought to be %alued in order to disco%er these explanations, you may ask the following -uestions: • • •

•

Which claims endorse what is good or right0 What -ualities should be considered good0 Why is that so0 Which of these %alues contend with others0 Which ones are important, and why0 Whose standards are used0 What are some concrete examples of such %alues0

2!2 onte4t of Te4t De/elopment

Harious arious studie studies s ha%e ha%e repor reported ted diGer diGerenc ences es betwee between n oIine oIine and online online readi reading, ng, howe%er, the +ndings are not conclusi%e. These are those who claim that oIine reading is faster than online reading because of the farmers familiar layout. 7ome studies say that the slower rate is due to the presence of hypertexts. 7till, there are studies which report that oIine reading is slower because readers are generally focused and usually re-uires note?taking and highlighting. A number of researches ha%e likewise noted the diGerent strategies employed when doing oIine or online reading. Cnline reading has been used more for information?getting purposes, so the common strategies used are skimming, scanning, and %isualizing. 2!2!& Hyperte4t

Deanwhile, hypertext is a relati%ely new way of reading a text online. Traditionally, reading was %iewed a linear process, where you read from the beginning until the end. owe%er, the ad%ent of the #nternet and technology has created new ways of reading and process a text, which includes hypertext. ype ypert rtex ext, t, ther theref efor ore, e, is a non? non?li line near ar way way of showi showing ng info inform rmat atio ion. n. ype ypert rtex extt connec connects ts topics topics on a screen screen to relat related ed infor informat mation ion,, graphi graphics, cs, %ideos %ideos,, music music 3 information is not simply related to text. This information appears as links and is usually accessed by clicking. The reader can ump to more information about a topic, which in turn may ha%e more links. This opens up the reader a wider horizon of information or to a new direction. A reader can skim through sections of a text, freely umping from one part to another depending on what aspect of the text interests him or her. Thus, in reading with hypertext, you are gi%en more 5exibility and personalization because you get to select the order in which you read the text and focus on information that is rele%ant to your background and interests. 1ou therefore create your own meaning out of the material. )



Ho, to Attac) Electronic Te4ts

Always remember that to maximize your online reading, you must be %ery clear about your purpose: *o you read ust to look for speci+c information0 *o you read and then try to @recreateB the material to show your understanding of the text0 *o you read with no clear purpose in mind0 opefully, you ha%e answered the +rst two -uestions with a @1esB and the last one with a @=o.B Another important thing you ha%e to remember is that an electronic text ;unlike a printed text> is nonlinear. An internet article, for example, usually has some %isual elem elemen ents ts ;lik ;like e pict pictur ures es,, %ide %ideo o clip clips, s, hype hyperl rlin inks ks,, grap graphs> hs> betw betwee een n or withi within n paragraphs paragraphs and sections. sections. When you click click the %ideo %ideo and then goes back to reading the text, it makes your reading nonlinear. nonlinear. Therefore, you ha%e to na%igate the pages properly and e4ciently to make the most of your electronic reading. /y all means interact with the a%ailable tool bars and other menu, but ne%er forget your purpose in reading. *ont get lostJ 1ou 1ou should also make sure that the electronic material you are about to read is trustworthy. 2heck the host8creator of the website by looking at its 9R ;9ni%ersal Resource ocator> endings. !specially for factual information, it is good to read materials from those ha%ing a .edu or a .go% ending. A website that is regularly updated speaks well of its creator 8 administrator. /e cautious of articles written by persons who use pseudonyms or ust use @Anonymous.B #t is good to check the background and credibility of a writer before reading his or her articles. 2!2!2 Interte4t

Another important techni-ue in analyzing the context of a texts de%elopment is de+ning its intertextual link to another text. #ntertextuality is the modeling of a texts meaning by another text. #t is de+ned as the connections between language, images, characters, themes, or subects depending on their similarities in language, genre, or discourse. This is seen when an author borrows and transforms a prior text, or when you read one text and you reference another. This %iew recognizes that the text is always in5uenced by pre%ious texts and in turn anticipates future texts. A text contains many layers of accumulated cultural, historical, and social knowledge, which continually adds to and aGects one another. Thus, intertextuality becomes a dialogue among diGerent texts and interpretations of the writer, the audience, and the current and earlier cultural contexts.

2!= ritical "ea'in( as "easonin( 2!=!& 7ormulatin( E/aluati/e Statements I'entifyin( assertions

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/ecoming a good critical reader means that you are able to e%aluate claims of the writer logically. logically. Any writer would want the reader to consider and possibly agree with 3 the claims that he or she puts forward. #n expository writing, assertions become the primary channel for a reader to assent to a claim. Assertions are declarati%e sentences that claim something is true about something else. 7imply put, it is a sentence that either true or false. Read the following: The sampaguitas roots roots are used for medicinal medicinal purposes, such as an anesthetic and a sedati%e The sampaguita belongs to the genus -as'in' of the family Oleaceae. The popularity of sampaguita sampaguita 5owers is most e%ident e%ident in places of worship. 7ampaguitas are the most beautiful and most fragrant of all 5owers. There are four four more common types of assertion, assertion, which are classi+ed classi+ed according to the degree of certainty they can be udged as true or false. ow would you classify the pre%ious statements0 2!=!&!& 7act

The +rst type of assertion is a fact. This is a statement that can be pro%en obecti%ely by direct experience, testimonies or witnesses, %eri+ed obser%ations, or the resul results ts of resea researc rch. h. /ecaus /ecause e statem statement ents s of fact fact can be doubl double?c e?chec hecke ked d for accuracy, there is general agreement about the truth they posit. The sampaguitas roots are used for medicinal purposes, such as an anesthetic and a sedati%e. The statement is a fact because it can be directly %eri+ed by experience or reliable research reports. 2!=!&!2 on/ention

The second type is an assertion of con%ention. A con%ention is a way in which some someth thin ing g is done done,, simi simila larr to trad tradit itio ions ns and and norm norms. s. 2o 2on% n%en enti tion ons s depe depend nd on historical precedent, laws, rules, usage, and customs. Thus, their truthfulness is %eri+ed by how commonly held de+nitions and beliefs are interpreted. 7omething to note about con%entions is that they may sound factual due to their being deri%ed from customs, but because they are socially accepted ways of doing things, they cannot be %eri+ed obecti%ely by measurements. The sampa(uita .elon(s to the (enus asminum (enus asminum of of the family $leaceae.

This statement is a con%ention because it is based on a classi+cation system made up by scientists and is acceptable to the scienti+c community. community.

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2!=!&!= Opinion The third type of assertion is an opinion. Cpinions are based on facts, but are di4cult to obecti%ely %erify because of the uncertainty of producing satisfactory proof proofs s of soundn soundness ess.. Cpinio Cpinions ns resul resultt from from ambigu ambiguiti itiesF esF the more more ambigu ambiguous ous a statement, the more di4cult it is to %erify. %erify. Thus, they th ey are open to disputes.

The popularity of sampaguita sampaguita 5owers is most e%ident e%ident in places or worship. The abo%e statement is an opinion because it is based on an obser%ation obser%ation that needs to be pro%e pro%en n by studie studies s and repea repeated ted obser%a obser%atio tionF nF there there are are too many many factor factors s in%ol%ed that makes explicit udgment di4cult. 2!=!&!> 0reference

The fourth type of assertion is a preference. Mreferences Mreferences are based on personal choiceF therefore, they are subecti%e and cannot be obecti%ely pro%en or logically attacked. 7ampaguitas are the most beautiful and most fragrant of all 5owers. This statement is a preference because it says a lot about the type of 5owers that the writer likes, instead of obecti%ely comparing the -ualities of sampaguitas to that of other 5owers. 2!=!2 Determinin( Te4tual E/i'ence

To To better e%aluate the authors argument, you should be able to determine the e%idence from the text. This will allow you to %alidate the assertions of the author and your own counterclaims as a response to reading. !%idence is de+ned as the details gi%en by the author in order to support his or her claim. The e%idence pro%ided by the writer substantiates the text. #t re%eals and builds on th e position of the writer and makes the reading more interesting. !%idence is crucial in swaying the reader to your side. A ury or udge, udge, for example, example, relies on e%idence e%idence presented presented by a lawyer before it makes a decision regarding a case. !%idence can include the following: • •

•

facts and statistics ;obecti%ely %alidated information on your subect>F opinion from experts ;leading authorities on a topic, like researchers or academics>F and personal anecdotes ;generalizable, rele%ant, and obecti%ely considered>.

The following are are some -uestions to help you determine determine e%idence from from the text:

•

What -uestions can you ask about the claims0 Which details in the text answer your -uestions0

•

What are the most important details in the paragraph0

•

What is each ones relationship to the claim0

•

N

Mary Our Help Technical Institute for Women Doc. Title: Lesson Plan in Reading and Writing Skills MOH.INS.BEd.!"#"$"% De&art'ent: De&art'en t: (cade'ic ()airs Re*. +:  Date: -ne !/ #!0 • •

•

• •


What details do you +nd interesting0 Why so0 What are some claims that do not seem to ha%e support0 What kinds of support could they be pro%ided with0 What are some details that you +nd -uestionable0 Why do you think so0 Are some details outdated, inaccurate, exaggerated, or taken out of context0 Are sources reliable0

The following are are the characteristics of good good e%idence: uni+edF • •

rele%ant to the central pointF

•

speci+c and concreteF accurateF and

•

representati%e or typical.

•

D! ;AL#ES INTE%"ATION =ot =ot e%er e%eryt ythi hing ng that that we rea ead d and and hear hear is true true.. 7ome 7ome of the the piec pieces es of information that we percei%e may seem or made belie%able that is why we need to scrutinize the text and see if the information that we ha%e gathered is true and promotes honesty. The skills of critical thinking will help us not only understand the texts that we read but also it will help us in real life situations that in%ol%e decision making. E! "E7E"ENES $oo)s?

!stacio, Da. Ooahna D. ;"P)>. !nglish for the . Reading and Writing 7kills. 7ampaloc, Danila: Rex /ook 7tore We.sites?

2iting Textual !%idence. ;n.d.>. Retrie%ed *ecember K, "P' from http:88www.englishworksheetsland.com8grade)8readinginfo88citing.pdf 2ritical Thinking. ;n.d.>. Retrie%ed Darch ', "P) from www.ux.ei www.ux.eiu.edu8S u.edu8Salsego82 alsego82ritical ritical"P "P Thin Th in)i )in( n( .pp Reading skills for academic study: study: 7kimming for gist. ;n.d.>. Retrie%ed April P&, "P) from http:88www.uefap.com8reading8exercise8skim8bodylan.htm Mecchia, orraine. ;n.d.>. 2ritical Thinking Reasoning, and Reading 7trategies. ;n.d.>. Retrie%ed =o%ember L, "P' from http:88www http:88www.une.edu8sites8default8+les8criticalt .une.edu8sites8default8+les8criticalthinkingseminar hinkingseminar.pdf .pdf P



Textuality, Textuality, #ntertextuality, #ntertextuality, ypertextuality. ypertextuality. ;n.d.>. Retrie%ed Retrie%ed April P&, "P), "P), from http:88kairos.technorhetoric.net8"."8features8paralogic8textuality.html ;i'eos?

*igital7plashDedia. *igital7pla shDedia. ;"PP, Oanuary Oanuar y &>. @*o 1ou 1ou Think0B UHideo (ileV. (ileV. Retrie%ed from https:88www.youtube.com8watch0%?L'?K=rNi&Qfeaturerelated

7! METHODS O7 INST"#TION #ndi%idual Reading, 2ollaborati%e Reading, Reading, ecture, 7tructured *iscussion, *iscussion , Acti%ities %! ASSESSMENT TOOLS (ormati%e (ormati%e !xaminations ;uiz, Daor !xams, Assignments, and Mroects> 0ro@ect? "ea'in( Lo( $oo) minimum of = entries per ,ee)B

*ate Title of /ook or Article: 7ource: ;/ook, Dagazine, =ewspaper, Oournal, #nternet> #. Words Words to 9nlock ;number of words may %ary> . word a> meaning 8 de+nition b> use word in own sentence ##. 2ontent 7ummary ;maximum of P sentences> ###. Murpose of 2ontent ;to inform, to entertain, to gi%e instruction, to suggest, to persuade, etc.> #H. What # earned ;maximum of ' sentences>

"u.rics? "ea'in( Lo(.oo)  = entries per ,ee) in C ,ee)sB ompleteness of Entries per ,ee)B "ati n( $ " 

as complete entri ntrie es per week acks one or two entries acks three or more entries ontent per entryB

"ati n( "

!ach !ach entry entry has compl complete ete inform informati ation on and gi%es gi%es origin original al summary summary of what what was was read and re5ected 





!ach !ach entry entry has incomp incomplet lete e info inform rmati ation on and copied copied most most of of what what was was read readFF re5ection is not explained well

Acti/ity &? non<(ra'e'B "ea' the follo,in( te4t! 7ormulate  3uestions that you can ma)e from the te4t rea'! $o'y Lan(ua(e!

What does scienti+c literature tell us about the idea that body language re5ects our real feelings0 Cne experiment carried out about P years ago by Ross /uck from 2arneg 2arnegie? ie?Del Dellon lon 9ni%er 9ni%ersit sity y in Mennsy Mennsyl%a l%ania nia sugges suggests ts that that sponta spontaneo neous us facial facial expression is not a %ery good index of real emotional state. /uck and his colleagues tested the accuracy with which people could identify the emotions felt by

another person. They presented one set of subects with colour slides in%ol%ing a %ariety of emotionally?loaded %isual stimuli ? such as XscenicX slides ;landscapes, etc>, XmaternalX slides ;mothers and young children>, disgusting slides ;se%ere facial inuries and burns> and unusual slides ;art obects>. 9nknown to these subects, they were being tele%ised and %iewed by another matched set of subects, who were asked to decide, on the basis of the tele%ised facial expressions, which of the four sets of slides had ust been %iewed. This experiment in%ol%ed both male and female pairs, but no pairs comprising both men and womenF that is men obser%ed only men, and women obser%ed women. /uck found that the female pairs correctly identi+ed almost &P per cent of the slides used ? this was abo%e the le%el which would be predicted by chance alone. ;2hance le%el is "' per cent here, as there were four classes of slide>. /ut male pairs correctly identi+ed only "L per cent of slides ? not signi+cantly abo%e chance le%el. #n other words, this study su ggests that facial expression is not a %ery good index of XrealX feeling ? and in the case of men watching and interpreting other men, is almost useless. Maul aul !kma !kman n from from the 9ni% 9ni%er ersi sity ty of 2a 2ali lifo forn rnia ia has has cond conduc ucte ted d a long long seri series es of experiments on non%erbal leakage ;or how non%erbal beha%iour may re%eal real inner states> which has yielded some more positi%e and counter?intuiti%e results. !kman has suggested suggested that non%erbal non%erbal beha%iour beha%iour may indeed pro%ide pro%ide a clue to real feelings and has explored in some detail people acti%ely in%ol%ed in deception, where their %erbal language is not a true indication of how they really feel. !kman here agrees with 7igmund (reud, who was also con%inced of the importance of non%erbal beha%iour in spotting deception when he wrote: Xe that has eyes to see and ears to hear may con%ince himself that no mortal can keep a secret. #f his lips are silent, he chatters with his +nger?tipsF betrayal oozes out of him at e%ery pore.X !kman !kman predi predicte cted d that that the feet and legs would would probabl probably y hold hold the best clue clue to deception because although the face sends out %ery -uick instantaneous messages, people attend to and recei%e most feedback from the face and therefore try to control it most. #n the case of the feet and legs the Xtransmission timeX is much longer but we ha%e little feedback from this part of the body. body. #n other words, we are often unaware of what we are doing with our feet and legs. !kman suggested that "



the face is e-uipped to lie the most ;because we are often aware of our facial expression> and to XleakX the most ;because it sends out many fast momentary messages> and is therefore going to be a %ery confusing source of information during deception. The legs and feet would be the primary source of non%erbal leakage and hold the main clue to deception. The form the leakage in the legs and feet feet would would take take would would includ include e Xaggr Xaggress essi%e i%e foot foot kicks, kicks, 5irtat 5irtatiou ious s leg displa displays, ys, aborti%e restless 5ight mo%ementsX. 2lues to deception could be seen in Xtense leg positions, fre-uent shifts of leg posture, and in restless or repetiti%e leg and foot mo%ements.X !kman conducted a series of experiments to test his speculations, some in%ol%ing psychiatric patients who were engaging in deception, usually to obtain release from hospital. e made +lms of inter%iews in%ol%ing the patients and showed these, without sound, to one of two groups of obser%ers. Cne group %iewed only the face and head, the other group, the body from the neck down. !ach obser%er was gi%en a list of $PP adecti%es describing attitudes, emotional state, and so on, and had to say which which adect adecti%e i%es s best best descri described bed the patie patients nts.. The result results s indica indicated ted -uite -uite dramat dramatica ically lly that that indi%i indi%idua duals ls who utilis utilised ed the face face tended tended to be misled misled by the patients, whereas those who concentrated on the lower body were much more likely to dete detect ct the the real real stat state e of the the pati patien ents ts and and not not be misl misled ed by the the atte attemp mpte ted d deception. These studies thus suggest that some body language may indeed re5ect our real feelings, e%en when we are trying to disguise them. Dost people can, howe%er, manage to control facial expression -uite well and the face often seems to pro%ide little information about real feeling. Maul !kman has more recently demonstrated that people can be trained to interpret facial expression more accurately but this, not surprisingly, is a slow laborious process. !kman6s research, suggests that the feet and legs betray a great deal about real feelings and attitudes but the research is nowher nowhere e near near identi identify fying ing the meanin meanings gs of partic particula ularr foot foot mo%eme mo%ements nts.. Ray Ray /irdwhistell of the !astern Mennsyl%ania Msychiatric #nstitute has gone some way towards identifying some of the basic non%erbal elements of the legs and feet, and as a +rst approximation has identi+ed 'L separate elements. /ut the meanings of these particular particular elements is far from clear and neither neither are the rules for combining combining the elements into larger meaningful units. Merhaps in years to come we will ha%e a XlanguageX of the feet pro%ided that we can successfully surmount the

problems described earlier in identifying the basic forms of mo%ement following /irdwhistell6s pioneering eGorts, of how they may combine into larger units, and in teac teachi hing ng peop people le how how they they migh mightt mak make sens sense e of appa apparrentl ently y cont contra radi dict ctor ory y mo%ements. #n the meantime, if you go to a party and +nd someone peering intently at your feet ? beware. After rea'in( the passa(e1 the class ,ill form t,o (roups! Each (roup ,ill sit across the other (roup! A representati/e from each (roup ,ill as) a 3uestion ,hich ,ill .e ans,ere' .y the other (roup!

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Acti/ity 2? pts!B I'entify the type of claim use' in each statement!

YYYYYYYYYY . . Women Women are as eGecti%e as men in in combat. YYYYYYYYYY ". ". Mublic schools are are better than public schools. schools. YYYYYYYYYY $. $. We should should stop sending so much on prisons and start spending more on education. YYYYYYYYYY &. &. 7cience (iction (iction no%els are more more interesting to read than romance romance no%els. YYYYYYYYYY '. '. 2hildren in low?income low?income families should recei%e recei%e medical insurance from from the go%ernment. Answer Eey: . 2laim of (act ". 2laim of Halue $. 2laim of Molicy &. 2laim of Halue '. 2laim of Molicy Acti/ity =?  pts!B I'entify the follo,in( assertions as statements of con/ention1 fact1 opinion1 or preference!

. 7ocial media is de+ned as the #nternet and mobile?based tools and de%ices that facilitate the integration of technology, telecommunications, and social interaction. ". (acebook is a cooler social media platform than Twitter. $. #n "P", there were .& billion users of social media worldwide. &. Teachers Teachers should use social media in their lessons to get more students interested. '. Another name for social media is @Web ".PB because both terms emphasize the social aspects of the #nternet as a%enues for communication, collaboration, and creati%e expression. Ans,er :ey? . (act ". Mreference $. 2on%ention &. Cpinion '. (act Acti/ity >?  pts!B . Dany teenagers present obsession with taking sel+es shows they are the most narcissistic generation.

". 7ocial networks are the most distracting websites on the #nternet. $. #n the +rst -uarter of "P&, nearly $PP million smartphone units were sold all o%er the world. &



&. Marents ought to enforce stricter guidelines in social media to safeguard their childrens pri%acy. '. 2hildren are learning how to operate mobile de%ices at increasingly younger agesF many of them ha%e an idea idea of how to use a touchscreen tablet before they are are two. two. Ans,er :ey? . Cpinion ". (act $. 2on%ention &. Mreference '. 2on%ention I'entify the type of assertion use' in each statement!

. Dost people nowadays would buy a car rather than commute. ". (ilipinos (ilipinos belie%e that a pregnant woman should wear black as protection against supernatural beings. $. The Mhilippines is an archipelago. &. Dany +tness enthusiasts belie%e that regular exercise promotes good sleep. '. #locanos are known to be helpful because they help h elp support their siblings in education. Ans,er :ey? . Mreference ". 2on%ention $. (act &. Cpinion '. 2on%ention Acti/ity ? pts!B . uzon, Hisayas, Dindanao are three main regions of the Mhilippines. ". (ilipinos (ilipinos would rather prepare during +estas and birthdays than ha%e it catered. $. The elderly belie%e that their grandchildren can become responsible e%en if not told to do so. &. 7tudents belie%e that they can perform better if they study early in the morning. '. Roman 2atholics genu5ect as a way of showing respect to
. #t is better to tra%el by plane than ship. '



". Alexander
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CS_RWS_LP2

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