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DELICANO, ALFREDO JR. (ENG-DISCOURSE Mid-Final) AB-3A

This learning module for English 108 at Agusan Del Sur State College focuses on understanding recipes in conversation, aiming to enhance students' conversational skills. It includes activities for diagnosing knowledge, expanding understanding, and reflecting on the nature of conversation. Key themes include openness, respect, humility, and charity in dialogue, emphasizing the importance of effective communication.

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0% found this document useful (0 votes)

22 views56 pages

DELICANO, ALFREDO JR. (ENG-DISCOURSE Mid-Final) AB-3A

Uploaded by

joan.iniego

We take content rights seriously. If you suspect this is your content, claim it here.

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Download as DOCX, PDF, TXT or read online on Scribd

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LEARNING module IN English 108 (English discourse)

AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY

MAIN CAMPUS, BUNAWAN AGUSAN DEL SUR

LESSON 4
Recipes in Conversation

READY
LESSON OBJECTIVES
Upon accomplishing this module, students will be able to:
1, Describe the recipes in conversation
2. Identify the recipes in conversation and be able to show their functions

TARGET SKILLS
Familiarization

LEARNERS
3rd Year, AB English Language students

TIME FRAME
This module will be accomplished approximately in 3 hours within 1 weeks to
complete all the activities recommended. This is a distance learning program, thus the
time frame is flexible and largely self-directed.

REFERENCE
https://afterall.net/conversation/

START
ACTIVITY 1: Let’s Diagnose Your Knowledge
The following items talk about Conversation. Read and answer carefully each item.

1. What is a Conversation?

Conversation is an interactive communication between two or more people in which

news and ideas are exchanged. It is also an act of talking in an informal way. Likewise,
it is a spoken conversation that exchange oral statements.

2. Do conversation can be a good avenue to enhance your ability to interact other

people?

Absolutely! By achieving something or reaching the goal, the development of

conversational skills and etiquette is an important part of socialization that can
enhance the ability to interact other people. “Face to face conversation is the most
human and humanizing thing we do “Fully present to one another, we learn to listen.
It is where we develop the capacity for empathy. It’s where we experience the joy of
being heard and of being understood.

COLLEGE OF ARTS AND SCIENCES

BACHELOR OF ARTS IN ENGLISH LANGUAGE
INSTRUCTIONAL MATERIALS DEVELOPMENT © 2020
LEARNING module IN English 108 (English discourse)
AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
MAIN CAMPUS, BUNAWAN AGUSAN DEL SUR

LEARN

ACTIVITY 2: EXPAND YOUR KNOWLEDGE

See the attached readings on Conversation. Read the text carefully and take note of
the essential key terms that will help you understand the concepts presented.

My Notes:

EXAMIN
E
ACTIVITY 3: ONE MORE TRY

Try to analyze the given text. Identify the following recipes in conversation that was
being manifested. Locate atleast (5) parts.

Wole Soyinka
(b.1934)
"Telephone Conversation"

1st part;
Nothing remained
But self-confession. "Madam," I warned,
"I hate a wasted journey--I am African."

2nd part;
"HOW DARK?" . . . I had not misheard . . . "ARE YOU LIGHT
OR VERY DARK?"
It was real! Shamed
By ill-mannered silence, surrender
Pushed dumbfounded to beg simplification.

3rd part;
Considerate she was, varying the emphasis--
"ARE YOU DARK? OR VERY LIGHT?"
"You mean--like plain or milk chocolate?"
Her assent was clinical, crushing in its light
Impersonality. Flight of fancy,
till truthfulness clanged her accent
Hard on the mouthpiece.

4th part;
"WHAT'S THAT?" conceding
"DON'T KNOW WHAT THAT IS." "Like brunette."
"THAT'S DARK, ISN'T IT?" "Not altogether.

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Facially, I am brunette, but, madam, you should see

The rest of me. Palm of my hand, soles of my feet
Is peroxide blond? Friction, caused--
Foolishly, madam--by sitting down, has turned

5th part;
My bottoms raven black--One moment, madam!"--sensing
Her receiver rearing on the thunderclap
About my ears--"Madam," I pleaded, "wouldn't you rather
See for yourself?"

EVALUATE
ACTIVITY 4: Let’s do it!

Reflection Writing. Have a reflection on what is the recipe in conversation is all about.

COLLEGE OF ARTS AND SCIENCES

Recipe for Conversation

There are few things I relish more than a spirited, ranging conversation with
friends over an overflowing plate of supreme nachos. Graciously, it is in this
basic good that lies the promise of truths that can set us free. Dialogue is no
panacea, of course. Words can unleash hell as easily as ushering in peace and
goodwill on earth. Nevertheless, good conversation is the best thing on the
menu, if served well. So what makes any old conversation about important
and controversial issues the delicacy of civil discourse? I’d like to suggest a
few essential ingredients, mostly learned from the unsavory taste of foot-in-
mouth. Take these insights with a grain — or a dash — of salt.

Openness
Some would have us believe that we are not sheep, but feral cats, unwilling to
be led; not clay, easily impressed upon, but immovable rocks. To deter the
censorious, libertarians and studios assure that music, literature, and film
could not have moved a perpetrator’s hand, before cutting to commercials.
Advocates on controversial social issues frequently decline public debate by
claiming that opinions are so entrenched that there can be no changing minds
now, before hoisting a placard. It’s so oft repeated, it’s become a cliché that
people cannot be persuaded. But every brand, club, teacher, corner-sign-
waver, think tank, and advocacy group is predicated on the belief that we can
be suayed. They are right. Though our views do tend to calcify along with our
bones, it would be hard to overstate how profoundly influenced we are by
family, friends, authorities, the news, literature, the weather, etc.

[T]he ideas of economists and political philosophers, both when they are right
and when they are wrong, are more powerful than is commonly understood.
Indeed the world is ruled by little else. Practical men, who believe themselves
to be quite exempt from any intellectual influences, are usually the slaves of
some defunct economist. Madmen in authority, who hear voices in the air, are
distilling their frenzy from some academic scribbler of a few years back. ~
John Maynard Keynes

And, regardless of how stubborn and narrow others might have become, we
must personally nurture a spirit of openness in our own cases. Do we really

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want to persist in error when we are mistaken? Do we really want our progress
in wisdom and knowledge to come to conclusion after college, after
Kindergarten? We can only learn if we are open minded, or better, if we thirst
for understanding. A closed mind deprives its owner of the chance to learn
and stifles conversation, not to mention minimizing the value of what is said
and the person who said it.

Essential to openness is a willingness to be self-critical. We must be willing

and able to step back from our beliefs and evaluate them in light of the issues
and concerns raised against them. We must be vigilant in seeking out new
sources of information and insight. On the other hand, open-mindedness does
not imply that one must remain interminably undecided. It is possible to grow
in knowledge, even conviction, while realizing that our beliefs are forever
incomplete, forever vulnerable to new reflection. Indeed, the testimony of
many of our greatest thinkers suggests that the more we know the more we
realize how much we don’t know.

Pause
In conversation, there are few more irksome reactions than that impatient
interruption: “Yeah, but…” This knee-jerk response divulges the fact that
either one’s conversee has spent the last moments preparing a rebuttal
instead of considering the point being made; or, that the reply being served is
a canned response, stored ready-to-use, untouched by recent reflection.

It is better to pause. Breathe. Consider.

Unlike your average talkfest, books and email offer a distinct advantage in
that they force a pause, a chance to consider seriously what has just been
said. In person, conversations are considerably messier. In my mind I have
been envisioning a super-hero. His name is “Retrospect Man.” Forget speeding
bullets, locomotives, and tall buildings. Blasé. Retrospect Man has the
shrewdness of retrospect in the heat of every moment. Now that is power.

Thank God for second thoughts, for hindsight, for esprit d’escalier. Would that
I could have them in the heat of the moment. We have all had sudden insights
and regrets hours after the fray and wished ruefully that we had had them at
the time. The mind needs time to brood and deliberate.

It would serve us well to bring this spirit of serious consideration to our

conversations. We might replace our, “Yeah, but…s,” with, “Let me think
about that for a moment.” Sometimes the raucous fray is fun, but in matters
of consequence, we must listen — for real — and we must pause and consider.
In that precious pause, there is the promise of revelation.

Respect

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It is disheartening, the vitriol that characterizes so much rhetoric online and

on air. The suspicion and utter disdain between proponents of opposing
interests and ideologies is stunning. One might hope that the disrespect in
such cases is exacerbated by the impersonal nature of speaking into a
microphone or typing on a keyboard. Those we chastise are not people like us,
but some “other”, some abstraction. And yet, I’ve been witness to
demonstrators yelling invectives across police lines, to arguments devolving
to the worst level of ad hominem. Often this seems to be the rule, not the
exception. It’s a great shame. But, I suppose it is natural, when one can see no
rational reason for one’s opponent’s position, to assume that position is rooted
in some character flaw instead. If I cannot fathom why my adversary rejects
what I am convinced of, it can only be because he is evil and malicious, or at
best, ignorant. I dare say this unconscious reasoning is common. The
alternative, that one’s opponent is well motivated and has legitimate reasons,
is far more puzzling and threatening.

Unfortunately, conversation is nearly impossible where there is disrespect.

Dialogue must occur between equals. I can only say that in my experience,
rarely (if ever) are opposing camps divided along rigid lines: the educated vs.
the ignorant, the cruel vs. the kind, the selfish vs. the altruistic, or the sinful
vs. the righteous.

The reasons for our differences are diverse, complex, and often opaque. In
actual fact, repeatedly I find the people with whom I disagree to be
respectable, likable, and much like me.

Respect can displace disrespect if we seek out the best representatives of our
detractors’ positions and hear their case, patiently and reflectively. It also
behooves us to be in relationships with those with whom we disagree.
Friendship is surely the most effective means of disabusing ourselves of any
unwarranted fears and suspicions.

Humility
To end one of those dreaded, awkward silences, I recently asked a Canadian
friend if she was offended by American ignorance of Canadian life. I confessed
to her that I couldn’t begin to guess the name of the sitting Canadian Prime
Minister. (By the way, his name is Jean Chrétien, or at least it was at the time.)
Now, I’m no ignoramus, but to me, the body of knowledge at our disposal
seems hopelessly unmanageable. If the world is getting smaller, then there is
an inverse relationship between its size and what there is to know about it.
Considering our intellectual abilities, when we venture into more difficult,
divisive issues, we would be fools to do so without profound humility and
caution.

There are more reasons for humility. For one, many of the brightest thinkers in
history, after their best efforts, have disagreed on the issues that still matter
to us. Personally, I find it disconcerting that many thinkers of great
intelligence, both living and dead, have judged various beliefs that I hold and

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found them wanting. Indeed, in the present cultural milieu, most of my beliefs
are minority views, and so I find myself at odds with the cognoscenti.

Moreover, anyone who has ever followed the perennial philosophical questions
to their end must be humbled by the divers considerations that must be taken
into account. Then there is the fact that our beliefs and values are tied to
cultural tides that are forever adrift. The sacred cows of yesteryear are the
laughing stock of today. The tides are unrelenting. We too will suffer under the
chronological snobbery of our descendants. Finally, as one who is directly
acquainted with my inner-life, I know that I harbor fears, mixed motives,
deceptions, and more. There is a lot going on in the background that informs
my beliefs and words and actions.

Anyone who is cavalier or haughty in his or her convictions has failed to

realize the cloudiness and uncertainty debasing our convictions. Knowledge is
not impossible, but our view is certainly obstructed by our limited faculties
and our proneness to motives other than “splendorous truth.” The humble
person sees conversations as opportunities to learn because she is realistic
about her own apprehension. Humility is the seedbed of wisdom, and vice-
versa.

Charity
There is no way I can surpass the Apostle Paul’s words here, so I quote:

Love is patient, love is kind. It does not envy, it does not boast, it is not proud.
It is not rude, it is not self-seeking, it is not easily angered, it keeps no record
of wrongs. Love does not delight in evil but rejoices with the truth. It always
protects, always trusts, always hopes, always perseveres. ~ I Corinthians 13

To bring a heartfelt charity to the conversation is to bring a spirit that is

deeply motivated by goodwill for others, including one’s foes. In its patience,
charity perseveres through misunderstandings and frustrations. In kindness, it
addresses sensitive issues gently, concerned above all to respect the dignity
of persons.

Divested of excessive self-importance, charity is not bombastic, nor does it

belittle or mock. Charity is not brusque, but considerate and civil. Charity does
not quarrel for kicks, but simply because truth is urgent in a world of suffering
and evil. Prizing truth in all things, charity does not caricature or misrepresent.

Finally, charity is optimistic. It assumes the best of others. It believes and

hopes that dialogue will lead to greater peace and justice and human
flourishing. And charity endures failures and setbacks, unflagging in its pursuit
of the good.

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Honesty
One of the more distasteful rituals in American public life is when, after a
political speech or debate, each party’s paid “spin doctors” address the
media. Irrespective of their party’s performance, these spin-doctors rehash
the feud prejudicially and declare victory. What is so offensive about the spin-
doctor is his inability to be honest. No matter how incompetent his employer,
he is bound to praise and defend him. The last thing I want to be is a spin-
doctor for my convictions, and yet sometimes I find myself tempted.

When we are deeply devoted to something, we are reluctant to give an inch to

those who criticize these commitments. As believers, maybe we describe the
fulfillment we have found in our faith more glowingly than is our actual
experience. Or perhaps, as social advocates, we publicly reject arguments
that are actually quite troubling to us. Such dishonesty is a mark not of
devotion but of insecurity. One who is truly confident of the truthfulness of her
beliefs will be candid about her life and willing to follow arguments wherever
they lead.

It can be a healthy exercise to share with one’s critics what it is that most
causes us to question our own positions. I personally keep a list of those
criticisms of my beliefs that I take to be especially incisive. Honesty is
infectious, and such self-disclosure facilitates the kind of vulnerability whereby
learning can take place. Specifically, the risk that vulnerability entails lays the
foundation for mutual trust.

Focus
Don’t get me wrong. In many cases, rabbit trails are unassailable. They’ve
rescued many a dull conversation. But at the same time, following the forks in
an argument can derail the force of reason before conclusions are reached. In
fact, it is exactly at these junctures, when we feel up against the ropes, that
we are most likely to inject, “Yeah, but what about…” (This rhetorical device
needs to be canonized as something like, “The Rodeo Clown Fallacy” or
“Whack-a-Mole Fallacy”.) Instead, it is better to pause and note what the
preceding line of argument has established, and perhaps take it to its logical
conclusion before moving on.

The Rodeo Clown Fallacy falters into illogic not in virtue of being a false target
(straw man, red herring), but by being an everchanging and ever elusive
target. That is, it evades logic. Just as the horns of an argument are about to
make their point, some guy in a clownsuit yells, “Yeah, but what about…” This
clown is certainly alegitimate target in his own right, but the problem is that
there willforever be another rodeo clown ready to distract with a giggly,
“Yeah, but what about…,” so no bad ideas ever get gored.

Understanding

COLLEGE OF ARTS AND SCIENCES

It has been suggested that one should internalize a practice of “seeking to

understand before seeking to be understood.” This advice is excellent. There
are many ways to follow this advice, the first being to listen instead of talk. It
is not a bad idea to start any dialogue by asking a range of questions that
reveal the specific beliefs of one’s converses. This guards against the danger
of ascribing to them stereotypical beliefs and attitudes that they do not hold. If
possible, we should read the essential texts that advocate the positions we
are seeking to understand. We might also attend lectures or services in which
these positions are presented. Most importantly, we should seek out friendly
relationships with those with whom we disagree. This step of goodwill is the
invaluable ingredient that forces us to be honest about what is at stake.
Straw men, caricatures, and ad hominem arguments take their leave when we
befriend living, breathing people.

Truth
The chorus of our day, sung loudly and insistently is that, “What you believe
may be true for you, but not for me.” This revisioning of the term “truth” is so
drastic that it is staggering that it is thought to make any sense at all in the
previous sentence. In this new view, truth just is, “whatever one believes
about the world.” The slogan amounts to, “What you believe is what you
believe.” This truism is correct, but hardly helpful. Aristotle’s definition is in
line with our normal use of the term. Truth is, “saying of what is that it is and
of what is not that it is not.” Later thinkers described truth as a
“correspondence” between our ideas and the world itself. I assume their
common-sense definition here.

Ever since Descartes’ methodical doubt, skeptics have had a field day
debunking any and all knowledge claims save an awareness of our own self-
consciousness. Sophisticated versions of the child’s unrelenting question, “But
why, Daddy? Because… But why?” have frustrated the most capable of
philosophers. After all, despite appearances, we may be no more than “a brain
in a vat,” or perhaps the world sprung into existence within the hour, just as it
is. These are at least logical possibilities, so we cannot be certain of anything
we think we know. Of course, there is no reason to believe these implausible
prospects either. In view of this and related considerations, there is a kind of
healthy skepticism that is wary of clichés, easy answers, naiveté, and sloppy
thinking. It recognizes the intrinsic defeasibility of human knowledge. But
there is another kind of proud and lazy skeptic that cites these possibilities at
the slightest provocation, that is, whenever something is asserted or they
want to evade the force of an otherwise persuasive argument. By nature, it is
exceedingly easier to be destructive than constructive, to poke holes instead
of suggest possibilities. The relentless critic sits in the mocker’s seat and
neither cares about truth nor is willing to volunteer his own account for
scrutiny. He deserves no voice in the conversation. I myself am a notorious
Devil’s advocate and I have inadvertently soured my share of conversations,
but the aim of my incredulity is not nihilism, but to separate good arguments
from bad ones. Caring about the truth is a prerequisite of great conversation.

The best way to go about our truth seeking is to recognize that there are
certain truths that are evident. I know certain primitive facts about the world,

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such as, I am currently typing, red is a color, and torturing children for fun is
wrong. On the basis of facts that are, without counter-evidence, undeniable,
we can begin to draw inferences and make observations that draw us closer to
truth. The principles of logic are part of that class of self-evident facts. They
are also essential to all communication, and especially conducive to pursuing
the truth of a matter. Unfortunately we are all prone to faulty logic. Because it
can be so enormously helpful to be aware of potential pitfalls, I commend our
Illogic Primer. I encourage you to browse through it and refer back to it
regularly.

Reason, if there is such a thing, can serve as a court of appeal not only
against the received opinions and habits of our community but also against
the peculiarities of our personal perspective. It is something each individual
can find within himself, but at the same time it has universal authority.
Reason provides, mysteriously, a way of distancing oneself from common
opinion and received practices that is not a mere elevation of individuality…
not a determination to express one’s idiosyncratic self rather than go along
with everyone else. Whoever appeals to reason purports to discover a source
of authority within himself that is not merely personal or societal, but
universal… and that should also persuade others who are willing to listen to it.
~ Thomas Nagel, The Last Word

One of the great benefits of caring about the truth is that it provides common
ground for divided parties. If there is no truth to the matter, then human
relations are just power plays where we maneuver to sanction our own
agendas. The contemporary, stunted ethic of “just keep to yourself,” however
workable, issues from the realization that since truth is passé, common
ground is bygone. But if two divided parties are seeking truth, they are not
opponents, hustling each other, but allies, striving towards the same goal.

In this pluralistic age, most ecumenically-minded observers believe that

“understanding” should be the end goal of dialogue. It is an ambitious and
tremendous goal. When understanding is achieved, much good has been
accomplished. Still, to discontinue our quest at understanding is to end it too
soon. Our end goal must be truth. If life were a kind of video game where
misdirection had no lasting consequence and misdeeds no living victims, then
understanding would suffice. Fortunately, life is immeasurably more
significant. Our ideas, attitudes, and decisions are of great consequence, for
good and for bad. Death, misery, suffering, ennui, and hopelessness are real,
and empathy, soothing though it may be, is positively impotent in the face of
them. If there is a better way to live, if there can be life after death, if there is
a cause of our suffering, then, the truth of these matters should be our quest.

LESSON 5
Crank Phone Calls

READY

COLLEGE OF ARTS AND SCIENCES

LESSON OBJECTIVES
Upon accomplishing this module, students will be able to:
1. Differentiate Crank calls in terms of disclaimer, refusal and offer in calling someone.
2. Identify the different crank calls

TARGET SKILLS
Mastery and Familiarization

LEARNERS
3rd Year, AB English Language students

REFERENCE
https://info.umkc.edu/hr/wp-content/uploads/2017/04/Telephone-Etiquette.pdf
https://info.umkc.edu/hr/wp-content/uploads/2017/04/Telephone-Etiquette.pdf

START
ACTIVITY 1: Let’s Diagnose Your Knowledge
The following items talk about Crank calls. Read and answer carefully each item.

1. What do you mean with Crank Calls or Prank Calls?

2. In the society that you subsisted in, did you experienced being pranked with a
caller?

LEARN

ACTIVITY 2: EXPAND YOUR KNOWLEDGE

COLLEGE OF ARTS AND SCIENCES

See the attached readings on Crank calls. Read the text carefully and take note of the
essential key terms that will help you understand the concepts presented.

My Notes:

K;[KK

EXAMIN
E
ACTIVITY 3: ONE MORE TRY

1. Create a sample telephone conversation portraying a crank call.

2. Why is it important in following standards in dealing with a caller or talking to the

phone?

COLLEGE OF ARTS AND SCIENCES

EVALUATE
ACTIVITY 4: Let’s do it!

Reflection Writing. What have you learn?

COLLEGE OF ARTS AND SCIENCES

What is a prank call?

A prank call, also known as a crank call, nuisance call or hoax call, is a type of
practical joke over the telephone. It includes threatening someone over the phone as
well as hanging up the phone once the receiver has picked up the phone. Repeated
prank calls can amount to harassment, stalking and bullying. It is important to use
common sense and realise that prank calls can cause fear and distress to other
people.

Which types of prank calls are considered offences?

Threatening Calls

The following types of calls may get you into legal trouble:

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 Threatening to kill someone (not necessarily the person you called) over the
phone with the intention that they will believe you.
 Threatening to cause serious harm to someone (not necessarily the person you
called) over the phone with the intention that they will believe you.
 Threatening that you have left/will leave an explosive or dangerous object
somewhere with the intention that they will believe you.
 If you menace, harass or cause offence to a person over the phone, either by
what you are saying or the way you are saying it.

The penalties for making threatening calls can be very serious.

Stalking by Prank Calls

Stalking includes unwanted contact through any form of technology (telephone calls,
texts, emails etc.) that occurs more than once and which causes concern or
fear. Prank calls are usually made with the intention to cause fear to the other person.
This means that repeated prank calls may be considered stalking. The penalties for
stalking by prank calls can be very serious.

Bullying by Prank Calls

Repeated prank calls can also be a form of bullying, if they include harassment or
make threats which are illegal.

Calls to Emergency Services

It is against the law to call (police, ambulance and fire services) and pretend that
there is an emergency. Calling them for any reason other than an emergency situation
is also a crime.

It is important to remember that ‘000’ is for emergencies only and that if you request
an ambulance, police or fire services without really needing one, you are putting other
people at risk.

Just like with the other types of prank calls, very serious penalties can apply if you
prank call emergency services.

If someone calls emergency services and pretends to be you (a ‘hoax’) you should
make sure that you tell the police immediately.

Other Calls

Calls that are not threatening are also considered to be prank calls. Other types of
prank calls may be classified as harassment, depending on the words said, time of call
and other circumstances.

It is possible that even if you do not intend to threaten someone, but your calls are
annoying for the receiver, they can ask their mobile company or the police to
investigate and trace the prank call.

It is also important to remember that you don’t know what effect your prank calls
might have on people. There have been recent cases where a prank call has gone
very wrong, causing the receiver to become very distressed.

What can I do if I receive a prank call?

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Hang up immediately. If you keep getting prank calls, you can make a complaint to
the local police. They can then investigate, and, if necessary, prosecute the person
who made the call.

You can also contact your phone company to help. For example, Telstra has a special
call centre to help customers who are receiving unwanted phone calls, which you can
view here. However, your phone company cannot be forced to share the details of who
is calling you, unless the police ask them to.

If you do receive a prank call, do not:

 Try to find out yourself who the caller is – this may be dangerous,
 Threaten the caller,
 Pretend you are a police officer when receiving the phone call (impersonating a
police officer).

LESSON 6
Interview questions

READY
LESSON OBJECTIVES
Upon accomplishing this module, students will be able to:
1. Determine the possible questions and answers in the interview question
2. Demonstrate to construct an interview questions.

TARGET SKILLS
Mastery and Familiarization

LEARNERS
COLLEGE OF ARTS AND SCIENCES
BACHELOR OF ARTS IN ENGLISH LANGUAGE
INSTRUCTIONAL MATERIALS DEVELOPMENT © 2020
LEARNING module IN English 108 (English discourse)
AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
MAIN CAMPUS, BUNAWAN AGUSAN DEL SUR

3rd Year, AB English Language students

REFERENCE
https://www.iedunote.com/interview
http://ecs.ihu.edu.gr/co/employment-interviews/what-interview

START
ACTIVITY 1: Let’s Diagnose Your Knowledge
The following items talk about interview. Read and answer carefully each item.

1. Say for instance, you are being interviewed by someone. What might be your initial
impression to it?

LEARN

ACTIVITY 2: EXPAND YOUR KNOWLEDGE

See the attached readings on Interview questions. Read the text carefully and take
note of the essential key terms that will help you understand the concepts presented.

COLLEGE OF ARTS AND SCIENCES

EXAMIN
E
ACTIVITY 3: ONE MORE TRY

Create a notion about conducting an Interview.

Guided questions:
1. What should an interviewee/ interviewer do when conducting interviews?
2. What are the crucial reminders that should possess of an interviewee/interviewer?

Interviewee:

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Interviewer:

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EVALUATE
ACTIVITY 4: let’s do it!

Conduct a mock interview (Video/ Written). Provide questions that has something to
deal with hiring someone on the job. (Maximum of 10 questions.)

What is an Interview
A job interview is a conversation which occurs between a potential employer and a job
applicant. During the job interview, the employer has the opportunity to appraise
applicant’s qualifications, appearance and general fitness for the job opening. In
parallel the applicant tries to learn more about the position, to appraise the employer
and to find out if your needs and interests will be met. Think of the interview as a
conversation between two people where each person is trying to learn more about the
other. The interview process is a two-way street. You are traveling toward a goal—the
right job and the employer is traveling toward a goal—the right hire.

Traits on which you will be judged

1. Personal Characteristics. Do you have good grooming? Do you have good manners?
Do you maintain good eye contact?
2. Self-Expression. Are you confident in expressing your ideas?
3. Maturity. What about your overall sense of balance? Can you make value judgments
and decisions?
4. Personality. What are you like? Outgoing? Shy? Overbearing? Quiet? Will you fit into
their corporate culture?
5. Experience. What about your academic achievements? Involvement in extracurricular
activities? Job skills?

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6. Enthusiasm and Interest. Are you really interested in the employer? The particular
job? Industry?
7. Career Goals. What do you want to do in your professional life? Is it consistent with the
company goals?

More about the Interview

As a general rule, a job interview is an important part of the process of applying for a
job, and it may range in formality from a casual conversation to a series of serious
discussions with an assortment of people working within the company.

If a job applicant manages to land a job interview, it indicates that the employer has
at least some interest. Typically, an applicant responds to an advertised job opening,
providing a resume and other requested materials. The employer or a representative
reviews all received applications, and decides who should be invited back for an
interview. In some cases, a preliminary interview may be held on the phone, to save
resources and time for both parties.

Depending on the size of a company and its organization, an applicant may only have
one job interview. This is common with small businesses, in which candidates are
often interviewed directly by the employer. In other cases, a representative of the
human resources department may interview a candidate first, and then he or she will
go through a series of interviews with potential supervisors and other personnel.
Larger companies may also have interview panels with multiple members who
cooperate to make a decision.

Types of Interview

There are several types of interview;

1. Unstructured (Nondirective) Interview.

2. Structured (Directive) Interview.

3. Situational Interview.

4. Behavioral Interview.

5. Job-related Interview.

6. Stress Interview.

7. Panel Interview (Board Interview).

8. One-On-One Interview.

9. Mass Interview (Group Interview),

10.Phone Interview

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Unstructured (Nondirective) Interview

n unstructured interviews, there is generally no set format to follow so that

the interview can take various directions. The lack of structure allows the
interviewer to ask follow-up questions and pursue points of interest as they
develop.

An unstructured interview is an interview where probing, open-ended

questions are asked. It involves a procedure where different questions may be
asked to different applicants.

Structured (Directive) Interview

In structured interviews, the interviewer lists the questions and acceptable

responses in advance and may even rate and score possible answers for
appropriateness.

An interview consisting of a series of job-related questions that are asked

consistently of each applicant for a particular job is known as a structured
interview.

A structured interview typically contains four types of questions.

 Situational questions: Pose a hypothetical job situation to determine what

the applicant would do in that situation.

 Job knowledge questions: Probe the applicant’s job-related knowledge.

 Job-sample simulation questions: Involve situations in which an applicant

may be actually required to perform a sample task from the job.

 Worker requirements questions: Seek to determine the applicant’s

willingness to conform to the requirements of the job.

Situational Interview

In a situational interview, you ask the candidate what his or her behavior
would be in a given situation. Candidates are interviewed about what actions
they would take in various job-related situations. Situational interviews ask
interviewees to describe how they would react to a hypothetical situation
today or tomorrow.

Behavioral Interview

In a behavioral interview, you ask applicants to describe how they reacted to

actual situations in the past.

Candidates are asked what actions they have taken in prior job situations that
are similar to situations they may encounter on the job. The interviewers are
then scored using a scoring guide constructed by job experts.

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This is a structured interview that uses questions designed to probe the

candidate’s past behavior in specific situations. This technique involves asking
all interviewees standardized questions about how they handled past
situations that were similar to situations they may encounter on the job.

The interviewer may also ask discretionary probing questions for details of the
situations, the interviewee’s behavior in the situation, and the outcome. The
interviewee’s responses are then scored with behaviorally anchored rating
scales.

Job-related Interview

In a job-related interview, the interviewer asks applicants questions about

relevant past experiences.

It is a series of job-related questions that focus on relevant past job-related

behaviors. The questions here don’t revolve around hypothetical or actual
situations or scenarios.

Instead, the interviewer asks job-related questions such as, “Which courses
did you like best in business school?”

Stress Interview

In a stress interview, the interviewer seeks to make the applicant

uncomfortable with occasionally rude questions. The aim is supposedly to spot
sensitive applicants and those with low or high-stress tolerance.

Stress interviews may help unearth hypersensitive applicants who might

overreact to mild criticism with anger and abuse. It intentionally creates
anxiety to determine how an applicant will react to stress on the job.

Panel Interview (Board Interview)

A panel interview, also known as a board interview, is an interview conducted

by a team of interviewers, who together interview each candidate and then
combine their ratings into a final score.

Here one candidate is interviewed by several representatives of the firm. This

technique entails the job candidate giving oral responses to job-related
questions asked by a panel of interviewers.

Each member of the panel then rates each interviewee on such dimensions as
work history, motivation, creative thinking, and presentation.

The scoring procedure for oral interview boards has typically been subjective;
thus, it would be subject to personal biases of those individuals sitting on the
board. This technique may not be feasible for jobs in which there are a large
number of applicants that must be interviewed.

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One-On-One Interview

In a one-on-one interview, one interviewer meets one candidate. In a typical

employment interview, the applicant meets one-on-one with an interviewer.
As the interview may be a highly emotional occasion for the applicant,
meeting alone with the interviewer is often less threatening.

Mass Interview (Group Interview)

The mass/group interview is a relatively new technique in the west and almost
unknown in our country. It is a procedure for the discovery of leadership.

Several job applicants are placed in a leaderless discussion, and interviewers

sit in the background to observe and evaluate the performance of the
candidates.

In a mass/group interview, a panel interviews several candidates

simultaneously. The panel poses a problem and then watches to see which
candidate takes the lead in formulating an answer.

Phone Interview

Employers do some interviews entirely by These can actually be more

accurate than face-to-face interviews for judging an applicant’s
conscientiousness, intelligence, and interpersonal skills.

Here, neither party needs to worry about things like appearance or

handshakes, so each can focus on substantive answers. Or perhaps
candidates – somewhat surprised by an unexpected call from the recruiter –
just give answers that are more spontaneous.

How Can Interviews Be Administered?

Interviews can also be administered in various ways that are discussed below:

Personal Interview

Most interviews are one-on-one: In which the candidate meets privately with a
single interviewer.

Often a well-qualified candidate will pass through a series of such interviews,

first with a member of the human resources department, then with the
manager in whose unit there is a job opening and finally perhaps with the
manager’s superior. The rest of this section focuses primarily on the one-on-
one scenario.

Unstructured Sequential Interview

It is an interview in which each interviewer forms an independent opinion after

asking different questions.

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Structured Sequential Interview

It is an interview in which each interviewer rates the candidates on a standard

evaluation form. The top-level manager then reviews and compares the
evaluations before deciding who to hire.

The group interview

A number of candidates are interviewed at once.

Generally, they are allowed to discuss job-related matters among themselves

while one or more observers rate their performance. This type of interview is
usually considered most appropriate in the selection of managers; it can also
be used with gropes of current employees to evaluate their potential for
supervisory roles.

Panel Interview

One candidate meets with a panel of two or more representatives of the firm.
One of the panelists may act as a chairperson, but each of the firm’s
representatives takes part in the questioning and discussion. This format
allows the interviewers to coordinate their efforts and follow up with each
other’s questions.

Computer-assisted Interview

The applicant is presented with a series of questions on a video screen to

which he/she responds by pressing the appropriate key on a keyboard.

Preliminary experience suggests that the procedure is faster than face to face
interviews, that applicants are more candid, and that it overcomes the
problem of lack of consistency between interviewers.

Obviously, this approach cannot assess emotional responses or interpersonal

skills. But it has promise as a helpful additional tool in the selection process.

Because of programming and development costs, it appears to be the most

practical choice when fairly large numbers of candidates are to be interviewed
for a given job.

Coaching for job interviews can get quite extensive. As a general rule, it is a
good idea to dress neatly, as though you are dressing for work. In addition, it
helps to be organized and well put together. It helps to be able to answer
questions about material on your resume, for example, and it is an excellent
idea to put together a list of questions of your own. After a job interview, it is
conventional to shake hands with the interviewers, and to follow up with a
thank-you letter to keep your face fresh in the mind of your potential
employer.

Preparing for a face-to-face interview

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Your interview invitation will probably give the following information. If not, it
is perfectly acceptable to ring up and ask:

 How long will the interview last?

 What format will the interview take?
 Will there be any tests or group exercises?
 Do I need to bring or prepare anything specific?

Make sure that you:

 double check the time and date of your interview;

 know how to get to the venue and how long the journey takes;
 confirm your travel arrangements carefully, especially if you have to make rail
connections;
 check for any planned disruptions to road or rail services;
 plan to arrive early, rather than rushing in late. This is especially important for
assessment centres, where the day runs on a tight schedule;
 find out if accommodation is provided if needed.

What to take:

 The interview letter, with the name(s) of the interviewer(s) and their address
and phone number.
 A map of how to get there.
 A copy of your CV and/or application form.
 A note of the key points you want to make and any questions you want to ask.
 Money for a taxi in case you are running late.
 A number to call if you are running late (but remember to switch your mobile
off before going into the interview).
 A small bottle of water.

LESSON 7
Discourse Markers and mediated actions

READY

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LESSON OBJECTIVES
Upon accomplishing this module, students will be able to:
1. Explain concepts and distinctions of point of view in a discourse markers and
mediated actions.
2. Construct sentences using discourse

TARGET SKILLS
Mastery and Familiarization

LEARNERS
3rd Year, AB English Language students

REFERENCE
https://dictionary.cambridge.org/grammar/british-grammar/discourse-markers-so-right-okay

START
ACTIVITY 1: Let’s Diagnose Your Knowledge
The following items talk about discourse markers. Read and answer carefully each
item.

1. What common discourse markers you often use in a sentence or in discourse?

LEARN

ACTIVITY 2: EXPAND YOUR KNOWLEDGE

See the attached readings on Discourse markers and Mediated action. Read the text
carefully and take note of the essential key terms that will help you understand the
concepts presented.
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BACHELOR OF ARTS IN ENGLISH LANGUAGE
INSTRUCTIONAL MATERIALS DEVELOPMENT © 2020
LEARNING module IN English 108 (English discourse)
AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
MAIN CAMPUS, BUNAWAN AGUSAN DEL SUR

My Notes:
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EXAMIN
ACTIVITYE3: ONE MORE TRY
In a diagram, show how mediated action works. Create a short summary to explain
the diagram.

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EVALUATE
ACTIVITY 4: let’s do it!

Create a speech of any type by using discourse markers.

_______________________________________________________________________________________
_______________________________________________________________________________________
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BACHELOR OF ARTS IN ENGLISH LANGUAGE
INSTRUCTIONAL MATERIALS DEVELOPMENT © 2020
LEARNING module IN English 108 (English discourse)
AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
MAIN CAMPUS, BUNAWAN AGUSAN DEL SUR

Discourse markers are words or phrases like anyway, right, okay, as I say, to begin
with. We use them to connect, organise and manage what we say or write or to
express attitude:
[Friends are talking]
A:
So, I’ve decided I’m going to go to the bank and ask for a car loan.
B:

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That sounds like a good idea.

C:
Well, you need a car.
B:
Right.
A:
Anyway, I was wondering if either of you would teach me how to drive.

The discourse markers in this extract have a number of uses: so marks the beginning
of a new part of the conversation.
well marks a change in the focus (from getting a car loan to needing a car).
right marks a response (B is agreeing with C).
anyway marks a shift in topic (from buying a new car to having driving lessons).
We use different discourse markers in speaking and writing. In speaking, the following
discourse markers are very common:

anywa you
like right
y know

no
fine so I mean
w

good oh well as I say

oka mind for a

great
y you start

In writing, the following discourse markers are common:

on the other
firstly in addition moreover
hand

second in on the one

to begin with
ly conclusion hand

thirdly in sum

Discourse markers do not always have meanings that you will find in your dictionary.
However, they do have certain functions, and some discourse markers, such as well,
can have a number of functions.
See also:

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 Actual and actually

 Like
 Look
 Mind
 Okay, OK
 Well

Discourse markers that organise what we say

Some discourse markers are used to start and to end conversations. Some are used to
start new topics or to change topics.

Starting a conversation or talk

A:
Right, let’s get started. We need to get the suitcases into the car.
B:
Okay. I’ll do that. Katie, will you help me?
[at the start of a radio interview]
Now, we have with us in the studio today someone you will all know from television.
John Rice, welcome to the show.
See also:
 Okay, OK

Ending a conversation

[A mother (A) and daughter (B) on the telephone]

A:
So we’ll see you Sunday, Liz.
B:
Right, okay Mum.
A:
Okay, see you then, love.
B:
Bye, Mum. Thanks for calling.
A:
Bye, Liz.
[At the end of a meeting]
A:
Anyway, is that it? Has anyone got any questions?

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B:
No. I think we’re done.
A:
Right, fine, thanks everyone for coming. We’ll circulate the documents tomorrow and
make some follow-up calls about the project.
See also:
 So
 Okay, OK

Changing or managing a topic

A:
We went to town to buy wallpaper to match the carpet.
B:
Did you try Keanes? They have a sale.
A:
We looked there, but Jim said he thought it was too expensive and he didn’t like any of
their designs.
B:
What does he like?
A:
He likes geometric shapes. He hates flowers. Anyway, we eventually found some that
we both liked and when we went to pay for it, we realised that neither of us had
brought any money. (Anyway marks a return to the main topic of buying wallpaper.)

Ordering what we say

We also use discourse markers to order or sequence what we say. Some of the
common words and phrases which we use for this are:

and in general second to sum up

*second what’s
and then in the end
ly more

first (of
last of all so well
all)

*firstly next lastly a…b

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for a on top of
third(ly)
start that

firstly and secondly are more formal than first and second.
A:
I think Sheila might be having some financial problems at the moment.
B:
I don’t think so, Caroline. For a start, she has all the money that her aunt gave her.
What’s more, she has a good job and she seems to have a good lifestyle.
Firstly, we are going to look at how to write an essay. Secondly we are going to look
at what makes a good essay and what makes a bad one. Lastly, we’re going to do
some writing activities.

We can use the letters of the alphabet (a, b and c), to list reasons or arguments for
something:
There are two reasons why I think it’s a bad idea, a because it’ll cost too much money,
and b because it’ll take such a long time.
See also:
 Numbers: first, second, third

Discourse markers that monitor what we say

As we talk, we monitor (or listen to) what we are saying and how our listener is
responding to what they hear. We often rephrase or change what we say depending
on how our listener is responding. We use words and phrases such as well, I mean, in
other words, the thing is, you know, you know what I mean, you see, what I mean is.

Saying something in another way

Sometimes, as we talk, we add phrases to show our listener that we are going to
rephrase, repeat or change what we are saying. These discourse markers help to
make what we say clearer for the listener:
I just had to leave early. What I mean is I hated the show. It just wasn’t funny.
You exercise regularly, you have a good diet and you don’t have too much stress. In
other words, I think you have nothing to worry about. Your health seems very good.
I think I’ve found a house I’d like to buy. Well it’s an apartment actually. It’s ideal for
me.
See also:
 Actual and actually
 I mean
 Well

Shared knowledge

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When we talk, we think about how much knowledge we share with our listener. We
often mark what we think is old, shared or expected knowledge with you know and we
mark new knowledge that we see as not shared with the listener with phrases like see,
you see, the thing is:
You know, hiring a car was a great idea. (The speaker and the listener know about
hiring the car.)
A:
Why don’t you come and stay with me when you’re in Lisbon?
B:
It’d be difficult. I have to be back in Dublin by Friday. You see, my sister is getting
married on Saturday so I won’t have time to visit. (B assumes that A doesn’t know
about her sister’s wedding. This is new information)
See also:
 See
 You know
 You see

Discourse markers as responses

As we listen to someone speaking, we usually show our response to what we hear

either by gesture (head nod) or by a short response (Mm, yeah, really, that’s a
shame). This shows that we are listening to and interested in what is being said. We
call these short responses ‘response tokens’.
Common response tokens include:

absolute wo
fine okay
ly w

(all) goo quite (more yea

right d formal) h

gre
certainly really yes
at

definitel I
sure
y see

exactly no wonderful

that’s great/interesting/amazing/awful,
etc.

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We use response tokens for a number of functions:

To show interest and to show that we want the speaker to continue

A:
So he opened the door.
B:
Yeah.
A:
And he went in very quietly without waking her.
B:
Right.
A:
He opened her bag and…

To show surprise

A:
We’ve decided to go to Africa for a month next year.
B:
Oh really!

To show sympathy

A:
He can’t play soccer for at least six months. He’s broken his leg.
B:
That’s terrible.
See also:
 Adverbs as discourse markers (anyway, finally)
 Of course

Discourse markers showing attitude

Some expressions are used to mark attitude or point of view in speaking or writing.
Common expressions of attitude are:

actually frankly I think (I’m) sorry

admittedly hopefully literally surprisingly

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amazingly honestly naturally thankfully

basically ideally no doubt to be honest

if you ask to tell you the

certainly obviously
me truth

clearly I’m afraid of course understandably

confidentia I must predictab

undoubtedly
lly admit ly

definitely I must say really unfortunately

essentially in fact sadly

fortunately indeed seriously

If you ask me, Neil is making a big mistake leaving his job to go travelling with his
friends.
We will obviously have to pay for the damage done to the window.
The whole problem has been caused, I think, by having too many cars on the road at
busy times.
Sadly, Hilda has decided not to come with us.
See also:
 Actual and actually
 Think

Discourse markers: sounding less direct

We are careful when we speak not to sound too direct or forceful. We use words and
phrases such as like, maybe, sort of to soften what we say (hedges).
We often use these words and expressions as hedges:

apparent kind
perhaps roughly
ly of

arguably like presuma sort of/ kind

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bly of*

mayb
I think probably surely
e

just

* sort of is more common in British English; kind of is more common in American

English.
Can I just ask you a question?
We can probably add some more water to the sauce.
Is this perhaps one of your first times driving a car?
Compare

There’s a new restaurant in town. We The statement is hedged or softened so

should probably try it next weekend. as not to sound too strong or forceful.

There’s a new restaurant in town. We The statement is not hedged and it

should try it next weekend. sounds more direct and forceful.

See also:
 Hedges (just)
 Think
 Like
 Mind
 Well

Discourse markers: um and erm

We can use um to introduce a new topic carefully:

Um, could I ask you a personal question?
Um, there’s something else we need to talk about.

We can use erm when we pause before saying something, especially when we are not
sure about what to say:
He’s… erm he’s not very pleased with your work, I’m afraid.
Her last book was called… erm what was it? I can’t remember the name.

Discourse markers: interjections (Oh! Gosh!)

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An interjection is a single-word exclamation such as hooray, oops, ouch which shows a

positive or negative emotional response:
A:
The meeting’s been cancelled.
B:
Yippee!
A:
I’ve just dropped the box of eggs.
B:
Oh no!
A:
I don’t think this dessert looks very fresh.
B:
Yuck!
See also:
 Interjections (ouch, hooray)
 Oh

Discourse markers are words or expressions that link, manage and help to organise
sentences. They connect what is written or said with something else. They make no
change to the meaning.

They are also often called linking words and, sometimes, fillers. They are important to
make your speech or text flow and to avoid a series of short unconnected statements.

USING DISCOURSE MARKERS

Discourse markers can be placed in any part of a sentence, including the beginning.
We use different types of discourse markers for different types of links; informal
markers for for speech and formal type markers for formal writing, such as essays and
reports.

Discourse markers do not always have meanings that you will find in your dictionary.
Instead, they provide certain functions such as delaying, filling or hinting at emotions.

Discourse markers are important for fluency in English at an advanced level. They are
important elements of speech and writing for living and working in English-speaking
countries.

If you need to take IELTS exams, you’ll need to have a clear understanding of
discourse markers for the Writing and Speaking tests.

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INFORMAL AND SPOKEN DISCOURSE MARKERS

When speaking or informal writing, such as emails or texts to friends, the following
discourse markers are often used. There are many of course, but here are some of the
most common.

 Anyway – marks a shift away from a topic. It’s sold out, anyway, I didn’t want to
go.
 Actually – indicates that what you are saying is a surprise to you or is the
opposite of what might be imagined or introduces the opposite response to what
someone wants or expects. I thought I didn’t like dance shows but actually, I
quite enjoyed it. Actually, I’d prefer if if you didn’t smoke in here.
 As I was saying / As I said – continuing a theme after a change of subject. As I
was saying before I was interrupted, I’d like to go to the cinema. As I said last
week, I don’t enjoy opera.
 Absolutely – used as a stronger way of saying yes. A. Would you like a holiday
in Thailand? B. Absolutely, when do we go?
 Exactly – used to emphasise what you mean. What exactly are you talking
about? Exactly, that’s what I meant.
 Okay or OK – understood or agreed. Okay, I get it.
 Well – used to indicate an emotion including: annoyance, anger, surprise,
disappointment and relief. Well, that’s not what I wanted to hear. Well, I didn’t
expect that!
 Fine – used informally to indicate that something is not good. That’s
another fine mess you’ve got me into. A. How are you since your wife left you?
B, Fine, what do you think
 Mind (you) – used to highlight or stress something you said to avoid
misunderstanding. He couldn’t help me, mind you, I know he’s busy so it’s not
his fault. Or to introduce something else that needs to be considered. My kids
never listen to me. Mind you, I didn’t either at their age so I guess it’s normal.
 You know – indicates that what you’re saying is known by the listener. or to
check they understand with a question mark. Also used as a filler while you’re
thinking of what to say next. Studying economics is hard, you know.
 I mean – introduces a statement to justify what you’ve said. It was a tough
driving test, I mean I took my test in the rush hour in the rain.
 For a start – introduces the first item of a logical sequence or the most
important item of other possibilities. The driving test in Spain is difficult, for a
start it’s all in Spanish.
 What’s more – introduces a new fact or argument and implies that this new
fact or argument is more important than the one just given. Used without
contraction for formal speech and writing. The stock market fell in 2008
and what’s more, our pension fund was tied up in stocks.
 On top of that – used to indicate something unpleasant in addition to what
you’ve just said. I lost my job and on top of that, I was fined for speeding.
 To tell you the truth / truth be told – indicates that hat you’re saying is
honest and open. To tell you the truth, I was more than a little worried. Truth be
told, I’m concerned about the project
 To be honest – explains that you are being truthful about what you’re saying,
usually with an understanding that the person you’re talking to will be
disappointed. To be honest, I don’t think your offer is sufficient.
 Sort of / kind of – used to describe that something is partly true but it’s not the
entire explanation. Or that something is difficult to explain entirely. Your answer
is sort of correct but there’s a bit more to it that that. My new car is a kind
of blue green colour. Not sure what colour you’d call it.

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LESSON 8
Intertextuality, transposition, Replication

READY
LESSON OBJECTIVES
Upon accomplishing this module, students will be able to:
1. Differentiate intertextuality, transposition and replication in data session.
2. Discuss the meaning of Dialogue syntax
3. Construct a dialogue syntax

TARGET SKILLS
Mastery and Familiarization

LEARNERS
3rd Year, AB English Language students

REFERENCE
http://languagecontact.humanities.manchester.ac.uk/YM/downloads/Matras,
%20Y.%20and%20J.%20Sakel,%20(2007)%20Investigating%20the
%20mechanisms%20of%20pattern%20replication%20in%20language
%20convergence.pdf
https://www.sas.upenn.edu/~gurban/pdfs/Urban-RepetitionAndReplication.pdf
https://translatorthoughts.com/2016/05/transposition/

START
ACTIVITY 1: Let’s Diagnose Your Knowledge
The following items talk about Intertextuality. Read and answer carefully each item.

1. Give your ideas about intertextuality.

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LEARN

ACTIVITY 2: EXPAND YOUR KNOWLEDGE

See the attached readings. Read the text carefully and take note of the essential key
terms that will help you understand the concepts presented.

COLLEGE OF ARTS AND SCIENCES

EXAMIN
E
ACTIVITY 3: ONE MORE TRY
In a diagram, show the similarities and differences of the three. Create a short
summary of the three.

EVALUATE COLLEGE OF ARTS AND SCIENCES

ACTIVITY 4: let’s do it!

How was these three things connected from each other?

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What is Intertextuality?

Intertextuality (pronounced in-terr-text-yoo-a-lih-tee) is not a literary

or rhetorical device, but rather a fact about literary texts – the fact that they are all
intimately interconnected. This applies to all texts: novels, works of philosophy,
newspaper articles, films, songs, paintings, etc. In order to understand intertextuality,
it’s crucial to understand this broad definition of the word “text.”
Every text is affected by all the texts that came before it, since those texts influenced
the author’s thinking and aesthetic choices. Remember: every text (again in the
broadest sense) is intertextual.

II. Examples of Intertextiality

Example 1
Fan fiction is a great example of deliberate intertextuality. In fan fiction, authors enter
the fictional worlds of other authors and create their own stories. For example, a Lord
of the Rings fan fiction might tell the story of minor characters or add new characters to
the world of Middle Earth. Sometimes, fan fiction becomes extremely successful in its
own right – 50 Shades of Grey was originally written as Twilight fan fiction.
Example 2
Martin Luther King’s writing was heavily influenced by the work of Mohandas Gandhi,
especially in the area of nonviolent resistance. Much of this intertextuality was
deliberate, with King explicitly crediting Gandhi as one of his influences. Scholars,
however, have debated whether there might have been other aspects of Gandhi’s
writing, such as his aesthetic style, that also influenced King in a more latent way.

III. Types of Intertextuality

a. Deliberate Intertextuality

Sometimes, intertextuality is the result of an author’s choice. When a heavy metal

artist makes references to Norse mythology, or when a novelist draws on the works of
Shakespeare as inspiration, these choices forge a relationship between the old text
and the new. We can call this deliberate intertextuality.
b. Latent Intertextuality
Even when an author isn’t deliberately employing intertextuality, though,
intertextuality is still there. You can’t escape it! Everything you’ve ever seen or read
sticks somewhere in your memory and affects your understanding of the world. They
all contribute to building your specific worldview which, in turn, determines how you
write or create art. We can call this latent intertextuality.
Of course, since we can’t read an author’s mind, it’s not always easy to know the
difference between deliberate and latent intertextuality. We might find a similarity
between two texts, but we have no way to know whether it was deliberate or
accidental unless the author tells us!

IV. The Importance of Intertextuality

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Intertextuality shows how much a culture can influence its authors, even as the
authors in turn influence the culture. When you create a work of art, literature, or
scholarship, you are inevitably influenced by everything that you’ve seen or read up
to that point. Even seemingly disparate fields, such as music and philosophy, can
exert a strong influence on each other through intertextuality – the philosopher
Nietzsche, for example, was heavily influenced by the early operas of Richard Wagner.
Similarly, authors from different cultures and historical periods can influence each
other!

Intertextuality also shows how a similar cultural, religious, political, or moral ideology
can be expressed in very different ways through different cultural practices. For
example, think about the way that art, music, literature, and philosophy all changed in
the aftermath of World War I. This earth-shattering event made people feel like
nothing was stable or certain, and this was reflected in all aspects of artistic and
scholarly pursuits. Post-war paintings were far more abstract and chaotic; post-war
philosophy was nearly obsessed with problems of evil and unpredictability; post-war
music was more formless and atonal; post-war novels questioned the rules of linear
structure and chronology. Every aspect of the society was affected by the events of
this bloody war, and everything produced in its aftermath shows plenty of latent (and
sometimes deliberate) intertextuality.

V. Examples of Intertextuality in Literature

Example 1
James Joyce’s Ulysses was a deliberate retelling of Homer’s Odyssey, but transplanted
out of ancient Greece into modern-day Dublin. The various chapters in Joyce’s novel
correspond to the adventures of Odysseus in Homer’s epic poem. For Joyce, the point
of this deliberate intertextuality was to show that ordinary people can experience
something heroic in their everyday lives.
Example 2
Steven Pressfield’s novel The Legend of Bagger Vance, which was adapted into a
movie starring Will Smith, was originally written as a re-telling of the Hindu
epic Bhagavad Gita – the name “Bagger Vance” is supposed to sound like “Bhagavad.”
In the original Hindu epic, the god Krishna discusses the importance of enlightenment
and warrior virtues with Prince Arjuna – the novel/movie transplants this ancient story
onto the links of a golf course.

VI. Examples of Intertextuality in Pop Culture

Example 1

The actor Christopher Guest appeared in countless comedic movies in the 1980s,
including such classics as The Princess Bride (1987) and This Is Spinal Tap (1984). In
the earlier film, he plays a heavy metal guitarist whose amplifier, as we learn in one
scene, can be turned up to 11 instead of the usual 10. Three years later, he appeared
on screen again playing a man with 6 fingers on his right hand – the character had 11
fingers instead of 10. Fans have wondered ever since whether this was a deliberate
reference to Spinal Tap or just an accident: deliberate or latent intertextuality?
Example 2
Most people today have seen Star Wars, but many do not realize that it was intended
to be an intertextual work, based on the psychological theories of Joseph Campbell.

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Campbell wrote a book called Hero With a Thousand Faces, which describes a single,
universal form of hero-stories that appears in cultures all over the world. George
Lucas, the creator of Star Wars, wanted to explore this idea of the cross-cultural heroic
ideal in the character of Luke Skywalker.

VII. Related Terms

External Allusion
Allusion is a particularly common form of deliberate intertextuality – it’s when one text
makes a deliberate, but subtle, reference to another.
Citation
Citation is another common form of deliberate intertextuality – unlike allusion, it isn’t
subtle at all! The point of a citation is to acknowledge, loud and clear, that the author
is borrowing an idea or phrase from someone else. Citation is about giving credit to
the original author.

Plagiarism
Plagiarism is stealing another person’s work without giving them proper credit. In
formal essays, it’s important to cite your sources so that you won’t be guilty of
plagiarism.
Sometimes the line between latent intertextuality and plagiarism is muddy. For
example, imagine a young comedian sees an older comedian on stage at a club. Years
later, the young comedian uses a joke that he heard that night – but he’s forgotten
that he ever heard it! It was just lying buried in his memory all those years until it
came out when he was writing a new set of jokes. This is an accident, and it’s certainly
latent intertextuality. But it’s also plagiarism, even though it was accidental! That’s
why it’s important to be very careful about using other people’s texts in your own
work.

How to Use Intertextuality

How you employ another text in your work depends on what you want to do with it. Do
you want to pay homage to a great author like Homer or Shakespeare? Then try re-
staging their stories in a new setting. If, on the other hand, you want to spoof those
authors, then take whatever is silly or humorous about them and exaggerate it in a
parody.
Remember that intertextuality is not limited to texts of the same type. This is
important since many of the most sophisticated uses of deliberate intertextuality are
those that cut across different mediums and styles. For example, have you ever tried
to paint a piece of music? Or write a story based on a philosophical idea? Getting
inspiration in this way is a great way to include intertextuality in your writing or art.

Changing the normal order or arrangement. Transposition is a

basic strategy in the manipulation of discourse for rhetorical
purposes, along with addition, subtraction, and substitution, and
occurs on many levels:

Transposition of letters in a word metathesis

Transposition of grammatical order hyperbaton (see below)

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of words in a sentence
Transposition of time order in
hysteron proteron
events related
Hyperbaton names that category of figures of speech based
upon grammatical transpositions. These include:

1. anastrophe
2. tmesis
3. hysterologia
4. hysteron proteron
5. hypallage
6. parenthesis
7. eperegesis

Transposition
Transpositional grammar describes and analyzes movement in meaning across and
between its different meaning-forms: text, image, space, object, body, sound and
speech. Meanings can be expressed in all of these meaning-forms, though never in
quite the same way—hence: multimodality and the transposition of meanings from
form to form.

Across all of these meaning-forms and within their multimodal manifestations, any
and every meaning expresses five meaning-functions: reference, agency, structure,
context, and interest. In this functional perspective, meanings are always on the
move, as we shift our attention from one meaning-function to another, and within
each function where meanings are ever-ready and always-impatient to move.

Transpositional grammar is an account of meanings that, in their very nature, are

always in a process of transformation.

TRANSLATION TECHNIQUES: TRANSPOSITION

In the list of the translation techniques there is also transposition.

An experimented translator uses various techniques in order to obtain great results.

There are plenty of methods that make the text sound better in the target language.
One of the most important translation techniques is called transposition. The term
might seem familiar, as it is used in many fields, but this article will explain the role of
transposition in translation.

Transposition is the first technique or step towards oblique translation. Oblique

translation is another term for free translation where the translator exercises his/her
freedom to attain equivalence. It operates at the grammatical level and it consists of
the replacement of a word class by another word class without changing the meaning.
From a stylistic view point, the transposed expression does not have the same value,
but the meaning is the same. Transposed expressions are usually more literary in
character. What is the most important is to choose the form that best fits the context.

Transposition can be:

– Free: when the transposition that we use is mainly dependent on the context and
particularly on the desired effect. For example:

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The course is of interest to all of us. (The course interest all of us: back translation)

– Compulsory: when only a transposition is acceptable, thus it is absolutely necessary

in a particular context. For instance:

I will never forget that time when I saw you in the village. ( I will never forget the time
that I saw you in the village: back translation)

Types of transposition:

– Adverb-verb: I only defended myself / I did nothing but defend myself

– Adverb-noun: I called you early this week / I called you at the beginning of the week

– Adverb-adjective: He lives dangerously / He lives a dangerous life

– Adjective-noun: He found it difficult to learn for exams / He had difficulties learning

for the exams

– Possessive article-definite article: Your hair is too long / You have the hair too long

– Verb or past participle-noun: I intended to give you a present / My intention was to

give you a present

– Adverb-noun: I wrote to you early this year / I wrote to you at the beginning of this
year

In other words, transposition is the process where parts of the speech change their
sequence when they are translated (blue ball becomes boule bleue in French). It is in a
sense a shift of word class. Grammatical structures are often different in different
languages. He likes swimming translates as Er schwimmt gern in German.
Transposition is often used between English and Spanish because of the preferred
position of the verb in the sentence: English often has the verb near the beginning of
a sentence; Spanish can have it closer to the end.

This requires that the translator knows that it is possible to replace a word category in
the target language without altering the meaning of the source text, for example:
English Hand knitted (noun + participle) becomes Spanish Tejido a mano (participle +
adverbial phrase).

(Readings for Replication is in PDF form)

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LESSON 9
Critical discourse analysis (CDA)

READY
LESSON OBJECTIVES
Upon accomplishing this module, students will be able to:
1. Distinguish and discuss what CDA is in terms of history, theory and method.

TARGET SKILLS
Mastery and Familiarization

LEARNERS
3rd Year, AB English Language students

START
ACTIVITY 1: Let’s Diagnose Your Knowledge
Read and answer carefully each item.

1. Give your ideas about CDA.

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LEARN

ACTIVITY 3: EXPAND YOUR KNOWLEDGE

See the attached readings. Read the text carefully and take note of the essential key
terms that will help you understand the concepts presented. (If attachments are not
on the module kindly research about it on the internet for all the sources are in there.)

COLLEGE OF ARTS AND SCIENCES

EXAMIN
E
ACTIVITY 4: ONE MORE TRY
Look for an article about CDA and create a summary of it. Explain it in not less than 10
sentences.

EVALUATE
ACTIVITY 5: let’s do it!
How was CDA different from typical analysis of discourse?

LESSON 10
Argument structure
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BACHELOR OF ARTS IN ENGLISH LANGUAGE
INSTRUCTIONAL MATERIALS DEVELOPMENT © 2020
LEARNING module IN English 108 (English discourse)
AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
MAIN CAMPUS, BUNAWAN AGUSAN DEL SUR

READY
LESSON OBJECTIVES
Upon accomplishing this module, students will be able to:
1. Differentiate verb argument structure and preferred argument structure.
2. Validate its characteristics and determine its functionality.

TARGET SKILLS
Mastery and Familiarization

LEARNERS
3rd Year, AB English Language students

REFERENCE

START
ACTIVITY 1: Let’s Diagnose Your Knowledge
Research about verb-argument structure and preferred-argument structure. Identify
its features using a Venn diagram.

EVALUATE
COLLEGE OF ARTS AND SCIENCES
BACHELOR OF ARTS IN ENGLISH LANGUAGE
INSTRUCTIONAL MATERIALS DEVELOPMENT © 2020
LEARNING module IN English 108 (English discourse)
AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
MAIN CAMPUS, BUNAWAN AGUSAN DEL SUR

ACTIVITY 2: let’s do it!

Look for an article or research at least one (1) source about structure of argument and
have a descriptive essay about the article or research.

Cite the source: ________________________________________________________________

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The term “argument structure” is used to refer to the lexical representation

of argument-taking lexical items—typically verbs, but also nouns (especially
nominalizations), adjectives, and even prepositions—that specifies sufficient
information about these items’ arguments to allow their syntactic realization
to be determined. An argument structure typically indicates the number of
COLLEGE OF ARTS AND SCIENCES
BACHELOR OF ARTS IN ENGLISH LANGUAGE
INSTRUCTIONAL MATERIALS DEVELOPMENT © 2020
LEARNING module IN English 108 (English discourse)
AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
MAIN CAMPUS, BUNAWAN AGUSAN DEL SUR

arguments a lexical item takes (e.g., the core participants in the eventuality a
verb denotes), their syntactic expression, and their semantic relation to this
lexical item.
The notion of argument structure, which was first adopted by researchers
working in the government-binding framework around 1980, is a descendant
of the subcategorization frame of 1960s transformational grammar, which
acknowledges that a lexical item’s argument-taking properties may be driven
in part by its meaning. Although its purpose might seem straightforward, there
is no single conception of argument structure.
The understanding of the notion as a theoretical construct varies with a
researcher’s theoretical predispositions, especially with respect to how
semantics and syntax interface with each other. Such variation in usage is
reflected in controversies over the nature of argument structure. Furthermore,
certain approaches, particularly lexicalist approaches, assume
morphosyntactic processes that affect a predicate’s argument-taking potential
operate over argument structure, while other approaches take such processes
to operate on syntactic configurations, and still others propose that both the
syntax and the lexicon can be domains for such processes. Finally, certain
researchers now suggest that the empirical domain subsumed under the label
“argument structure” derives from other facets of the syntactic context that
lexical items are found in, and some of them even question whether lexical
items have an argument structure. Despite these controversies, “argument
structure” is now adopted as a pretheoretical cover term to refer to those
linguistic phenomena that involve the realization of a lexical item’s
arguments, including morphosyntactic phenomena that affect the
morphosyntactic realization of arguments. This use has become widespread
and is not limited to researchers sharing the theoretical orientation of those
who first introduced the term. This article emphasizes research on the notion
of argument structure as a theoretical construct referring to a lexical
representation that captures a lexical item’s argument-taking potential; thus,
much of the work cited here is from the 1980s and early 1990s. The article
also includes discussion of some major morphosyntactic phenomena
discussed under the label “argument structure.”

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