Chapter 8 - Purposive Communication

 

COMMUNICATI ON FOR ACADEMIC PURPOSES CHAPTER 8

 

■ Write present academic using and appropriate tone, papers style, conventions, and reference styles

■ Adopt awareness of audience and context in presenting ideas

■ Convey ideas through oral, audiovisual, and/or web-based  presentations for different target audiences in local and global settings using appropriate registers

OBJECTIV ES

 

LESSON 1- Book Review

CHAPTE R OUTLIN E

LESSON 2- Literature Review

LESSON 3- Understanding Research Report

LESSON 4- Project Proposal

LESSON 5- Position Paper 

 

COMMUNICATION FOR ACADEMIC PURPOSES The birth of technology has given rise to ainsea of communicationonline, face-to-face, computer-mediated, a workplace and more via so in an academic setting. With so many communication options, people need a wider range of a communication skills than ever before. The academe posts a huge demand for students to become proficient communicators. To be effective, one must involve both understanding the components and process of communication and putting them into  practice. This is chapter is devoted to assist students in formulating various academic papers that are written for numerous fields of discipline.

 

BOOK REVIE W LESSON 1

 

BOOK REVIEW You have just taken a journey. Maybe you went to meet Mr. Darcy. Or perhaps, you went back in time or visited a foreign land. Perhaps you shook hands with Mother Theresa. Or witnessed the Declaration of Philippine Independence on June 12, 1898 in the then Cavite el Viejo (now Kawit, Cavite). How did you do these wonderful things? You You read a book, of course.

 

BOOK REVIEW You think you and your friends should visit the world in the  book you have just read. You can show your friends this world by writing a book review. Simply stating your personal feelings about a book is not enough. You need to support your statements with explanations and references to the work.

 

THE PREWRITI NG PROCESS

Once you have found several  possible choices for your book  preview each review, one to make your final decision. You may  preview the books by following some steps.

 

Look at the cover. Is there something that makes you interested in the book?

Read the book jacket summary. What does the summary tell you?

Skim some pages. Do you like the way the characters are shown? Do you see any interesting action taking place?

Consider what you have found. Does the book look interesting? Do you want to know more about the characters?

THE PREWRITI NG PROCESS

 

Take brief notes as you read the material you will respond to. You might note your

PLANNIN GA BOOK REPORT OR REVIEW (Little, 2009)

favorite thatwith. puzzle you, and  parts thatparts, you parts disagree Afterwards, ask yourself questions to help you analyze and evaluate the material:

•

•

•

•

•

Whose point of view does the work  present? Which parts reveal the point of view? What might the work’s purpose be? Which  parts reveal the purpose? What is the author’s thesis? What are the most and least effective aspects of the work? What might readers and reviewers learn from the work?

 

You have read your book and you are ready to tell people what you think. Before you begin, think about:

•

The purpose of your book review

•

The people who will be reading it (your audience)

Your purpose for writing a book review will be closely linked to your audience and to their purpose for reading the review. Here are some questions and possible responses to help you think about your audience and their purpose.

THINK ABOUT THE PURPOSE AND AUDIENCE

 

WHO IS THE

WHY MIGHT THESE

WHAT TYPES OF

AUDIENCE FOR MY BOOK REVIEW?

PEOPLE READ MY BOOK REVIEW?

INFORMATION INTEREST MY AUDIENCE?

Classmates

To decide whether to read a book 

What is the book about?

Co Comm mmun unit ity y Li Libr brar aria ian n

To de deci cide de wh whet ethe herr to get get a  book for the library library

What type of book is it? (mystery, general fiction, and so on)

Parents

To decide if a book is right for young readers

How easy (or difficult) is it to read?

Gift Shoppers

To decide whether to buy a book as a gift

How much does it cost?

THINK ABOUT THE PURPOSE AND AUDIENCE

 

GATHE THER R AND GA ORGANIZE DETAILS YOU GET THE IDEA

If wantchosen, people you to read youyou have needthetobook say more about it than simply, “It’s good.” You need to give them a summary of the book. A summary of a piece of writing includes key ideas ofa the piece. Whenonly youthesummarize novel, you will briefly retell the important events. The notes that you took while you read your novel will help you write your summary.

 

GATHE THER R AND GA ORGANIZE DETAILS THERE IS MORE TO THE STORY

If a story were plot alone, it would not be much fun to read. Readers will be more interested in plot events if they know something about the people and  places involved. When you write a summary include a description of the characters and the setting.

 

Parts of the book review include: Introduction Body Conclusion

WRITIN WRITING G A BOOK REVIEW

 

INTRODUCTION In your first paragraph, identify the material that you are responding to. Name the author and date of  publication. To help your readers, provide a summary or brief description of the work. You might also state your thesis in your opening  paragraph.

 

BODY Devote at least a paragraph to each main  point. Support each point with details from your planning notes- including your won responses- and with examples from the work itself.

 

CONCLUSION If you haven’t stated your thesis in the first paragraph, do so in the conclusion. Sum up your judgment of the work’s main ideas and the way they are presented.

 

LITERATU RE REVIEW LESSON 2

 

WHA AT IS A WH LITERATURE REVIEW? A literature review is not an annotated  bibliography in which you summarize briefly each article that you have reviewed. While a summary of what you have read is contained within the literature review. It goes well  beyond merely summarizing professional literature. It focuses on a specific topic of interest to you and includes a critical analysis of the relationship among different works, and relating this research to your work. It may be written as s stand-alone paper or to provide a theoretical framework and rationale for a research study such as a thesis or dissertation (Helen Mongan-Rallis, 2014).

 

WHAT IS A LITERATURE REVIEW? It is an evaluative report of information found in the literature related to your selected area of study. The review should describe, summarize, evaluate, and clarify this literature. It should give a theoretical base for the research and help you (the author) determine the nature of your research. Works which are irrelevant should be discarded and those which are peripheral should be looked at critically.

 

WHAT IS A WHA LITERATURE REVIEW? A literature review is more than the search for information, and goes beyond being a descriptive annotated bibliography. All works included in the review must be read, evaluated, and analyzed (which you would do for an annotated bibliography),  but relationship relationshipss betwee between n the literature must also be identified and articulated, in relation to your field of research research..

 

WHAT IS A LITERATURE REVIEW? In writing the literature review, the purpose is to convey to the reader knowledge andtheir ideas have been established on what a topic, and what strengths and weaknesses are. The literature review must be defined  by a guiding concept (e.g your research objective, the  problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries. (https://www.writing.utronto.ca/advice/litera (https://www .writing.utronto.ca/advice/literatureturereview)

 

STEPS IN WRITING WRITING A LITERATURE LITERA TURE REVIEW

WRITING THE INTRODUCTI ON

WRITING THE BODY

WRITING THE CONCLUSION

 

The introduction should:

WRITING THE INTRODUCTI ON



Define or identify the general topic, issue, or area of concern, thus  providing an appropriate context for reviewing the literature.



Point out overall trends in what has  been published about the topic; or conflicts in the theory, methodology; or a single problem, or new  perspective of immediate interest.



Establish the writer’s reason (point of view) for reviewing the literature; explain the criteria to be used in analyzing and comparing the literature and the organization of the review (sequence); and when necessary, state why certain literature is or not included (scope).

 

The body should: 

WRITING THE BODY

Group research studies and other types of literature work (reviews, theoretical articles, case studies, etc.) according to common denominators such as qualitative versus quantitative approaches, conclusions of authors, specific purpose or objective, chronology chronology,, etc.



Summarize individual studies or articles with as much as little detail as each merits according to its comparative importance in the literature, remembering that space (length) denotes significance.



Provide the reader with strong “umbrella” sentences at the beginning of paragraphs, “signposts” throughout, and brief “so what” summary sentences at intermediate  points in the review to aid in understanding comparisons and analyses.

 

The conclusion should:

WRITING THE CONCLUSIO N



Summarize major contributions of significant studies and articles to the body of knowledge under review, maintaining the focus established in the introduction.



Evaluate the current “state of the art” for the body of knowledge reviewed, pointing out major methodological flaws or gaps in research, inconsistencies in theory and findings, and areas or issues pertinent to future study.



Conclude by providing some insight into the relationship between the central topic of the literature review and a larger area of study such as a discipline, a scientific endeavor,, or a profession. endeavor

(https://writing.wisc.edu/Handbook/Reviewof  Literature.html)

 

UNDERSTANDIN G THE RESEARCH REPORT LESSON 3

 

UNDERST UNDERSTANDING ANDING THE RESEARCH REPORT Have you ever written a report in which you used several different sources? I f so, you have already produced a research report. A research report is written report that presents the results of a focused, in-depth study of a specific topic. Its writer chooses a topic, gathers information about the topic from several sources, and then  presents that information in an organized organized way. way.

 

DEVELOPING PING A STEPS IN DEVELO RESEARCH REPORT Choosing your subject

Doing preliminary research

Limiting your subject to a specific topic

Finding an angle and writing a statement of controlling purpose

Preparing a list of possible sources (a working bibliography)

Taking notes and developing a rough, working outline)

Organizing your notes and making a final outline

Writing your first draft

Revising your draft

Writing the final draft, with complete list of works cited  

CHOOS CHOOSING ING A SUBJ SUBJECT ECT THAT THA T YOU CARE ABOUT ABOUT One of the most important parts of doing a research is choosing a topic. By choosing wisely, you can ensure that your research will go smoothly and that you will enjoy doing it.

 

CHOOSING A SUBJ CHOOSING SUBJECT ECT THAT THA T YOU CARE ABOUT ABOUT A subject is a broad area of interest, such as Philippine History or animal behavior. One way to approach the search for a researchreport topic is to first choose a general area of interest and then focus on some part of it. Make sure that you have a real reason for wanting to explore the subject. Often, the  best subjects for research-reports are the ones that are related to your own life or to the lives of people you know.

 

USE FREEWRITING TECHNIQUES

Freewriting or Clustering

Brainstorming

Questioning

Discussing

 

USE FREEWRITING TECHNIQUES Freewriting or Clustering

Write whatever comes to your mind about the subject for five minutes, or draw cluster in whicha you usediagram lines to connect your subject with related ideas.

 

USE FREEWRITING TECHNIQUES Brainstorming

Working with a group of friends or classmates, write down a list of topics that come to mind as possible think about the subject.

 

USE FREEWRITING TECHNIQUES Questioning

Write a list of questions about the subject. Begin each question with the when word where, who why, , what  and ,how , or,  start your question with what if .

 

USE FREEWRITING TECHNIQUES Discussing

Listen to what other students know about your subject, what interests them about it, andmight what problems they think have in researching it.

 

LIMITING YOUR SUBJECT TO A SPEC SPECIFI IFIC C TOPIC Once you have come up with a list of ideas for possible topics, you need to evaluate and limit them- that is on the basis of certain criteria. Here are some criteria for judging a research topic:



The topic should be interesting.

 

The topic should be covered in readily available sources. The topic should be significant.



The topic should be objective.



You should not simply repeat material available in other sources.



The topic should be narrow enough to be treated fully fully..

 

LIMITING YOUR SUBJECT SUBJEC T TO A SPECIFIC TOPIC The topic should be interesting.

Often the most interesting topic is one that is related to your family history, to your future, to your major goals, to the place where you live or would like to lie, to a career that interests you, or to a hobby or other activities that you enjoy. The topic might be something that caught your interest in the past,  perhaps something you have read about or have studied in school.

 

LIMITING YOUR SUBJECT SUBJEC T TO A SPECIFIC TOPIC The topic should be covered in readily available sources.

When considering a topic, always check the catalogs in your library to see if the sources are available.

 

LIMITING YOUR SUBJECT SUBJEC T TO A SPECIFIC TOPIC The

topic

should

be

significant.

  Choose a topic that is significant for you, one worth your time and energy.

 

LIMITING YOUR SUBJECT SUBJEC T TO A SPECIFIC TOPIC The

topic

should

be

objective.

 Make sure that you will  be able to gather enough facts about the topic to support your argumen argument. t.

 

LIMITING YOUR SUBJECT SUBJEC T TO A SPECIFIC TOPIC You should sho uld not simply relate material available other sources.

in

  You should look for a topic that allows you to come up with your own angle or approach.

 

LIMITING YOUR SUBJECT SUBJEC T TO A SPECIFIC TOPIC You should be narrow enough to be treated fully.

 Ask your teacher how many  pages long your your paper should should  be, and choose a topic that is narrow enough to be treated in a paper of that length.

 

WRIT ITIN ING G A ST STA ATEM TEMENT ENT OF WR CONTROLLING PURPOSE Once you have decided on a specific topic, your next step is to write statement of controlling purpose. Thiswant is a sentence or apair of sentences that tells you what you to accomplish in your report. It is called a statement of controlling purpose because it controls or guides your research. The statement of controlling purpose usually contains one or more key words that tell what the report is going to accomplish. Key words that often appear in statements of controlling purpose include analyze, classify, compare, contrast, define, describe, determine, establish, explain, identify, prove, ands support.

 

Here are two examples of statements of controlling  purpose:

WRI WRITING TING A STATEMENT OF CONTROLLI NG PURPOSE



The purpose of this report is to analyze the impact of the use of solar energy on  pollution.



The purpose of this report is to contrast the  performance of the Upper House and Lower House in Congress form 2000-2006

 

WRITING A STATEMENT OF CONTROLLING PURPOSE To come up with a statement of controlling purpose, you will probably have to do a good deal of preliminary research. That is because before you can write a statement of controlling  purpose, you need to know enough about your topic to have a general idea of what you want to say in your report.

 

PREPARING ARING A LIST OF POSSIBL POSSIBLE E PREP RESOURCES (A WORKING BIBLIOGRAPHY) Once you have written a statement of controlling  purpose, you are ready to put together a list of  potential sources. The list of sources that might be useful to you in writing your paper is called a working  bibliography.. You will have to use some sources  bibliography during your preliminary research, and you will  probably want to include some or all of those sources in your working bibliography. As you continue to research and draft, you might find new sources to add to the list. Before you decide to add a new source to your list, however, be sure to evaluate it.

 

PREPARING ARING A LIST OF POSSIBL POSSIBLE E PREP RESOURCES (A WORKING BIBLIOGRAPHY) Both print and non-print sources will be available to you, and you will want to take advantage of both. Here are some good places to start looking for information: 

Other people



Institutions and organization



The government



The library/ media center 



Bookstores



Bibliographies



Online information services



Reference works



Other sources

 

PREPARIN ARING G A LIST OF POSSIBLE POSSIBLE PREP RESOURCES (A WORKING BIBLIOGRAPHY) OTHER PEOPLE

People can be a researcher’s greatest resource. Consider interviewing a professor at a local college or university or  people who work for  business. Museums, historical societies, or other organizations.

 

PREPARIN ARING G A LIST OF POSSIBLE POSSIBLE PREP RESOURCES (A WORKING BIBLIOGRAPHY) INSTITUTIONS

AND

ORGANIZATIONS Museums, art galleries, historical societies, and businesses are a good sources of information

about some topics. Many institutions and organizations have sites on the internet.

 

PREPARIN ARING G A LIST OF POSSIBLE POSSIBLE PREP RESOURCES (A WORKING BIBLIOGRAPHY) THE GOVERNMENT

Many libraries have special departments that contain government  publications. For some topics, you may want to contact town, city, or local government offices directly. directly.

 

PREPARING A LIST OF POSSIBLE RES OURCES (A WORKINGRESOURCES BIBLIOGRAPHY) THE LIBRARY/ MEDIA CENTER 

Remember that a library is more than  just a place for housing books. Libraries also contain periodicals- such as newspapers, magazines, and journalsand most have many non-print materials, such as audio recordings, videotapes, computer software, reproductions or artworks, and pamphlets. Many libraries also provide access to the internet.

 

PREPARIN ARING G A LIST OF POSSIBLE POSSIBLE PREP RESOURCES (A WORKING BIBLIOGRAPHY) BOOKSTORES

For some topics, the latest information can be found at your local bookstore. If you do not find what you are lookingemployee for, ask toa  bookstore look up your subject or authors in their list.

 

PREPARIN ARING G A LIST OF POSSIBLE POSSIBLE PREP RESOURCES (A WORKING BIBLIOGRAPHY) BIBLIOGRAPHIES

A bibliography is a list of books and other materials about a particular topic. Your reference librarian can  point you to general bibliographies dealing with many subjects, such as chemistry, the humanities, or plays  by Shakespeare. You can also look for bibliographic lists in the backs of  books about your topic. topic.

 

PREPARIN ARING G A LIST OF POSSIBLE POSSIBLE PREP RESOURCES (A WORKING BIBLIOGRAPHY) ONLINE INFORMA I NFORMATION TION SERVICES An online information service or computer information service, is an

information source that can  be communicated with by means of a personal computer and a modem.

 

PREPARIN ARING G A LIST OF POSSIBLE POSSIBLE PREP RESOURCES (A WORKING BIBLIOGRAPHY) REFERENCE WORKS

Reference works include almanacs, atlases,  bibliographies,,  bibliographies encyclopedias, periodical indexes, thesauri. You will find and these and similar works in the reference department of your library.

 

PREPARIN ARING G A LIST OF POSSIBLE POSSIBLE PREP RESOURCES (A WORKING BIBLIOGRAPHY) OTHER SOURCES

Do not neglect television programs live theater performances, radio shows, recordings, videotapes, computer software, and other  possible sources of information. Many libraries have extensive collections of audiovisual materials of all kinds, on a wide variety of subjects. Make use of them.

 

PROJECT PROPOSA L LESSON 4

 

PROJECT PROPOSAL A proposal  is a written report that seeks to  persuade the reader to accept a suggested plan of action. For example, a manager may write a  project proposal that seeks to persuade a potential customer to purchase goods or services from the writer’s firm, persuade the government to locate a new research facility in the headquarters city of the writer’s firm, or persuade a foundation to fund a project to be undertaken by the writer’ writer ’s firm.

 

PROJECT PROPOSAL Proposals may either be solicited or unsolicited. Government agencies and many large commercial firms routinely solicit  proposals from from potential suppliers. suppliers. For example, example, the government government may publish an RFP (request for proposal) stating its intention to  purchase 5, 000 microcom microcomputers, puters, giving detailed specifica specifications tions regarding the features it needs on these computers, and inviting  prospective  prospecti ve suppliers to bid on the project. Similarly Similarly,, the computer manufacturers that submits the successful bid might  publish an RFP to invite parts manufacture manufacturers rs to bid on supplying some component the manufacturer needs for these computers.

 

PROJECT PROPOSAL The unsolicited proposal differs from solicited proposal in that the former typically requires more background information and more persuasion. Because the reader may not be familiar with the project, the writer must present more evidence to convince the readers of the merits of the proposal.

 

The proposal reader is typically outside the organization. The format for these external documents may be a letter report, a manuscript report, or even a form report, with the form supplied by the soliciting organization. If the soliciting organization does not supply a form, it will likely specify in detailed language the format required for the  proposal. The reader’s instructions should be followed explicitly. Despite the merits of a proposal, failure to follow such guidelines may be sufficient reason for the evaluator to reject it.

PROJECT PROPOSA L

 

PROJECT PROPOS AL

When writing a proposal, the writer must keep in mind that the proposal may become legally binding on the writer and the organization. In spelling out exactly what the writer’s organization will provide, when, under what circumstances, and at what price, the report writer creates the offer part of a contract which, if accepted,  becomes binding on the organization (Ober, 2006).

 

Give ample, credible evidence for all statements.

Do not exaggerate.

TECHNIQU ES IN WRITING PROJECT PROPOSAL

Provide examples, expert testimony, and specific facts and figures to support your statements.

Use simple, straightforward, and direct language,  preferring simple sentences, s entences, and active voice.

Stress reader benefits. Remember that you are asking for something, usually a commitment of money; let the reader know what he or she will get in return.

 

Background Objectives Procedures

Qualifications Request for Approval Supporting Data

SECT SECTION IONS S OF A TYPI TYPICAL CAL

PROJECT PROPOSAL  

SECTION S OF A TYPICAL PROJECT PROPOS AL

BACKGROUND

Introduce the  problem you are addressing and discuss why it merits the reader’s consideration. Provide enough  background information to show that a problem exists and that you have a viable solution.

 

SECTION S OF A TYPICAL PROJECT PROPOS AL

OBJECTIVES

Provide

specific

information about what the outcomes f the  project will be. Be detailed and honest in discussing what the reader will get in return for a commitment of resources.

 

SECTION S OF A TYPICAL PROJECT PROPOS AL

PROCEDURES

Discuss in detail exactly how you will achieve these objectives. Include step-bystep discussion of what will  be done, when, and exactly exactly how much each component pr  phase will cost.

 

SECTION S OF A TYPICAL PROJECT PROPOS AL

QUALIFICATIONS

Show how you, your organization, and any of others who would be involved in conducting this project are qualified to do so.testimonials If appropriate, include or other external evidence to support your claims.

 

SECTION S OF A TYPICAL PROJECT PROPOS AL

REQUEST APPROVAL

FOR

Directly ask for approval of your  proposal. Depending on the reader’s needs, this request come either at thecould beginning or at the end of the  proposal.

 

SECTION S OF A TYPICAL PROJECT PROPOS AL

SUPPORTING DATA

Include as an appendix to your proposal any relevant but supplementary information that might  bolster your arguments.

 

POSITIO  N PAPER  PAPER  LESSON 5

 

POSITION PAPER  There may have been instances when you were required to explain a variety of positions on an issue, possible including those in favor of it, those against it, and those with various views in  between. These patterns used for expository  papers (narration, description, exemplification, etc.) can be expanded for a position paper. The objective for a position paper is to take a stand on the issue, organize materials and notes, and

write a paper that is convincing to your reading audience.  

POSITION PAPER  Organization, or deciding on a framework of ideas for your paper is the first step, then you will need to think about: (1) how the material can be divided into parts, (2) how these parts can be placed in an order, and (3) what the logical relationships are among the ideas and parts. To help accomplish this, let us look first at the advice classical writers give on these matters.

 

Introduction

Statement of Proposition and Division

PARTS OF CLASSICAL ORGANIZAT ION OF ARGUMENT

 Narration

Proof 

S Refutation

Conclusion

 

INTRODUCTION

Make the subject and  purpose clear at the start. Also, include information that will interest the audience so that they will want to keep reading.

PARTS OF CLASSICAL ORGANIZATI ON OF ARGUMENTS

 

STATEMENT PROPOSITION DIVISION

OF AND

State claim at or near the end of the introduction. Sometimes, name the major sections of the paper so that is easier for readers to follow along.

PARTS OF CLASSICAL ORGANIZATI ON OF ARGUMENTS

 

NARRATION

Provide background about the subject and the events that have led to the controversy. Indicate why the subject is important. Offer reasons for an interest in the subject and cite qualifications for writing about it.

PARTS OF CLASSICAL ORGANIZATI ON OF ARGUMENTS

 

PROOF

Establish reasons and evidences that are acceptable to the audience to prove the  proposition or claim.

PARTS OF CLASSICAL ORGANIZATI ON OF ARGUMENTS

 

REFUTATION

Refute opposing  positions. It may be placed after the proof, before the  proof, or at various points among the items of proof.

PARTS OF CLASSICAL ORGANIZATI ON OF ARGUMENTS

 

CONCLUSION

Emphasize the important point and remind the audience of the other important  points.

PARTS OF CLASSICAL ORGANIZATI ON OF ARGUMENTS

 

USE ORGANIZATIONAL PATTERNS TO HELP HELP YOU THINK THINK AND ORGANIZE Organizational

patterns

represent distinct to think about the parts of your ways reaction paper, the order in which you place them, and the relationships among the ideas and parts. They can be incorporated into overall structure of the classical model, particularly in the proof section (body) of the paper. Use the  patterns alone or in combinations accompanied by an introduction and a conclusion. Use these formats both to help you think about your ideas as

well to organize them.

 

Claim with Reasons (or Reasons followed by Claim)

Cause and Effect (or Effect and Cause)

USE ORGANIZATIO NAL PATTE PATTERNS RNS TO HELP YOU THINK AND

Chronology or Narrative

Deduction

ORGANIZE Induction

Compare and Contrast

 

CLAIM WITH REASONS (OR REASONS FOLLOWED BY CLAIM) This patter takes the following form: Statement of claim Reason 1 Reason 2 Reason 3, and so forth

 

CLAIM WITH REASONS (OR REASONS FOLLOWED BY CLAIM) Set this pattern up by writing the claim, following it with the word “because”, and listing some reasons. Or list some reasons, follow them with the word “therefore”, and write the claim. For example, you may  present the claim that a national health care  program is essential to a society society,, which is followed by reasons: the unemployed have no insurance, many employed people have no insurance, the elderly cannot afford

medicine, many children do not receive adequate health care.  

CLAIM WITH REASONS (OR REASONS FOLLOWED BY CLAIM) The reasons may be distinct and different from one another and set up separate topics in your paper. Support all reasons with facts, examples, and opinions. You can utilize transitional  phrases such as one reason, reason, a related reason,, and a  final reason to reason emphasize your reasons and make them stand out in your paper.

 

CAUSE AND EFFECT )OR EFFECT AND CAUSE) The cause and effect pattern may be used to identify one or more causes followed by one or more effects or results. Or you may reverse this sequence and describe effects first and then the cause or causes. For example, the causes of water pollution might be followed by its effects on both humans and animals. You can use obvious transitions to clarify cause and effect, such as “What are the results? Here are some of

them, or simply the words, cause cause,, effect , and result .  

CHRONONLOGY CHRONONLOGY OR NARRATIVE Material arranged chronologically is explained as it occurs in time. This pattern may be used to establish what happened for an argument of fact. For example, you may want to give a history of childhood traumas to account for an individual’s current criminal behavior. Or you may want to tell a story to develop one or more points in your argument. Use transitional words, such as then then,, next , and finally and  finally to  to make  parts of the the chronology chronology clear. clear.

 

DEDUCTION Recall

that

deductive

reasoning

involves

reasoning from generalization, applying to cases or examples, anda drawing a conclusion. Foritinstance, you may generalize that the open land in South Africa is becoming overgrazed; follow this assertion with examples or erosion, threatened wildlife, and other environmental harms; and the conclude that the government must restrict grazing to designated areas. The conclusion is the claim. You can use such transitional phrases as for instance, for example, and to clarify to set your examples off from the rest of the argument and therefore, thus, consequently, or in

conclusion to lead into your claim.

 

INDUCTION The inductive patter involves citing one or more examples making the “inductive leap” to the conclusion.and Fir then instance, a number of examples of illegal settlers who consume unwarranted social services lead some people to conclude that they should be sent back to their own hometowns. Other people , however, may claim that they should be relocated to low-payment housing matter which claim or is chose, it areas. can beNo stated at the beginning or conclusion at the end of the paper. The only requirement is that it should be  based on the examples. The traditional words used for the deductive pattern are also useful for the inductive: for instance, for example, or some examples to

emphasize the example: therefore, this, consequently to lead into the claim.

 

COMPARE COMPARE AND CONTRAST This pattern is particularly useful in definition arguments and in other arguments that show how a subject is like or unlike similar subjects. It is also often used to demonstrate a variety of similarities or differences. For example, the claim is made that drug abuse is a medical problem instead of a criminal justice problem. The proof consists of literal analogies that compare drug abuse to AIDS, cancer,, and heart disease to redefine it as a medical cancer  problem. The transitional words by contrast, in comparison, while some, and others are sometimes used to clarify the ideas in this pattern.

 

REFERENCES ■ Agustin, Racquel, et. al. Communication in Multicultural Contexts: Meanings and Purposes. Panday-Lahi Publishing House, Inc. 2018

■ Wakat, Geraldine S. et.al, Purposive Purp osive Communication. Lorimar Publishing, Inc. 2018

 

END OF CHAPTER 8  Prepared  Prepar ed by: Ms. MARY LYKA ROTAIRO, LPT Faculty Member