Colegio De Sta. Lourdes of Leyte Foundation Inc.

Barangay 1 Quezon Tabontabon, Leyte

ENGLISH 11: COMMUNICATION FOR SOCIETY (Purposive Communication)

Module No. 8| Critical Thinking, Collaboration, and the Writing Process
October 25, 2021- November 01,
2021
Date of Submission: November 01, 2021

LEARNING OBJECTIVES

By the end of this lesson, you should be able to:

 conceptualize an original argument or thesis on a relevant social or cultural issue;
 organize supporting ideas into a working plan or outline; and
 write a paragraph that integrates original ideas with properly documented quotations,
paraphrases, and/or summaries from a variety of supporting sources.

ACTIVITYLOG

Input
Starter
Covid-19 Reminders
Focused Discussion
Assessment
Self-Evaluation
Enrichment
Point of Clarification

INPUT

Safety Pre-Cautions
Sanitize hands on the way in and on the way out
Don’t touch your face
Wear a face mask at minimum when in the home doing any work
Limit interactions with the home
Don’t touch anything that you don’t need to
Maintain separation distance from others
Carry disinfectants such as sanitizers, alcohols and etc.
Starter
Your safety is top priority during this COVID-19. Observe the following safety pre-cautions
below.

Focused Discussions

Chapter 3| Lesson 2: Critical Thinking, Collaboration, and the Writing Process

Writing As A Process

Page 1 of
 In 1992, an educator and journalist named Donald M. Murray proposed that
teachers should “Teach Writing as a Process, not a Product.” This means that writing
consists of more than just drafting a paper but rather as three stages that Murray
calls Pre-Writing, Writing and Rewriting.

The conception of writing as a process has very important implications: “that writing
is first and foremost a social activity; that the act of writing can be a means of
learning and discovery”.

The Re-Writing Stage of the Writing Process

Choosing a Topic and Limiting It

The Pre-Writing stage is defined as “everything that takes place before the first
draft”. It begins with brainstorming exercises and preliminary research to select a
topic. Once a topic is chosen, a quick survey of related sources on the general topic
is helpful in limiting the topic to a more specific area of study.

Student writers should ask the following practical questions:

 What are the objectives (of course the professor) that need to be met by this paper?
 What are the objectives in writing this paper?
 What are the length requirements of this paper (minimum and maximum number of
words or pages)?
 How much time do I need to write it?
 What are the other restrictions or limits imposed by the professor or the course?
 What has already been written about this topic, and what new ideas can I add to the
conversation about it?
Here is an example of notes leading up to the selection of a narrow and focused
topic for a documented essay:
Brainstorming Philippine culture, expressions, terms, behaviour,
and practices unique to the Philippines expressions
like “Ano ba yan!”, “ukay-ukay”, bringing home
pasalubong, the so-called “tingi-tingi” system.

General Topic Selected The tingi-tingi system ( the practice of buying and
selling by peice or small amounts, e.g., one stick
of cigarette versus a pack, a sachet of shampoo
versus a bottle)
Specific Topics The cultural significance of the tingi-tingi system in
the twenty-first century

Asking Research Questions and Establishing the Significance Of

One's Research

Page 2 of
The next helpful step is to barrage the specific topic with questions to come up with
the essay’s main Research Questions. Although it is helpful to begin with questions
that ask who, what, when, or where, these should be used as background research
questions.
For Example :
 What does the “tingi-tingi system” mean? What is the nature of tingi?
 Who exactly practices this?
 When did this practice begin?
 Where is this practiced? In what context/s?

Questions that ask how and why are more likely to invite a deeper research and lead
to more interesting answers.
 Why is tingi-tingi system a prevalent practice in the Philippines?
 How did it develop? How was it practiced in the past? How is it practiced today?
Finally, the student should pose a tougher question, the “so what?” question. The “so
what” question is the main research question. Another way to arrive at this question
is to begin by naming the topic, adding a reason for studying the topic, and adding
significance to the reason for studying the topic.
As in the example here:
 State your topic. I am studying tingi-tingi culture in the Philippines
 Add a reason for studying it: I am studying tingi culture in the Philippines because I
want to find out what it reflects about the values of Filipinos.
 Add significance to this study: I am studying tingi culture in the Philippines because I
want to find out what it reflects about the values of Filipino in order to help my
reader understand why there are larger implications of the practice in the Twenty-
first century.
 RESEARCH QUESTION: Why is he continued use of tingi-tingi system in the twenty-
first century Philippines significant?

Composing a Thesis Statement

Coming up with a research question is vital for the next step, composing a thesis
statement. This is the explicit statement of what will be the paper’s central idea, point
or argument, that is – the main assertion that will be supported by the entire essay. It
is also, essentially, the tentative answer to the research question.
 Research Question: Why is the continued use of the tingi-tingi system in the twenty-
first century Philippines significant?
 Thesis Statement: The continued use of tingi-tingi system in the twenty-first century
Philippines reflects a lack of change in the economic situation of the Philippines, a s
those from the many poorer sectors of the society are forced, due to lack of
available funds, to both buy small and think in the short term.

Kim and Michael Flachmann, authors of the Prose Reader, say that the thesis is “a

Page 3 of
 contact between (the writer) and his/her readers.

Preparing a Writing Outline

It is very helpful for students to prepare a writing outline for any type of essay, and
particularly for an academic, documented one. An outline consists of three main
sections, the introduction, the development, and the conclusion.

Title: Tingi Culture in the Twenty-First Century: Still Thinking Small in the Philippines

Thesis Statement: The continued use of the tingi-tingi system in twenty-first century
Philippines reflects a lack of change in the economic situation of the Philippines, as
those from the many poorer sectors of society are forced, due to lack of available
funds, to both buy small and think in the short – term.

Here is an example of a writing outline for a documented essay based on the thesis
statement given previously.
I. Introduction: The tingi-tingi system
A. Interesting examples of buying by piece.
B. Definition and origin of tingi and the tingi-tingi system
C. Main Idea: Continued practice of tingi culture as a reflection of prevailing
poverty and thinking in the short – term.

II. Development: The social cultural implications of the tingi-tingi system

A. Why was it practiced in the past?
B. Why it continues to be practiced today.
C. Buying small as equivalent to thinking small.
III. Conclusion: Looking back and looking ahead.
A. Recap of why the system has significant culture implications
B. Finding insight about the need to think in larger and long terms

Doing Research and Finding Credible Sources

A good academic should use only trustworthy sources. Students who find articles or
pages on the Web that provide relevant information on the topics they have chosen
to write about , must make extra effort of verifying that the source is valid, credible,
and reliable. There are several ways to do this:

1. Check the universal resource locator or URL- sometimes referred to as the IP address
or link- on the browser's address bar. The shortcut for domain names at the end of
the URL give information linked to the site's purpose or agenda and, therefore, its
potential biases. For example, sites with ".edu" domain names are generally viewed
as credible as these are run by educational institutions. On the other hand, sites with
".com" domain names are commercial sites with monetary incentives as their main

Page 4 of
 agenda. More information on URL evaluation can be accessed from this website:
http://uscupstate.libguides.com/c.php?257977&p=1721715.
2. Read the “About Us” section of the website. As with print sources, look for
information about the author or organization, site publisher, and other relevant
information about the site. Contact information on the website grants additional
credibility as these are indications that authors and publishers are accountable their
work. The "About Us" section also gives information about when the site was
established, who maintains it and how often it is updated. Lastly, it should give the
agenda of the individual or organization that publishes the information.
3. Review the content for relevance, depth and breadth, accuracy and currency. The
information should be related to the subject one is studying and provides the
appropriate depth and coverage of the topic. Information should be precise and
authoritative - produced by credible sources - and current. Some sources on the
internet may be outdated or inaccurate, so its important to look at the date when
the information was published.
4. Look at the sources cited. If the website is credible and reliable, the information will
include ideas cited from other sources. There should be a "live" links to the sources
used and cited by the author. Review the website for broken links which indicate
that the information may not be valid or legitimate.
Some additional tips are to go to search engines that lead researchers directly to
scholarly and reliable sources. Google Scholar, for example, lists works published
by established writers and academics.

The Writing Stage of the Writing Process

The writing , or “the act of producing a first draft,” which Donald Murray says, is the
“fastest” part of the writing process, taking up as little as 1% of the writer’s time. That
is because if the essay is well-planned, drafting will not be difficult. According to
educators Murray Suid and Wanda Lincoln, writing or drafting is “like making a
sketch for painting: the painter doesn’t worry about getting all the lines perfect for the
first time”; similarly, the writer does not expect to get all the words and information
right in the first draft.

The Rewriting Stage of the Writing Process

This third stage involves, “researching, rethinking, redesigning, rewriting – and

finally, line – by – line editing, the demanding, satisfying process of making every
word right” (Murray, 1972). Inthis stage the writer reviews the paper to see how it
may be improved, asking such questions as:
 Is the title appropriate and effective?
 Is the first paragraph interesting and compelling? Is it related to the topic?
 Does the introduction include a clearly stated main idea?
 Does each paragraph support the essay’s main idea?
 Are transitions and connections between ideas smooth and signalled clearly.

Page 5 of
  What needs to be added, omitted, or reorganized?
Does the conclusion flow naturally form the body of the essay?
 Is there anything confusing or unclear in the content of the essay?
 What should be edited in terms of grammar and mechanics?
 Have all sources been properly acknowledged via in-text citations and a bibliographic
list?
In many writing classes, the rewriting stage becomes collaborative, not just when
the instructor gives student writer feedback, but also when students read one
author's essay and comment on these in a workshop or peer review session. It is
ideal to get concrete feedback from more than one reader on aspects of content,
grammar, mechanics, documentation and style, so that later drafts benefit from
reader's suggestions.

ASSESSMENT

Learning Activity 1:
REAL OR NOT REAL?

Instruction: Go to the following websites and evaluate them to verify

whetherthese are (a) actual news sites, ( b) fake newssites, (c) satiricalnews
sites, and ( d) blogs that contain opinions and not news. Write the letter of
your answer in the blanks provided. (10 points)

1. The Guardian
2. Trending News Portal
3. dwtv.3.com
4. The Onion
5. Mocha Uson blog
6. Get Real Philippines
7. theguard1an
8. Rappler
9. The Philippine Chronicle
10. GMA News Online

Learning Activity 2:
DRAFTING DOCUMENTATED PARAGRAPHS
Instructions:

Imagine you are writing a documented essay on the topic " the cultural significance of the tingi-
tingi system in the twenty-first century." The thesis or the main argument of your essays is that
"The continued use of the tingi-tingi system in twenty-first century Philippines
reflects a lack of change in the economic situation of the Philippines, as those
from the many poorer sectors of society are forced, due to lack of available
funds, to both buy small and think in the short – term. Do the following tasks:
30 points

Page 6 of
 1. Brainstorm one or two alternative titles for the essay. The one provided earlier in the title
was " Tingi Culture in the Twenty-First Century: Still Small in the Philippines. "
2. Draft an introductory paragraph using the following section from the outline provided
earlier. Please find at least two supporting sources: one for the examples of buying by tingi
and another for the definition and origin of the terms tingi and tingi-tingi system. Do not
forget to state the thesis at the end of the paragraph.

Introduction: The tingi-tingi system

A. Interesting examples of buying piece
B. Definition and origin of tingi and the tingi-tingi system
C. Main idea:continued practice of tingi culture as a reflection of prevailing poverty and
thinking in short term
D. Draft a supporting or development paragraph on one of these three subtopics: (1) why tingi
buying and selling was practiced in the past; (2) why the tingi-tingi system continues to be
practiced today; or (3) why buying in small amounts is equivalent thinking small. Cite at
least three supporting sources as you develop the ideas in your paragraph.
E. Write a works cited list for the sources you used in the two paragraph.

SELF-EVALUATION

Rate yourself from 1 to 5 (1 being the lowest while 5 being the highest) on the level of
understanding that you are able to attain for this module:
1 2 3 4 5

ENRICHMENT
▪ For further learning kindly visit the link given below.
▪ http://faculty.education.illinois.edu/burbules/papers/paradox.html.|"Paradoxes of the Web:
The Ethical Dimensions of Credibility "
▪ https://youtu.be/2yySPeYaF2Q| Critical Thinking, Reading and The Writing Process

POINTOFCLARIFICATION

Please write any questions or points of clarification about the content of this module:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
______________________________________________________________________

REFERENCES

LEARNING REFERENCES:

COMMUNICATION FOR SOCIETY – Purposive Communication, Marikit Tara A.

Uychoco & Maria Lorena Santos, Philippine Copyright 2018 by Rex Book Store

MS. MITCHELLE R. SUBRIO mitchellesubrio@gmail.com

Page 7 of
Instructor

Page 8 of