Language of research, campaigns and advocacies.ppt

SECOND QUARTER ENGLISH 10

1. LANGUAGE OF RESEARCH,
CAMPAIGNS AND
ADVOCACIES

2. LANGUAGE

3. RESEARCH
•Makes use of a formal, academic and
persuasive language to communicate
discussions and present corresponding
findings for variables studied.

4. SOME TERMINOLOGIES IN RESEARCH
•THEORIES
•CONCEPTS
•VARIABLES
•HYPOTHESIS
•SAMPLES

5. CAMPAIGN AND ADVOCACY

6. CAMPAIGN AND ADVOCACY
•two closely related concepts usually seen in
the form of speeches, print-based materials,
songs video clips and informational
advertisements among others.

7. CAMPAIGN
•Usually social or political in nature , is
technically defined as a planned set of
activities that people carry out to attain a
certain goal or objective.

8. ADVOCACY
•Refers to activities that argue, plead, support or
favor a certain cause. Various causes for advocacy
usually aim to influence decision making especially
with issues involving social, political,
environmental and economic perspectives.

11. RESEARCH
COMMON
LANGUAGE
CAMPAIGNADVOCACY
PERSUASION

12. PERSUASION
•convincing others to change their
point of view , agree to a
commitment, purchase a product or
service, or take a course of action.

13. LANGUAGE FEATURES OR LANGUAGE DEVICES
USUALLY EMPLOYED IN PERSUASIVE WRITING:
•EMOTIVE LANGUAGE
•MODAL VERBS
•INVOLVING THE READER
•RHETORICAL QUESTIONS
•REPETITION
•ADJECTIVES AND
ADVERBS ASSOCIATION
•BANDWAGON
•EXPERTS

14. Emotive Language

15. EXAMPLES:

16. EXAMPLES OF EMOTIVE LANGUAGE

17. HAPPY – EXCITED-SCARED-SAD-ANGRY
•Irritated
•Ecstatic
•Terrified
•Blue
•Depressed
•Fulfilled
•Nervous
•Glad
•Optimistic
•Heartbroken
•Grieved
•Upset
•Bouncy
•Aroused
•Satisfied
•Frightened
•Pleased
•Energetic
•Down
•Anxious
•Dejected
•Panic- stricken
•Perky
•Mad
•Furious
•Complete

19. MODAL VERBS

22. INVOLVING THE READER

23. EXAMPLE:
•“If you don’ t use your power for
positive change, you are indeed
part of the problem.”

24. RHETORICAL QUESTIONS
•These are questions that are not
supposed to be answered. Instead they
are asked for effect, to illustrate a point
or let the reader think.

25. EXAMPLES:
•'Who wouldn't want to be a
millionaire?'
•‘Do we really want our planet to
survive?’

26. •Why not?
•Why is this happening to me?
•Are you kidding?
•Who could blame me?
•Who's to say?
•Who's counting?
•How should I know?
•Why bother?

27. USING EVIDENCE
•This involves the use of facts, figures or
quotes from experts to highlight the
writer’s authority and make the
arguments presented more convincing.

29. REPETITION
•This technique involves
repeating keywords, phrases or
ideas to appeal to the readers.

30. EXAMPLE:
1.Sometimes birds fly away and fly away so fast
and so suddenly that it surprises the people.
2.Whether you leave this place or leave that
place, the important point is you must leave right
now.

31. •We use repetition every day without realizing it.
These are examples that you probably hear people
say every day:
•Time after time;
•Heart-to-heart;
•Hand in hand;
•Get ready, get set, go;
•Home sweet home;
•It is what it is.

32. ADJECTIVES AND ADVERBS
•Using carefully selected adjectives
and adverbs make it possible for the
writer to influence how the readers
feels.

33. School uniforms should be mandatory for all
students for a number of reasons. First, they
make everyone equal. In this way, the “rich”,
kids are on the same level as the poor ones. In
addition, getting ready for school can be much
faster and easier. Many kids waste time
choosing what to wear to school and they are
often unhappy with their final choices.

34. Most importantly, some studies
show that school uniforms
make students perform better.
Many people might say that
uniforms take away personal
freedom, but I believe that
benefits are stronger than
drawbacks.

35. School uniforms should be mandatory for all
students for a number of reasons. First, they
make everyone equal. In this way, the “rich”, kids
are on the same level as the poor ones. In
addition, getting ready for school can be much
faster and easier. Many kids waste time choosing
what to wear to school and they are often
unhappy with their final choices.

36. Most importantly, some studies
show that school uniforms
make students perform better.
Many people might say that
uniforms take away personal
freedom, but I believe that
benefits are stronger than
drawbacks.

37. ASSOCIATION
•This technique tries to link an object or
an idea with something already like or
desired by the target audience such as
wealth, success, pleasure and security.

39. COLOR
•RED = STRENGTH, POWER, DANGER, EXCITEMENT
•GREEN = PEACEFUL, PROSPERITY, MONEY, GROWTH
•WHITE = CLEANLINESS, PURITY, INNOCENCE
•BLACK = DESPERATION, DEATH EVILNESS

40. BANDWAGON
•Persuasion technique that makes the
audience believe the idea that
“everyone is doing it” or that everyone
likes something.

42. EXAMPLE:

44. EXPERTS
•This means relying on expert advices from trusted
people like doctors, scientists and other
professionals for things that the audience do not
know. The idea that these experts are risking their
credibility to support an object or idea makes the
persuasion more effective.

45. GROUP ACTIVITY
•MAKE A CAMPAIGN

46. CATEGORIES
1.BEAUTY PRODUCTS
2.APPLIANCES
3.TOURIST DESTINATION
4.GADGETS
5.FOOD
6.RESTAURANT