The document discusses various topics related to writing such as the purposes of writing, different types of writing, and elements of creative writing. It begins by asking why we write and identifying the main types of writing such as reference, technical, journalistic, academic, and creative writing. It then provides details about each type, including examples. It also discusses the language of creative writing, noting that it uses figurative language, vivid descriptions, and sensory details. Overall, the document provides a broad overview of different aspects of writing.

1. Aralin 1: Malikhaing
Pagsulat: Esensya,
Katangian, at Kabuluhan
Bakit tayo nagsusulat?
Mga uri ng Pagsulat
Ang wika ng Malikhaing Pagsulat

2. MAY MGA HALAMAN SA AKING KATAWAN
Rowena P. Festin
Puno ng kamatsili ang aking mga braso
Matalim na tinik ang natutuyong balat
Habang paunti-unting nalalagas na kaliskis
Puno ng bayabas ang aking mga binti
Namumuti, nangingitim, namamalat,
Tila naglulugong balat ng ahas
At sa aking mga paa
Unti-Unti gumagapang
Ang sanga-sangang ugat
Pababa sa lupa
At dahan-dahan
Ako’y magiging pataba
At malayang baba sa lupa
Ang mga halamang
Namahay sa aking katawan

3. Sumagot ka!
Bakit nga ba tayo
nagsusulat? MATUTO!

4. PAGSUSULAT
Ang pagsusulat ay isang pagpapahayag
ng kaalaman ay hindi maglalaho sa isipin
ng mga bumabasa at bumasa at babasa
sapagkat ito ay maaring mapagsalin-
salin sa bawat panahon.
(Mabilin, 2002)
MATUTO!

5. PAGSUSULAT
Malaki ang naitutulong ng pasgsulat sa
paghubog ng damdamin at isipan ng tao,
dahil ditto higit niyang nakikilala ang
kaniyang sarili.
(ROYO 2002)
MATUTO!

6. PAGSULAT
Ang pagsulat ay biswal na
paraan ng tao upang ipakita
ang kaniyang mga naiisip o
iniisip.
MATUTO!

7. MGA URI NG PAGSULAT
Reperensiyal na
pagsulat
Teknikal na
pagsulat
Journalistic na
pagsulat
Akademikong
pagsulat
01 02
03 04

8. MGA URI NG PAGSULAT
Akademikong
pagsulat
05

9. Nagpapaliwanag
Nagbibigay ng Impormasyon
Nagsusuri
REPERENSIYAL NA PAGSULAT

10. LAYUNIN NG REPRENSIYAL NA PAGSULAT
-makapaglahad ng impormasyon at
kaalaman na nakabatay sa
pananaliksik.

11. LAYUNIN NG REPRENSIYAL NA PAGSULAT
-bigyang pagkilala ang mga
pinagkunang kaalaman o
impormasyon sa paggawa ng
konseptong papel, tesis, at
disertasyon.

12. HALIMBAWA
REVIEW OF REALTED LITRATURE AND STUDY
AMERICAN PSYCHOLOGICAL ASSOCIATION
MODERN LANGUAGE ASSOCIATION

13. Uri ng tekstong ekspositori
Nagbibigay ng imporsyong komersiyal
o teknikal
TEKNIKAL NA PAGSULAT

14. LAYUNIN NG TEKNIKAL NA PAGSULAT
-gawing magaan ang mga
komplikadong impormasyon,
paliwanag, o kaalaman tunkol sa
teknolohiya upang madali itong
maunawaan ng mambabasa.

15. HALIMBAWA
MANWAL SA PAGBUO NG:
KOMPYUTER
CELL PHONE
RESIPI SA PAGLULUTO

16. LAYUNIN NG TEKNIKAL NA PAGSULAT
-pag-aralan ang siang proyekto o
bumuo ng isang pag-aaral na
lulutas sa isang problema.

17. HALIMBAWA
FEASIBILITY STUDY ON THE CONSTRUCTION OF
PLATINUM TOWERS IN MAKATI
PROYEKTONG PAGSASAAYOS NG ILOG SA
MARIKINA

18. Balita
Pagtatasa, Paglikha, at
Presentasyon ng mga Balita
JOURNALISTIC NA PAGSULAT

19. HALIMBAWA
BALITA
EDITORIAL
LATHALAIN
ARTIKULO

20. Intelektuwal na pagsulat
Nakakatulong sa pagtaas ng antas ng
kaalaman ng tao o iba’t-iba bang
larangan
AKADEMIKONG PAGSULAT

21. LAYUNIN NG TEKNIKAL NA PAGSULAT
-makapaglahad ng kabuuang
proseso hanggang sa resulta ng
mga pananaliksik at pagsusuri.

22. HALIMBAWA
PANAHUNANG PAPEL
TESIS
DISERTASYON

23. Maghatig ng Aliw
Makapukaw ng Damdamin
Makaantig ng Imahinasyon sa isipan
ng mga mambabasa
MALIKHAING PAGSULAT

24. HALIMBAWA
MAIKLING KWENTO
DULA
TULA
MALIKHAING SANAYSAY
KOMIKS
ISKRIP NG TELESERYE
KALYESERYE
MUSIKA
PELIKULA

25. Ang wika ng malikhaing pagsulat

26. ANG WIKA NG MALIKHAING PAGSULAT
Matalinhagang salita
Tayutay
Paggamit ng Pandama sa Paglalarawan

27. Three modes of listening
#1.
COMPETITIVE
#3
ACTIVE
#2
PASSIVE
-more interested in promoting
his/her own point of view
-pretends to listen
-attacks the speaker.
-genuinely interested in
listening.
-assumes that what
he/she have heard
and understand were
right, and do not
verify it
-actively listening.
-acknowledge other’s
point of view
-gives response and
feedback.

28. #1. find areas of interest
POOR LISTENER TUNES OUT DRY TOPICS.
GOOD LISTENER SIEZES OPPURTUNITIES

29. #2. JUDGE CONTENT, NOT DELIVERY
POOR LISTENER TUNES OUTIF DELIVER IS POOR.
GOOD LISTENER JUDGES CONTENT SKIPS OVER
DELIVER ERRORS.

30. #3. HOLD YOU FIRE
POOR LISTENER TEND TO ENTER INTO ARGUMENT.
GOOD LISTENER DOES NOT JUDGE UNTIL
COMPREHENSION IS COMPLETE.

31. #4. LISTEN FOR IDEAS
POOR LISTENER LISTEN FOR FACTS.
GOOD LISTENER LISTENS FOR CENTRAL THEME.

32. #5. BE A FLEXIBLE NOTE TAKER
POOR LISTENER IS BUSY WITH FORM AND MISSES
CONTENTS.
GOOD LISTENER ADJUSTS TO TOPIC AND
ORGANIZATIONAL PATTERN.

33. #6. WORK AT LISTENING
POOR LISTENER SHOWS NO ENERGY OUTPUT AND
FAKES ATTENTION.
GOOD LISTENER WORKS HARD AND EXIBIT
ALERTNESS.

34. #7. RESIST DISTRACTIONS
POOR LISTENER IS DISTRACTED EASILY.
GOOD LISTENER FIGHTS OR AVOIDS
DISTRACTIONS, TOLERATES BAD HABITS IN
OTHERS, AND KNOWS HOW TO
CONCENTRATE.

35. #8. EXERCISE YOUR MIND
POOR LISTENER RESIST DIFFICULT
MATERIALS.
GOOD LISTENER USES HEAVIER MATERIALS
AS EXERCISE FOR THE MIND

36. #9. KEEP YOUR MIND OPEN
POOR LISTENER REACTS TO EMOTIONAL WORDS.
GOOD LISTENER INTERPRETS EMOTIONAL WORDS
AND DOES NOT HUNG UP ON THEM

37. #10. THOUGHT IS FASTER THAN SPEECH: USE IT
POOR LISTENER TENDS TO DAYDREAMWITH SLOW
SPEAKERS.
GOOD LISTENER CHALLENGES ANTICIPATES,
MENTALLY SUMMARIZES, WEIGHTS EVIDENCE,
AND LISTEN BETWEEN THE LINES TO TONE OF
VOICE.

38. CREDITS: This presentation template was created by Slidesgo,
including icons by Flaticon, infographics & images by Freepik
TWO KINDS OF
LISTENING!
GUIDED LISTENING
learners process what has been listened to using
note-taking and summarizing among others.
DISCOVERY LISTENING
allows learners to listen to a text without note
taking.

39. HOW TO IMPROVE LISTENING SKILLS!
HAVE AN HOUR EACH DAY OF
LISTENING PRACTICE.
GIVE THE AUDIO FULL
ATTENTION.
WRITE DOWN WORDS NOT
RECOGNIZED AND HAVE
THEM FOR FURTHER STUDY.
LISTEN TO THE SAME AUDIO A
COUPLE TIMES.
FOLLOW AN AUDIO
COURSE

40. RECIPROCAL LISTENING
dialogues with original listener
and speaker have alternating
roles.
NON RECIPROCAL LISTENING
involves one way role-taking as
in the case of listening to
monologues.

41. C. READING
Reading is a way a person gets
information from written letters
and words. It involves words
recognition, comprehension,
fluency, and motivation.

42. Kinds of reading
DETAILED READING
READING FOR MEMORIZATION: (under 100 words per
minute)
READING FOR LEARNING: (100-200wpm)
READING FOR COMPREHENSION: (200-400 WPM)
SKIMMING: for getting the gist of something
(400-700 wpm)

43. Kinds of reading
SCANNING: for a specific focus
(more than 100 words per minute)
-when looking up a name in the phone book.
ACTIVE READING: elaboration and rereading
-when reading for a course.

44. Reading process can be viewed into
different perspectives:
Top-down
Bottom-up
interactive

45. Reading process can be viewed into
different perspectives:
Bottom-up
-data driven, puts emphasis on textual decoding
- .letter and word recognition
- Understand words
- Understand sentences
- Understand the whole

46. Reading process can be viewed into
different perspectives:
Top-down
-understanding
-interpret words and letters
-word recognition
- requires reader to predict meaning.

47. Reading process can be viewed into
different perspectives:
interactive
Combination of Top-
down and bottom up

48. C. WRITING
Writing is a skill that needs to
practice at all times. It is the craft
of putting words on paper.

49. —WRITE A LETTER TO SOMEONE
-SET A DAILY GOAL TO DUOLINGO
-START WTITING A BLOG IN THE
TARGET LANGUAGE
HOW TO IMPROVE WRITING SKILLS:

50. Five keys to effective writing
1. Put the reader first
2. Use simple words
3. Use jargon only when necessary.
5. Format to improve readability
4. Write with verbs and nouns.

51. communication= understanding
use write to express not to impress
user words readers can picture
tie into reader’s experience.
key#1. Put the reader first

52. EXAMPLE:
(1) As per our conversation, I am enclosing a remittance of
P25,000 for the balance due on my account.(18 words)
(2) As we discussed, here it is the P25,000 remaining on my
account. (11 words)
(3) Here is the P25,000 remaining on my account.(8 words)
key#2. Use simple words

53. ADDITIONAL TIP: AVOID WORDY PREPOSITIONAL PHRASES
In the amount of (for)
In order to (to)
Due to the fact (because)
During the time that (when, while)
In the event that (if)
key#2. Use simple words

54. EXAMPLE:
(1) The new FMIS system from Global provides
VOR/MDE and redundancy, as well as enhanced GPS
capability.
(2) It takes courage to live outside the traditional
expectations of society
key#3. Use jargon only when necessary.

55. Use the ACTIVE VOICE:
The company (S) sells (V) insurance (0).
Not: Insurance is sold by the company.
The construction crew repaired the road.
Not: The road was repaired by the construction crew.
Tests showed the new material did not wear well.
Not: When tests were run, it was discovered that good wear is not exhibited
by the new material
key#4. Write with verbs and nouns.

56. Use lists, bullets, charts, tables, indents, italics,
bolds, headings, and subheadings.
100 word rule
Plan, organize, write
key#5. Format to improve readability

57. LISTENING AND SPEAKING
ORAL SKILLS
pair and group interactions and games.
THE RELATIONSHIP OF THE MACRO SKILLS

58. Reading and writing
LITERACY SKILLS
Reading and analysing texts and then
students write their own.
THE RELATIONSHIP OF THE MACRO SKILLS

59. Listening and reading
RECEPTIVE SKILLS
Learners need to process and understand
language.
THE RELATIONSHIP OF THE MACRO SKILLS

60. Speaking and writing
PRODUCTIVE SKILLS
Learners need to produce language to communicate
their ideas in either speech or text.
THE RELATIONSHIP OF THE MACRO SKILLS

61. Activity 1:FINALS. Answer the following
question in not less than 4 sentences.
1. For you, what is the most important skill in the Four
Macro Skills of communication.
2. What is the relationship between Reading and writing?
3. What is the relationship between listening and reading?
4. What is the relationship between speaking and writing?
5. What is the relationship between listening and
speaking?

62. THE FIFTH SKILL
VIEWING

63. A picture is
worth a
thousand
words

64. WHAT IS
VIEWING?
This skill gives more
emphasis on mental faculty
that allows a perceiver to
give details about a target
that is to get normal senses
due to time, distance or
shielding.(Johnson and
McDonald, 2007)

65. Definitions of
viewing

66. Viewing refers to PERCEIVING,
EXAMINING, INTERPRETING, AND
CONSTRUCTING MEANING from VISUAL
IMAGES and is crucial to improving
comprehension of print and non print
materials.

67. Media literacy visual literacy
-refers to the ability to
access, evaluate, and
analyze media technology
that involves moving
images, and sound
effects.(Hobbs and Frost,
2003)
-refers to the power of giving
meaning to and build up
similar messages for visual
messages and the ability to
construct meaning from
images. (Glorigis, Johnson,
Bonomo, Cober, & Al, 1999)

68. Media literacy visual literacy
-refers to the ability to
access, evaluate, and
analyze media technology
that involves moving
images, and sound
effects.(Hobbs and Frost,
2003)
-refers to the power of giving
meaning to and build up
similar messages for visual
messages and the ability to
construct meaning from
images. (Glorigis, Johnson,
Bonomo, Cober, & Al, 1999)

69. Visual organizers
-are “visual systems of
using spatial frameworks
such a diagrams, maps, or
charts to organize and
present structural
knowledge in a content
domain. (Kang. 2004)
Types Visual organizers
WEB LIKE ORGANIZERS: (Spider
Map, and Semantic Map)
HIERARCHICAL ORGANIZERS:
(Concept Map And Network Tree.)
MATRIX ORGANIZERS:
(Compare/Contrast Matrix)
LINEAR ORGANIZERS :(Venn
Diagram, Continuum, Chain Of
Events, And Storyboard)

70. Relationship of viewing to
other skills
VIEWING

71. Communication means interaction and
to converse, there is need to produce
a conversation and to comprehend
what is told.
Oral Comprehension needs listening
and viewing.

72. Awesome
words!
it enhances both listening and
reading skills. when students attend
to non verbal communication and
visual elements performance, video
television, film, multimedia
presentations, visual accompanying
print, textual techniques, variety of
media and etc.

73. Awesome
words!
To view, students should:
1. Consider meanings in the messages to their prior knowledge and experiences
2. Consider pragmatic issues associated with the images as:
advertisements
book covers
computer graphics
drawings
maps
paintings
photographs
post cards and posters

74. Awesome
words!
To view, students should:
3. Consider for students to view daily to help them recognize the
different forms of visual texts as:
animation
films
internet sites
on-line magazines
puppet plays
television
videos

75. Awesome
words!
To view, students should:
4. Consider activities to strengthen viewing abilities as:
Drama and Puppet Plays
Picture Book Studies
Gallery Walks
Videos, Films, Television
View, Pause, Predict and Think

76. VIEWING
COMPREHENSION
VIEWING

77. can be assessed, in non-
reading contexts by
presenting stories in
different media. Stories
can be presented using
pictures, orally or via
television(Paris & Paris,
2003)
77

78. According to
Barret’s Taxonomy:
levels of
COMPREHENSION
1. LITERAL
2. REORGANIZATIONAL
3. inferential
4. EVALUATIVE
5. APPRECIATIVE

79. 1. LITERAL
2. REORGANIZATIONAL
3. INFERENTIAL
4. EVALUATIVE
5. APPRECIATIVE
refers to the literal recognition,
recall or verification od details, main
ideas, and sequence of events,
comparisons, cause and effect
relationships, and character traits.

80. 1. LITERAL
2. REORGANIZATIONAL
3.INFERENTIAL
4. EVALUATIVE
5. APPRECIATIVE
requires the students to
synthesize, analyze, and/or
organize information stated
in a selection.

81. 1. LITERAL
2. REORGANIZATIONAL
3. INFERENTIAL
4. EVALUATIVE
5. APPRECIATIVE
demonstrated when students use
ideas, information, explicitly
stated in viewing material,
students intuition and personal
experiences.

82. 1. LITERAL
2. REORGANIZATIONAL
3. INFERENTIAL
4. EVALUATIVE
5. APPRECIATIVE
deals with judgments, and
focuses with reality or fantasy,
fact or opinion, adequacy and
validity, appropriateness,
desirability, and acceptability.

83. 1. LITERAL
2. REORGANIZATIONAL
3. INFERENTIAL
4. EVALUATIVE
5. APPRECIATIVE
deals with psychological and aesthetic. It
refers to emotional responses to content,
plot or theme, sensitivity to various
literary genres, identification with
characters and incidents, reaction to
author’s use of language, and to response
to generated images.

84. CRITICAL VIEWING AND
CRITICAL THINKING
SKILLS
VIEWING

85. One becomes a critical viewer when he not only
analyzes the construction of isolated images
but also to when he thinks critically about the
composition of the picture, enhancing his
ability to read words and worlds.

86. Television can be used to enhance reading skills and
promote traditional literacy, it is also essential to
recognize that television is a unique medium and
that to be understand fully, one must be conversant
with its codes, conventions and characteristics.

87. Seeing is not believing.

88. “Television images lull us into thinking that they
are real, that they aren’t iconic signs at all but
realities.”- Jack Solomon

89. PROCESS OF VIEWING TELEVISION ELEMENTS:
1. Interpreting the internal content of the program
2. Interpreting the internal construction of the frame
3. Recognizing the external forces and factors shaping the
program
4. Comparing and contrasting media representations with reality
5. Recognizing and responding to the potential impact of
television and content.

90. A visually literate person should be able to read and
write visual messages and to encode and compose
visual communications

91. A visually literate person is able to discriminate and
make sense of visual objects, and images; create
visuals; comprehend and appreciate the visuals
created by others; and visualize objects in their
mind’s eye.

92. STAGES IN VIEWING
VIEWING

93. PRE-VIEWING STAGE
DURING VIEWING STAGE
AFTER VIEWING STAGE
STAGES IN VIEWING

94. • Viewers need to prepare:
-what they know/and need to know about the topic.
- formulate questions
- set purpose
• Questions asked in the before viewing takes place:
- what do you already know about the topic?
- what do you think this work/presentation about?
- what do you want to learn from viewing this
work/presentation?
PRE-VIEWING STAGE

95. • Viewers anticipate and predict the presentations message and
meanings.
-associate personal experiences/make connections.
- identify key idea or main point
• Questions asked in the before viewing takes place:
- when did the story happen?
- when did it takes place?
- who was/were the main character(s)?
-what was the problem?
-how was the problem solved?
DURING VIEWING STAGE

96. • Viewers recall and summarize main points, important details,
and techniques employed.
-analyse and evaluate what was seen, including; elements,
techniques and overall effects.
- asked questions to identify one sided, and additional
sources.
• Questions asked in the before viewing takes place:
- what was your favourite visual? Why?
-what did you like about this work/presentation
-what did you learn?
AFTER VIEWING STAGE

98. 1. CHOOSE WISELY
• relevant and engaging, specific.
• use high quality, high-interest video from
trusted source.
• use written transcripts or closed captions.

99. 2. KEEP IT BRIEF
• 8-20 minutes attention span.
• crop or edit content to highlight the most
relevant pieces.

100. 3. SET THE STAGE
• purpose for watching
• highlight specific information to look for while
viewing

101. 4. CREATE ACCOUNTABILITY
• viewers should have a clear goal
• set the expectation.

102. 5. USE A BACK CHANNEL TOOL
• is an online discussion board that runs concurrently with a
face to face activity
• Gmeet, Twitter, Messenger, etc provides with an outlet to
engage in a conversation while watching the video together.
• react/comment/deeper questions.

103. 6. PAUSE AND INTERACT
• asked purposeful questions
• asked fact-based questions.
• pause video at suspenseful point.

104. 7. TAKE TIME AFTER THE VIDEO TO REFLECT
8. REWIND OR REWATCH IT AGAIN
• Key to comprehension
• Challenge a viewer to think critically and synthesize what s/he
has learned.

105. Insert your multimedia content in here

106. TELEVISION
is a medium that
improves the world,
triggers imagination,
raises curiosity,
encourages education
and gathers millions
around common
interests.

107. TELEVISION
is available to nearly
all children ages to 8
to 18 (99% in 2009),
and most of these
children have
television in their
bedrooms 71% in 2009)

108. Research has found out that the average
students spend an average of 6-7 hours a
day using media (video games, computers,
video, cellphones, etc,) with the avearge
television viewing at 3-4 hours each day.

109. Heavy media use may interfere with
physical health, particularly with sleep and
physical activity.

110. Excessive television viewing at a very young ages (one to three) is linked
to decreased ottention span later in life and to sleep problems.
Infrequent exercise and obesity are concerns often linked with excessive
media use.
Research also found that viewing television violence is associated with
children’s agression.
Young adults who routinely watch violent television programs as children
(6 to 10 years olds) exhibit more aggressive behaviors as young adults
than their peers who watch no violent television.

111. VIEWING
DOCUMENTARIES
VIEWING

112. Documentary- it is a genre of movie
making that uses video and film scenes, photographs
and/or sound ofreal people and real events which when
edited together creates a particular story, viewpoint,
message or experience.

113. Documentaries can be funny,
poignant, disturbing, ironic, absurd,
inspirational, amusing, shocking or any
combination

114. Traditionally Documentaries are
30 minutes to 2 hours length(to fit
within a television schedule or for
theatrical release).

115. Documentaries are a great resource
for learning new things, watching this genre let
one to think critically about everything acquired,
to expose viewpoints without disregarding others
line of thinking.

116. REASONS TO WATCH MORE DOCUMENTARIES
DEPTH AND BREADTH OF
KNOWLEDGE!
NEW CONVERSATION
TO FONDER!
GET INTO NEW WORLDS
OR LIFE STYLES!
KEEPS THE BRAIN
ACTIVE!
FUN AND INTERESTING!

117. HOW TO MAKE DOCUMENTARIES!
STEP 1: TELL A
STORY
STEP 2: RESEARCH
STEP 3: MAKE A
PLAN
STEP 4: CREATE A
SHORT LIST

118. HOW TO MAKE DOCUMENTARIES!
STEP 5: START
SHOOTING!
STEP 7: BEGIN
EDITING
STEP 6: WRITE A
SCRIPT!
STEP 8: CHECK LEGAL
AND COPYRIGHT ISSUES

119. HOW TO MAKE DOCUMENTARIES!
STEP 9:DISTRIBUTE

120. THE SIXTH SKILL
PRESENTING

121. Insert your multimedia content in here
• STRUCTURE OF THE PRESENTATION
• THE DESIGN OF SLIDES
• THE TONE OF VOICE
• THE BODY LAGUANGE BEING CONVEYED
PRESENTATION SKILL

122. Your presentation skills are just as important as the
information you are presenting. This guide will help you
prepare for a presentation and polish your speaking skills
for a successful pitch.
HOW TO IMPROVE PRESENTATION SKILLS

123. HOW TO IMPROVE
PRESENTATION SKILLS:
preparation
PALGARAVE STUDY
SKILLS, 2017

124. 124
1. RESEARCH YOUR AUDIENCE!!!!!!!!!!!!!!!!
Knowing the needs of your audience can help you
tailor your presentation to target their interests
and explain how your company can be of use in their
specific situation.

125. 125
2. STRUCTURING YOUR PRESENTATION!!!!!!!!!!!
A structure provides a logical flow
provided for the audience to follow
during the speaker’s presentation.

126. 126
3. BODY OF THE PRESENTATION!!!!!!!!!!!!!
• Opening
Your opening should be something that makes an
emotional connection with the audience. It can be a
story, a question, or a shocking static. It should not
be an introduction of yourself.

127. 127
3. BODY OF THE PRESENTATION!!!!!!!!!!!!!
• Body
Try to stick to your three most important points. It's
more important to engage the audience than to tell
them everything you know. You will need to leave some
information out, but it is likely that what you don't cover
in the presentation will come up when you take
questions.

128. 128
3. BODY OF THE PRESENTATION!!!!!!!!!!!!!
• Closing
The closing of your presentation is the last
opportunity you have to give your audience
something that will stick in their minds. You can go
back to your opening or end on a clever slogan or a
call to action.

129. 129
4. PRACTICE, PRACTICE, AND PRACTICE!!!!!!!!
Find time to practice weeks or even
months before the presentation.

130. HOW TO IMPROVE
PRESENTATION SKILLS:
delivery
BRAITHWAITHE’S, 2010

131. VERBAL DELIVERY
1. BE BRIEF
2. ASK QUESTIONS TO KEEP THE AUDIENCE ENGAGED
3. SPEAK TO YOUR DEMOGRAPGIC
4. SPEAK LOUDLY
5. AVOID GAP FILLER OR DON’T EXPRESSIONS

132. HOW TO IMPROVE
PRESENTATION SKILLS:
QUESTIONS
KESSLER, 2010

133. Credibility to the audience is when the
speaker is ready to ask questions.
Blaszcynski and Green (2010) recommends taking
question before the end of the presentation to let
the audience know that they have to wait for the
time when they ask their questions before they
start packing up their things.

134. HOW TO IMPROVE
PRESENTATION SKILLS:
GENERAL
KIM, 2018

135. Transform Nervous Energy Into Enthusiasm.
It may sound strange, but I'll often down an
energy drink and blast hip-hop music in my
earphones before presenting. Why? It pumps
me up and helps me turn jitters into focused
enthusiasm.

136. Attend Other Speeches.
If you're giving a talk as part of a larger
series, try to attend some of the earlier talks
by other presenters. This shows respect for
your fellow presenters while also giving you a
chance to feel out the audience.

137. Adjust to Your Surroundings.
The more adjusted to your environment
you are, the more comfortable you'll
feel. Make sure to spend some in the
room where you will be delivering your
presentation.
.

138. Use Positive Visualization
Whether or not you consider yourself a
master of Zen, know that plenty of
studies have proven the effectiveness
of positive visualization.
.

139. Work on Your Pauses.
When you're nervous, it's easy to
speed up your speech and end up
talking too fast, which in turn
causes you to run out of breath,
get more nervous, and panic.

140. Work on Your Pauses.
When you're nervous, it's easy to
speed up your speech and end up
talking too fast, which in turn
causes you to run out of breath,
get more nervous, and panic.

141. Use a Power Stance.
Practicing confident body language is
another way to boost your pre-
presentation jitters. When your body is
physically demonstrating confidence,
your mind will follow suit.

142. Don't Fight the Fear.
Accept your fear rather than trying to
fight it. Getting yourself worked up by
wondering if people will notice your
nervousness will only intensify your
anxiety

143. 10-20-30 AND 6X6 RULE
OF THE POWERPOINT
PRESENTATION
KAWASAKI, 2005

144. 10 SLIDES
20 MINUTES
30-SIZE FONT

145. THE 6X6 RULE!!!!
-means 6 words per line and 6
lines per slide

146. HOW TO PREAPRE A
PRESENTATION
IT LEARNING AND
DEVELOPMENT, 2017

147. STEP 1: ANALYZE YOUR AUDIENCE
-first step in preparing a presentation is to
learn more about the audience to whom you'll
be speaking. It's a good idea to obtain some
information on the backgrounds, values, and
interests of your audience so that you
understand what the audience members might
expect from your presentation.

148. STEP 2: SELECT A TOPIC
Next, if possible select a topic that is of
interest to the audience and to you. It will be
much easier to deliver a presentation that
the audience finds relevant, and more
enjoyable to research a topic that is of
interest to you.

149. STEP 3: DEFINE THE OBJECTIVE OF THE
PRESENTATION
Once you have selected a topic, write the
objective of the presentation in a single
concise statement. The objective needs to
specify exactly what you want your
audience to learn from your
presentation.

150. STEP 4: PREPARE THE BODY OF THE
PRESENTATION
After defining the objective of your
presentation, determine how much
information you can present in the amount
of time allowed. Also, use your knowledge
about the audience to prepare a
presentation with the right level of detail.
You don't want to plan a presentation that
is too basic or too advanced.

151. STEP 5: PREPARE THE
INTRODUCTION AND CONCLUSION
Make the introduction relevant
Ask questions
Share personal experience
Begin with a joke or humorous story
Give a inspirational statement
Project a cartoon or colourful visual

152. STEP 6: PRACTICE DELIVERING THE
PRESENTATION
Practice makes perfect!!!!!!!!

153. Advantages and
disadvantages of the
four deliver methods

154. SPEAKING FROM MEMORY
SPEAKING FROM NOTES
SPEAKING FROM TEXT
USING COMBINATION METHODS

155. PRESENTATION PHASES
AND RELATED SKILLS

156. PREPARATION:
SKILLS RELATED TO PREPARATION INCLUDE
1. Conducting research related to your presentation topic.
2. Learning about your audience.
3. Creating PowerPoint Slides.
4. Preparing handouts or digital references so the audience isn’t
preoccupied with note taking.

157. DELIVERY:
SKILLS RELATED TO DELIVERY INCLUDE
1. Delivering an attention grabbing opening for a talk.
2. Using body language and eye contact.
3. Modulating vocal tone for emphasis.
4. Articulating clearly or smoothly.
5. Interjecting humor

158. DELIVERY:
SKILLS RELATED TO DELIVERY INCLUDE
6. Projecting confidence
7. Speaking with enthusiasm and animation
8. Summarizing key points and conclusion
9. Fielding questions to clarify points.

159. FOLLOW UP:
SKILLS RELATED TO FOLLOW UP INCLUDE
1. Creating an evaluation form.
2. Interpreting feedback from evaluations.
3. Interviewing key attendees.
4. Emailing presentations.

160. WRITING A RESEARCH

161. RESEARCH- is a careful consideration of study
regarding a particular concern or a problem using
scientific methods. It is a systematic inquiry to describe,
explain, predict and control the observed
phenomenon.(Bhat, 2018)

162. TYPES OF RESEARCH

163. BASIC RESEARCH
-conducted to enhance knowledge
- does not facilitate in creating or
inventing anything.
- main motivation is knowledge expansion
-Experiment is a good example of
research.

164. PROBLEM ORIENTED/SOLVING RESEARCH
-conducted to understand the exact nature
of the problem to find solutions.
- It is conducted by companies to
understand and resolve their problems.
- It uses applied research to find solutions
to the existing problems.

165. APPLIED SCIENTIFIC RESEARCH
- Medical research and Environmental research
-It is about testing theories, generated by pure science, and
applying them to real life situations.
-Focuses on analysing and solving real-life problems.
- Finding a scientific cure for disease is example of this
research.

166. KINDS OF RESEARCH
ACCORDING TO PURPOSE

167. -Conducted to explore the research questions and may not offer a final
conclusion to the research conducted.
-It is done to handle new problem areas which haven’t been explored
before.
- It lays the foundation for more conclusive research and data collection.
-It can come in two big forms: either a new topic or a new angle. A new
topic is unexpected and startling in its findings. New angles can come
from a theoretical perspective or a new way of measuring something.
EXPLORATORY RESEARCH:

168. -Focuses on throwing more light on current issues through a data process
of collection.
- Use to describe the behaviour of sample population.
-three main purposes of Descriptive Research are describing, explaining,
and validating the findings.
DESCRIPTIVE RESEARCH:

169. -Or casual research is conducted to understand the impact of certain
changes in existing procedures.
-Example of this research is the effect of rebranding on customer
loyalty.
EXPLANATORY RESEARCH: