RWS-Handout8: Hypertext and Intertext PDF

RWS-HANDOUT8 Topic: Hypertext and Intertext I. Introduction Reading and writing goes beyond finding the linkage of the evidence and corresponding texts and identifying and interpreting possible uncertainties and flaws in the reasoning of the author. It also means un...

RWS-HANDOUT8 Topic: Hypertext and Intertext I. Introduction Reading and writing goes beyond finding the linkage of the evidence and corresponding texts and identifying and interpreting possible uncertainties and flaws in the reasoning of the author. It also means understanding that texts are always developed with a certain context, thus its meaning and interpretation are affected by a given set of circumstances. Moreover, reading now involves a relatively new way of reading a text online as brought by the advent of the internet and technology. II. Hypertext Hypertext is a non-linear way to present information and is usually accomplished using “links”. Such links help the readers navigate further information about the topic being discussed and may also lead to other links that can direct the readers to various options. Hypertext also allows the readers to create their own meaning out of the material given to them and learn better associatively. Hypertext is text displayed on a computer display or other electronic devices with references to other text that the reader can immediately access.​ ​ EXAMPLE: If you are reading an article about marine mammal bioacoustics, you may be interested in seeing a picture of a dolphin. Or hear the sound it makes. Or be interested in seeing what a marine mammal sound “looks like” in a spectrogram. You might even want to hear more about sounds made by other animals in the sea, thus leading you on a completely different, detailed path. Dolphin, any of the toothed whales belonging to the mammal family Delphinidae (oceanic dolphins) as well as the families Platanistidae and Iniidae, the two that contain the river dolphins. Of the nearly 40 species of dolphins in the Delphinidae, 6 are commonly called whales, including the killer whale and the pilot whales. The name dolphin is also applied to members of the fish genus Coryphaena. Once clicked, you will be redirected to a website that gives tips on how to properly use links and hypertext. III. Intertext Intertextuality or intertext is one method of text development that enables the author to make another text based on another text. It happens when some properties of an original text are incorporated in the text that is created by another author. One good reason why it occurs is perhaps the second writer is greatly affected or influenced by the first writer leading to a combination of imitation and creation. IV. Methods of Intertextuality Intertextuality has its roots from the work of a Swiss linguist Ferdinand de Saussure (1857-1913). Meanwhile, the term itself was first used by Bulgarian-French philosopher and psychoanalyst Julia Kristeva in the 1960s. Intertextuality is said to take place using four specific methods namely: retelling, pastiche, quotation, and allusion. ​ Retelling- It is the restatement of a story or re-expression of a narrative. Example:  ​ The Little Mermaid (Disney Retelling) Original Version Disney Retelling ​ Pride and Prejudice and Zombies by Seth Grahame-Smith: A horror/comedy retelling of Jane Austen’s Pride and Prejudice in which Elizabeth’s attempts at love are repeatedly almost thwarted by a zombie apocalypse. 2. Pastiche - is a creative work that imitates another author or genre. It's a way of paying respect, or honor, to great works of the past. Example: Explanation: The story of One Piece came from real stories of real Pirates in history such as Capt. Bellamy, Black Beard, John Hawkins, Olivier Levasseur, etc. Some of its story lines and characterization were also derived from other famous world literature such Peter Pan's Capt. Hook (Crocodile), Miguel de Cervantes' Don Quixote (Doflamingo), The Ugly Duckling (Sanji), and many more. 3. Quotation - It is the method of directly lifting the exact statements or set of words from a text another author has made. Example: "I find that the harder I work, the more luck I seem to have." (President Thomas Jefferson) 4. Allusion- In this method, a writer or speaker explicitly or implicitly mentions or refers to an idea or passage found in another text without the use of quotations. Example: ​ ​ "Chocolate cake is my Achilles heel." Explanation: This statement from the writer refers to Homer's Iliad, depicting chocolate cake as a weakness. In identifying intertext, these are the questions used to validate it: 1. Are there two or more stories involved? 2. Does the text show a director an indirect connection to another piece of work? Note: If the reader has affirmation towards these questions, the texts he/she is dealing with contains intertext. V. Conclusion​ ​ What is the relation of Hypertext and Intertext with Reading/Writing? Context is defined as the social, cultural, political, historical and other related circumstances that surround the text and from the terms from which it can be better understood and evaluated. Being a critical reader involves understanding that texts are always developed with a certain context. A text is neither written nor read in a vacuum; its meaning and interpretation are affected by a given set of circumstances. Intertextuality is an important stage in understanding a piece of literature, as it is necessary to see how other works have influenced the author and how different texts are employed in the piece to convey certain meanings. Hypertext is text which contains links to other texts. It is the foundation of the World Wide Web enabling users to click on a link to obtain more information on a subsequent page on the same site or from a website anywhere in the world.  RWS-HANDOUT9 Topic: How to Present a Research Paper I. Introduction There are many instances in which written outputs such as reports and research papers are to be presented. In the academic context alone, this scenario is common. Hence, it is important to master how to properly structure a presentation and deliver it well. ​ II. Organizing the Content Begin by thinking about what you want to achieve and how you are going to involve your audience in the presentation. After which, you may proceed with the following: 1. Brainstorm your topic and write a rough outline. Don’t get carried away—remember you have a limited amount of time for your presentation. 2. Organize your material and draft what you want to say 3. Summarize your draft into key points to write on your presentation slides and/or note cards and/or handout. 4. Prepare your visual aids. 5. Rehearse your presentation and practice getting the presentation completed within the time limit given by your instructor. GENERAL OUTLINE I. Introduction ​ Capture your listeners’ attention. Begin with a question, an amusing story, a provocative statement, or anything that will engage your audience and make them think. ​ State your purpose. For example, "I’m going to talk about..."; "This morning I want to explain…." ​ Present an outline of your talk. For example, “I will concentrate on the following points: First of all…Then…This will lead to…And finally…" II. Body ​ Present your main points one by one in a logical order. ​ Pause at the end of each point. Give people time to take notes, or time to think about what you are saying. ​ Make it clear when you move to another point. For example, “The next point is that...”; “Of course, we must not forget that...”; “However, it's important to realize that....” ​ Use clear examples to illustrate your points and/or key findings. ​ If appropriate, consider using visual aids to make your presentation more interesting [e.g., a map, chart, picture, link to a video, etc.]. III. Conclusion ​ Leave your audience with a clear summary of everything that you have covered. ​ Summarize the main points again. For example, use phrases like: "So, in conclusion..."; "To recap the main issues...," "In summary, it is important to realize...." ​ Restate the purpose of your talk, and say that you have achieved your aim: "My intention was..., and it should now be clear that...." ​ Don't let the talk just fizzle out. Make it obvious that you have reached the end of the presentation. ​ Thank the audience, and invite questions: "Thank you. Are there any questions? III. Delivering your Presentation When delivering your presentation, keep in mind the following points to help you remain focused and ensure that everything goes as planned. DELIVERING YOUR PRESENTATION A. Pay Attention to Language ​ Keep it simple. The aim is to communicate, not to show off your vocabulary. ​ Emphasize the key points. Make sure people realize which are the key points of your study. ​ Check the pronunciation of difficult, unusual, or foreign words beforehand. Keep it simple, but if you have to use unfamiliar words, write them out phonetically in your notes and practice saying them. B. Use your voice to communicate clearly ​ Speak loudly enough for everyone in the room to hear you. ​ Speak slowly and clearly. Don’t rush! Speaking fast makes it harder for people to understand you and signals being nervous. ​ Avoid the use of "fillers." Linguists refer to utterances such as um, ah, you know, and like as fillers. They occur most often during transitions from one idea to another and, if expressed too much, are distracting to an audience. ​ Vary your voice quality. If you always use the same volume and pitch [for example, all loud, or all soft, or in a monotone] during your presentation, your audience will stop listening. Use a higher pitch and volume in your voice when you begin a new point or when emphasizing the transition to a new point. ​ Slow down for key points. These are also moments in your presentation to consider using body language, such as hand gestures or leaving the podium to point to a slide, to help emphasize key points. ​ Use pauses. Don't be afraid of short periods of silence. They give you a chance to gather your thoughts, and your audience an opportunity to think about what you've just said. C. Use your body language to communicate too! ​ Stand straight and comfortably. Do not slouch or shuffle about. If you appear bored or uninterested in what you're talking about, the audience will emulate this as well. ​ Hold your head up. Look around and make eye contact with people in the audience [or at least pretend to]. ​ When you are talking to your friends, you naturally use your hands, your facial expression, and your body to add to your communication. Do it in your presentation as well. It will make things far more interesting for the audience. ​ Don't turn your back on the audience and don't fidget! Neither moving around nor standing still is wrong. ​ Keep your hands out of your pocket. This is a natural habit when speaking. One hand in your pocket gives the impression of being  relaxed, but both hands in pockets look too casual and should be avoided. D. Interact with the audience ​ Be aware of how your audience is reacting to your presentation. ​ Check after highlighting key points to ask if the audience is still with you. ​ Do not apologize for anything. If you believe something will be hard to read or understand, don't use it. ​ Be open to questions. If someone asks a question in the middle of your talk, answer it. If it disrupts your train of thought momentarily, that's ok because your audience will understand. ​ Be ready to get the discussion going after your presentation. IV. Speaking Tips Your First Words are Your Most Important! Your introduction should begin with something that grabs the attention of your audience, such as, an interesting statistic, a brief narrative or story, or a bold assertion, and then clearly tell the audience in a well-crafted sentence what you plan to accomplish in your presentation. Your introductory statement should be constructed so as to invite the audience to pay close attention to your message and to give the audience a clear sense of the direction in which you are about to take them. Your First Words are Your Most Important! A presentation is not the same as an essay. If you read your presentation as if it were an essay, your audience will probably understand very little about what you say and will lose concentration quickly. Use notes, cue cards, or overheads as prompts that emphasize key points, and speak to your audience. Include everyone by looking at them and maintaining regular eye-contact [but don't stare or glare at people]. Limit reading text to quotes or to specific points you want to emphasize. V. An Impactful Visual Aids: Dos and Don'ts in Creating PPT Dos in Creating PPT ​ Be brief and concise. ​ Focus on the subject. ​ Attract attention; indicate interesting details. ​ If possible, use relevant visual illustrations (pictures, maps, charts, graphs, etc.).  ​ Use bullet points or numbers to structure the text. ​ Make clear statements about the essence/results of the topic/research Don'ts in Creating PPT ​ Don't write down the whole outline of your paper and nothing else. ​ Don't write long full sentences on the slides. ​ Don't use distracting colors, patterns, pictures, decorations on the slides. ​ Don't use too complicated charts, graphs; only those that are relatively easy to understand. RWS-HANDOUT10 Topic: Language Use and Mechanics I. Introduction It is important that you make good choices when it comes to language use because how you use language affects the tone of the text and the readers’ interpretation of it. Before writing, you have to think about and consider your target audience. We have to learn how to determine when it is appropriate to use formal language or when informal language is acceptable. II. Formal and Informal Language Informal language is usually used in writing for oneself or in writing to family, friends, and colleagues. On the other hand, formal language is used in writing academic, business, and official texts. Example: -We asked the secretary to call the professor and get her permission for us to continue our research. -We requested that the secretary contact the professor and obtain her permission for us to continue our research. Explanation: In the first sentence, the writer used casual words such as asked, call, and get permission, which made the sentence informal. The second sentence used more serious words such as requested instead of asked, contact instead of call, and obtain permission instead of get permission. This sentence is formal and is appropriate to use when talking or writing to a person of authority. When you write, you should also make sure that the language you use is direct and simple rather than complicated so that readers would easily understand the text.If your readers are the youth, then you should use words that are familiar to young people. III. Proper Language Use Proper language use allows you to capture the message that you want to convey to your readers. It is all about choosing the right words that accurately capture your ideas. However, writers sometimes encounter problems with the following: ​ Misused Words A writer might sometimes use a word incorrectly, and this occurs when the word does not mean what he or she thinks it does. So, it is important to be certain of the definition of a word before using it; this often happens with words that sound or look alike. Example: There are many behaviors that past societies considered legal but are now deemed amoral including slavery, sexism, and racism. Based on the example, the writer probably wants to write immoral because the past society had an unethical belief that is not appropriate nowadays. Amoral is a misused word for this context. ​ Words with Unwanted Connotations There are words that take on a meaning specific to a context. Some writers might not be aware of these connotations, so they end up using language that is unintentionally confusing, comical or even offensive to readers. Example: The coast guard salvaged Priscilla and her sister after their fishing boat was damaged in the storm. In the Philippines, salvage has a wicked meaning. It is somehow related to “Extrajudicial Killing”, but it means “rescue” in other countries. ​ Technical or Highfalutin Words Writers want to sound smart by using words that are very technical or have deep meanings. Example: There is an ongoing discourse about the antidisestablishment assemblage and the administrative political body. Though some writing genres require the use of such words, writers should still be careful about using them since they make readers work harder to understand texts. IV. Mechanics Mechanics refers to a set of conventions on how to spell, abbreviate, punctuate and capitalize. Mechanics are conventions that have to be considered in writing. Some of these conventions are spelling, punctuation, and capitalization. It is important to know and observe these conventions in writing to avoid confusion. A. Spelling When you write, always make sure that you are consistently using one standard with regard to the spelling of your words. Remember that there are slight differences in American English spelling and British English spelling. B. Punctuation Punctuation is the act of using a system of symbols such as the comma, period, quotation marks, question marks, etc. that are used to give structure to and organize a text. The use of punctuation guides the reader regarding how the text should be read. C. Capitalization Capitalization is the act of writing the first letter of a word in uppercase while the rest of the letters are in lowercase. There are rules in capitalization that one has to remember. Example: Multi-Million Dollar Comma Error The contract said: "This agreement shall be effective from the date it is made and shall continue in force for a period of five (5) years from the date it is made, and thereafter for successive five (5) year terms, unless and until terminated by one year prior notice in writing by either party." Bell Aliant claimed the comma meant the agreement may be canceled earlier with one year's notice, however Rogers Communications believed the second comma indicated the agreement was valid for at least five years. The Canadian Telecom Commission supported Bell Aliant. By terminating the agreement early, Bell Aliant was able to save almost $2 million. If the contract was to have the lowest period feasible of five years, the comma should have been left out. RWS-HANDOUT11 Topic: Formulating Evaluative Statements I. Introduction We all have our own considerations with our choices. We evaluate each choice to come up with the best one. At the same time, you may have considered your needs and interests as well as the usefulness and the value of each offer. The same rule applies when you evaluate any reading text. You also need to consider your bases as evidence in order to validate or verify your assertions or claims about what you read. II. Evaluative Statement It is a statement that states one's sound judgment about something through writing which is supported by reasons and evidence. It also presents the strengths and weaknesses of something based on a set of criteria which needs to be factual, substantial, and unbiased. How to formulate evaluative statements? To formulate an evaluative statement, one needs to read the entire text carefully and critically to understand and to check for possible fallacies in the argument presented by the writer. Just like any other writing, the formulation of the evaluative statements is done in the same way except that the statement is about your own judgment of the text’s content and properties. You may formulate your evaluative statements in two ways such as formulating assertions and counterclaims. Meanwhile, you will be formulating meaningful counterclaims at the second part of this module. The question now is, how are you going to form evaluative statements? It’s very simple! Just remember the following pointers: ​ Begin with the positives before you point out the negatives. Remember that your evaluative statement should be factual, substantial, and unbiased. When giving your negative feedback, it should not sound insulting on the part of the evaluatee (one who is evaluated). ​ Suggest a solution/s or suggestion/s on how to improve the written material being evaluated and provide justification how these will work. ​ Keep your feedback concise and precise. ​ Be careful in giving your feedback. Since evaluations pass judgment onto works of authors, ​ they must be written and expressed with care and much diligence. III. Assertion and its types A good critical reader does not only understand the meaning of a reading material but also logically evaluates whether the claims of the writer are true or false. Assertions serve as a primary way for the readers to consider and possibly agree with the claims presented by the writer in an expository writing. Assertions are declarative sentences that give one’s belief about something else as if it is true though it may not be. It is expressed as an argument. Usually, these assertions contain languages that express evaluation such as useful, significant, important, insightful, detailed, up-to-date, comprehensive, practical, impressive, etc. For example, you were asked to answer the question, “Do you believe education should continue regardless of the situation we are facing right now?” and you would give your opinion or argument about it. Afterwards, you would make an assertion whether you agree or disagree with the issue, thus, take a stand and support it with your reason/s. Four types of Assertion: Fact - is a statement that can be proven objectively by direct experience, testimonies of witnesses, verified observations, or the results of research. Example: According to experts, seawater contains high amounts of minerals such as sodium, chloride, sulfate, magnesium, and calcium. (The sample sentence is classified as a fact since the mineral contents of seawater can be tested and proven through experiments and research.) Convention - is a way in which something is done similar to traditions and norms. Its truthfulness can be verified only by reference to historical precedents, laws, rules, usage, and customs. Something to note about conventions is that they may sound factual due to their being derived from customs, but because they are socially accepted ways of doing things, they cannot be verified objectively by measurements. Example: Seawater is classified as a heterogenous and homogenous mixture. (The sample sentence is a convention because the classification of seawater is based on the classification system made by scientists and is acceptable to the scientific community.) Opinion - is a statement based on facts but is difficult to objectively verify because of the uncertainty of producing satisfactory proofs of soundness. Opinions result from ambiguities; the more ambiguous a statement, the more it is difficult to verify. Thus, they are open to disputes. Example: Swimming in seawater is the best activity to refresh and relax your mind, body, and soul. (The sample sentence is an opinion since the claim is difficult to prove. The truthfulness of the claim may be true to some but not to others.) Preferences - states a personal choice in which the writer is under no obligation to support or prove the truthfulness of the statement. They are subjective and cannot be objectively proven or logically attacked. Example: I love to make frequent trips to places with seawater rather than those without it. (The sample sentence is a preference because it expresses the personal choice of the writer to places with seawater over those places without it.) ------------------------------------------------------------------------- Doorway to success To say that education is your doorway to success would be an understatement. It serves as the key which will unlock numerous doors that will lead to success. This will, in turn, help you build a better life for yourself. An educated person has a lot of job opportunities waiting for them on the other side of the door. They can choose from a variety of options and not be obligated to do something they dislike. Most importantly, education impacts our perception positively. It helps us choose the right path and look at things from various viewpoints rather than just one. With education, you can enhance your productivity and complete a task better in comparison to an uneducated person. However, one must always ensure that education solely does not ensure success. It is a doorway to success which requires hard work, dedication and more after which you can open it successfully. All of these things together will make you successful in life. In conclusion, education makes you a better person and teaches you various skills. It enhances your intellect and the ability to make rational decisions. It enhances the individual growth of a person. Education also improves the economic growth of a country. Above all, it aids in building a better society for the citizens of a country. It helps to destroy the darkness of ignorance and bring light to the world. RWS-HANDOUT12 Topic: Determining Textual Evidence I. Introduction You have previously learned that one can give his/her own assertions on what he/she has read. Such assertions can be based on fact, convention, opinion or preference and these assertions lead to formulating claims. As a critical reader, you should be able to recognize and formulate counterclaims about what was read. Counterclaims refer to claims that refute previous claims in your readings. It is necessary to locate evidence provided by the text to prove one’s counterclaim. To clarify one’s position on giving counterclaims, you also learned how to formulate evaluative statements. Reading texts should be examined carefully by identifying evidence that support the author’s claim, finding evidence that support the claim and evaluating if it is worthy for sharing. After learning these skills in formulating evaluative statements, you must learn to determine textual evidence to validate assertions and counterclaims made about a text read. II. Textual Evidence Textual evidence is defined as the details given by the author in order to support his/her claims. It reveals the position of the writer and makes the reading more interesting. Evidences are details that strengthen, add variety or weight to any argument. III. Example Let’s take this paragraph as a sample essay about the poem: Harlem by Langston Hughes gives me the feeling, or mood of anger and depression. It feels like the idea of deferring dreams is hurtful and maybe even causes one to become resentful before eventually being overcome by anger. I know this because the poem uses the words “foster like a sore,” which gives me a feeling of pain. Further, describing deferred dreams as if they “stink like rotten meat” is an unpleasant image, giving me the feeling of resentment. Finally, when the poem ends with “Or does it explode?” makes me think of a person who boils over in anger. Explanation: Here, the author claimed that the poem gives him the feeling of anger and depression. He uses exact words from the poem like foster like a sore, stink like rotten meat, or does it explode which are directly relevant to his idea of anger and depression. Thus, we can say that the writer’s claim in this essay is valid and relevant. In addition, finding textual evidence on a read text helps you make inferences using concrete evidence on your claim. To support one’s claim, you should explicitly cite the ideas that support your claim in your writings. IV. Ways to present textual evidence There are different ways on how you can present textual evidence in your writings. It can be through paraphrasing or restating the text in your own words, through summarizing or stating in a shorter way the text and other relevant details to support the idea, through referencing or mentioning a specific section in the text, and through quoting or directly restating a part of the text. Remember that textual evidence validates and strengthens your writings, showing that you read and understand a text. AYS OF PRESENTATION XAMPLES of CLAIM th TEXTUAL EVIDENCE Paraphrasing In the poem Harlem, the author claimed that person may feel disappointed when dream ferred for he questioned the reader’s feeling out withholding dreams. (What happens to a dream deferred?) Summarizing The movie Seven Sundays (2017) is a art-warming story and shows the importance family in our lives. The movie tells about the nifacio siblings who ere reunited because of their father who was stakenly diagnosed with cancer. It presented e different struggles of their lives and how ey were able to overcome them. \Referencing The Department of Education ensures e delivery of quality education and safety the learners in the opening of classes for this school year amidst COVID 19 as stated in the Deped Order no.7 s. 2020 on DepEd School Calendar and Activities for S.Y. 2020-2021 paragraph 2 and 3. Quoting Langston Hughes described deferred eams as if they “stink like rotten meat” his poem which suggests an unpleasant age, giving me the feeling of resentment. e also ends the poem with the line “Or es it explode?” That made me think of a rson who boils over in anger. —-------------------------------------------------------------------------- Resilience What does it mean to be resilient? The word “resilient” means “to bounce back”. This is what we’re aiming for: bouncing back from a challenge or adversity and achieving something healthy and positive as a result. In short, resilience is about developing a sense of strength and flexibility to withstand hardships. It’s also about using those experiences to grow into a better person. From surviving abuse to graduating college despite adversity, each struggle you’ve overcome has made you stronger and more capable of handling problems. No matter how tough life gets, some people find a way to keep going. And that’s what resilience is all about. Resilience is the ability to come back from hard times or failure. It’s the ability to bounce back after being knocked down. It doesn’t mean you won’t have bad days or tough moments, but it does mean you have the power to pick yourself up and carry on. People with strong resilience are more confident, self-reliant, and secure. They don’t need outside approval for validation because they know who they are without it. Despite all the challenges in life, no one can take away your spirit. And that’s what makes you resilient. RWS-HANDOUT13 Topic: Composing Academic Writing I. Introduction Have you experienced frowning and arguing over a reading material as if it will respond and defend itself from your judgment? I’m pretty sure you would like to know and understand what you were doing in instances like that. In the previous module, you learned about determining textual evidence to validate assertions and counterclaims made about a text read. This time, you will understand the requirements of composing academic writing. II. Book Review A book review describes and evaluates a work of fiction or nonfiction and offers the book’s overall purpose, structure, style of narration to the unknown readers. It tells not only what a book is about, but also how successful it is at what it is trying to do. It is a sneak peek at a book, not a summary. As a reviewer, you bring together the two strands of accurate, analytical reading and strong, personal response when you indicate what the book is about and what it meant to readers. Hence, in writing a book review, you combine your skills of describing the content of the pages, analyzing how the book achieved its purpose, and expressing your most personal comments, reactions and suggestions. How do you START writing a book review? 1. Identify the book by author, title, and sometimes publishing information. 2. Specify the type of book (for example: fiction, nonfiction, biography, and autobiography). Help your readers to review with perspective. 3. Mention the book’s theme. 4. Include background, if necessary, to enable reader/s to place the book into a specific context. 5. You may also use an interesting quote, an interesting fact, or an explanation of a concept or term. What do you DO with the content? 1. For nonfiction books like biography, history and the like: pay primary attention to the major points (the argument) the author is putting forth and to the sources the author has drawn upon to back up his/her point of view. 2. For fictional works such as novels, chick lit, graphic novels, manga: Pay attention primarily to the novel or book’s setting, plot, style, characters, theme/s, use of language and voice. Caution: Do not give away the story for no one appreciates a spoiler! 3. Provide your reactions to the book. 4. Describe the book. 5. Respond to the author’s opinions and analyze them. 6. Explore issues the book raises. How do you CONCLUDE? 1. Relate your argument to other books or authors. 2. Relate the book to larger issues. 3. Tie together issues raised in the review. 4. Briefly restate your main points and your thesis statement. 5. Indicate how well the book has achieved its goal, what possibilities are suggested by the book, what the book has left out, how the book compares to others on the subject, what specific points are not convincing, and what personal experiences you’ve had related to the subject. How do you REVISE the draft? 1. Allow time to elapse, at least a day, before starting your revision. 2. Correct grammatical mistakes and punctuation as you find them. 3. Read your paper through again looking for unity, organization and logical development. 4. If necessary, do not hesitate to make major revisions in your draft. 5. Verify quotations for accuracy and check the format and content of references. II. Literature Review A literature review (LR) is a type of academic essay that examines what has already been written about a topic. As a collection of published research about your topic by recognized scholars and researchers, it is a way for you to examine also what has already been done in regard to your research question or problem. Likewise, it summarizes and synthesizes the conducted research driven by guiding principles. Although it is not a research paper, it provides background for your problem and a rationale for your research (Abadiano 2016, 51-52). Literature reviews consist of the following components and its purposes: Introduction ​ Defines the topic and the scope being considered ​ Notes intentional exclusions ​ States the general findings of the review and the availability of the sources Main Body ​ Organizes the evaluation of the sources whether chronologically or thematically ​ Showcases the critical summary and evaluation of the research’s premise, methodology, and conclusion ​ Uses grammatical connectors, relational words or phrases and transitional devices Conclusion ​ Summarizes the key findings of the review ​ Offers the reviewer’s justification of the conducted research References ​ Reflects the in-text citations ​ Contains complete and correct citations. References ​ Reflects the in-text citations ​ Contains complete and correct citations Here are four literature review strategies: ​ Summary State briefly the argument and main points of relevant research ​ Synthesis Combine ideas in order to form an integrated theory or system through critical evaluation, compare/contrast, etc. ​ Analysis Examine closely the elements or structure of the research ​ Evaluation Assess the research based on the criteria or rubric that you choose, state, and explain. Support it with another similar research. _______________________________________________ “The Relationship Between Attachment and Adolescent Depression”  Depression is a condition that affects more than 25% of adolescents. It is a type of disorder which disturbs their focus and mood, causing loss of pleasure and interest in doing activities that they are supposed to enjoy, making them quite irritable. Different things are thought to be related with the feeling of depression among adolescents. Among those examples are a failure to identify as an individual, insecure relationship and attachments, negative representations, etc. (Milke and Lawner, 2003; Olsen, Norther, Arphel and Knorr 2001). In a research article presented by Selter (1998), two questions surfaced during the study. These questions are selected to serve as a guide. First, would those in the age group of 18 to 21 correspond in quality and frequency to different attachment patterns that are being reported by other professional researchers? Second, would characteristics and personalities of secure adolescent attachments be related with personality characteristics of child and infant studies? The focus of the investigation was on the late female adolescent patterns, particularly maternal, with the use of a semi-structured interview. It has been hypothesized that females who are securely attached will often have a strong positive identification, especially towards their mother, lower scores on depression and higher ratings of self-esteem. The sample originally consisted of 1001 random students of psychology at a college. However, after performing some procedures in screening as well as the importance to have equal numbers across all categories of attachment. As a result, the number was reduced to 28 in the study. The result used in this study supported the main hypothesis that relative percentages of attachment is involved, including avoidant, ambivalent and secure, would correspond to the reported data by the infant studies (Stephenson, 2003). The result also showed that there was a relative difference in personality characteristics in between the ambivalent and secure groups. Females that are ambivalently attached were more depressed, and have reported to have lower rates of self esteem compared to adolescents who are securely attached (Faulkner, 2002). On the other hand, the avoidant attachment group was also in the middle of both ambivalent and secure groups in relation to self-esteem and depression, though they were not significantly different from either of the groups. It has also been reported that female adolescents who are securely attached have a relatively more positive and maternal identification compared to those who are ambivalently attached, and avoidant female adolescents who are categorized in the middle (Salazar, 2010). All of these results are combined together to give confirmation to the hypothesis that personality and characteristics such as interpersonal skills, positive affect, and self esteem correlates to child and infant personality characteristics of those under secure attachments (Singh, 1999). One limitation to this study, however, is that the results are not longitudinal. This means that it rests on the current situation rather than at the start of childhood, following the lives of the females as they were developing. Another study limitation is that the sample only consisted of all female participants. These correlations may be significantly different if boys were involved (Peters, 2007). The results show that an adolescent dealing with major depression does not significantly differ from the controls. There are no deficiencies in attachment, social interactions as well as family climate. This finding is not explained easily other than the individuals who are less affected by depression feel that their main caregiver is available, though inadequate at times (Matthews, 2001). These results give confirmation to the hypothesis that adolescents who are depressed usually have a limited, insufficient social network and that they usually view the condition of their family as negative. Parents had no involvement in these studies. Another obvious limitation is that the controls were selected from the entire group after screening as having a score under moderate depression. The controls may also not be completely free from depression. RWS-HANDOUT14 Topic: Writing a Resume I. Introduction What comes to your mind when you hear the word résumé? Do you think it is important for you to learn how to write a résumé? Why? When you apply for a job or for any work, hiring administrators like the managers usually require applicants to submit a résumé. To give them an overview of yourself, you need to know the different formats in making a résumé so that it fits their standard. II. Types of Resume Format ​ Chronological Format The chronological format is used to emphasize the applicant’s work experience progress. It starts with the complete work experiences, followed by the educational background. It is best used if the applicant is applying for a job related to his previous experiences, and has ten to fifteen years work experience. ​ Functional Format Functional format, on the other hand, focuses on the skills, not on the work history. It is best used if the applicant changed career or if re-entering the industry after a long absence. It is also used by high school or college students entering the industry. ​ Combination of Hybrid Format Combination or Hybrid combines the chronological and functional format. It works best if the applicant is aiming for a career change or wants to present both skills and accomplishment. III. Features of Resume 1. Heading - The resume heading includes the applicant’s complete name, current address and contact details such as cell phone number or e-mail address. The heading can be written in the center or on the left-side. Make sure that the formatting style, especially the font type, looks professional. 2. Objectives - An objective also referred to as job objective or career objective, reflects the applicant’s career goals and intention for applying for the job. Remember to write a direct and specific objective that contains what you want to achieve in your career and what the employer could expect from you. 3. Professional Summary - Professional summary, also referred to as ‘career summary’ or ‘career profile’, showcases your knowledge and abilities. It includes short recent job summary, together with your soft skills (e.g. problem-solving capability, adaptability to change, etc.). 4. Expertise and Achievements - This also refers to the ‘professional skills’ and ‘qualification’ of the applicant. It includes personal and technical skills including the certifications and recognition received. 5. Work Experience - This is also called "employment history," "relevant experience", or "work history." Work experience is a part of a résumé where the applicant states all previous employment. If you have no work experience yet, write first the educational background, and include the optional part Training and Seminar Attended. 6. Educational Background - The educational background section can also be labeled as Academic, Academic Qualification or Education and Certifications. Write the degree together with your major, minor or concentration (if there is any), school and year attended. IV. Tips ​ Pass the resume with a cover letter. A cover letter gives the employer an overview why they are receiving the resume, job posting the applicant is applying for and the matching skills related to the position. ​ A resume is used to apply for a job that contains a summary of an applicant’s personal information, educational background, skills and work experiences while a Curriculum Vitae (CV) is used to apply for an academic training or grant that contains a detailed description of a person’s educational background, academic credential, and achievement. ​ It is optional to include the following sections on the resume: Training and Seminars Attended, Activities, Honors and References. ​