1

Course Title:
ESP 201 ENGLISH FOR SPECIFIC PURPOSES
Learning Module No. 03

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STUDENT
Name:
Student Number:
Program:
Section:
Home Address:
Email Address:
Contact Number:

PROFESSOR
Name: Joseph B. Ancajas
Academic Department: Department of Arts, Sciences and Teacher Education
Consultation Schedule: by appointment, contact me via the details below
Email Address: josephancajas17@[Link]
Contact Number: 0927-959-2769

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LEARNING MODULE
INFORMATION
I. Course Code ESP 201
II. Course Title ENGLISH FOR SPECIFIC PURPOSES
III. Module Number 03
IV. Module Title Final Period- English for Specific Purposes
V. Overview of the Module
This course is focused on the development of students' skills in
using the English Language in different contexts they may
engage with.
VI. Module Outcomes At the end of the module, the students should be able to:
1. distinguish particular styles and forms used across technical
outputs;
2. recall the techniques and principles in writing various
technical and research related documents;
3. write their own business letter and documents related to
their field of specialization;
4. have the knowledge in dealing with stress and pressure in
their profession; and
5. experience mock job interviews in preparation for their
profession.
VII. General Instructions
All assignments/activities should be handed in on or before
due date as specified in this school calendar.

All are requirements, not optional. No submission of such

requirements would mean a zero mark. All requirements
should be completed on or before the last day of the
assigned weeks.

Intellectual Honesty Plagiarism is considered a major offense

in the City College of Calamba. A plagiarized work will
automatically receive a failing mark.

Incomplete Grade -A student who fails to submit the papers

will get a grade of INC. Students must complete all tasks in
the module.

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GRADING SYSTEM FOR ASSESSMENT TASKS

Based on Test of Written English Scoring Guide, Educational Testing Service Princeton NJ

Demonstrates a comprehensive understanding of the concepts and their application in

A practice, and clear competence in writing on both the rhetorical and syntactic levels,
though it may have occasional errors
(10)
A paper in this category
effectively addresses the writing task
is well-organized and well-developed
uses clearly appropriate details to support a thesis or illustrate ideas
displays consistent facility in the use of language
demonstrates syntactic variety and appropriate word choice

Demonstrates clear understanding of most of the concepts and their application in

practice, and competence in writing on both the rhetorical and syntactic levels,
A- though
it will probably have occasional errors
(9-8)
A paper in this category
effectively addresses the writing task, although it can be explored further
is generally well-organized and developed
uses details to support a thesis or illustrate an idea
displays facility in the use of the language
demonstrates some syntactic variety and range of vocabulary

Demonstrates understanding of the concepts, and their relationship with one

another;
B+ minimal problems in writing on both the rhetorical and syntactic levels
A paper in this category
(7-6)
may address some parts of the task more effectively than others
is adequately organized and developed
uses some details to support a thesis or illustrate an idea
demonstrates adequate but possibly inconsistent facility with syntax and usage
may contain some errors that occasionally obscure meaning

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Demonstrates some understanding of the concepts; some problems in writing, but it

B remains flawed on either the rhetorical or syntactic level, or both.
A paper in this category may reveal one or more of the following weaknesses:
(6-5)
partially addresses the writing task
inadequate organization and development
inappropriate or insufficient details to support or illustrate generalizations
a noticeably inappropriate choice of words or word forms
an accumulation of errors in sentence structure and/or usage

Suggests misunderstanding of the concepts; severe problems in writing.

B- A paper in this category is seriously flawed by one or more of the following weaknesses:
hardly addresses the writing task, or not at all
(4 &
serious disorganization or underdevelopment
below)
little or no detail, or irrelevant specifics
serious and frequent errors in sentence structure or usage
serious problems with focus.

COURSE REQUIREMENTS AND GRADING SYSTEM

Assessment Tasks ------------------------------------ 40%
Other Tasks and Activities --------------------------- 20%
Major Examination ------------------------------- 40%
100%

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Lesson 13: Technical Writing Correspondence

A. Lesson Objectives: At the end of this lesson, you should be able to:
a. distinguish the nature and purposes of the three main correspondence used in the
workplace.
b. determine the principles of writing directives
c. write/ construct the assigned technical document

B. Getting started!
What are the common communication method that you know in the workplace? What are
their purposes and functions?

C. Discussion Proper

Correspondence- It refers to the communication through the exchange of letters.

- Correspondence is communication in writing between two persons on
matters of personal/ official/ business interest.

- Correspondence refers to the media or means through which views are

expressed and ideas or information is communicated in writing in the
process of business activities.

Most Common Technical Writing Correspondence in the workplace

I. Memo (memorandum or reminder) is normally used for communicating policies,
procedures, or related official business within an organization.

It is written from a one to all perspective (like mass communication) broadcasting a

message to an audience rather than a one on one, interpersonal communication.

It may also be used to update a team on activities for a given project or to inform a
specific group within a company of an event, action or observance.

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II. Business letters serve as a means of information exchange in a written format for the
process of business activities.
-It can take place between organizations, within organizations or between the
customers and the organization.
-The correspondence is generally of widely accepted formats that are followed
universally.

OBJECTIVES OF A BUSINESS LETTER

1. To get action
2. To build goodwill
3. To provide and obtain information
4. To make or accept an offer
5. To deal with matters concerning negotiation business.
6. To remind the recipient of the sender's existence.

III. Electronic Mail (E-mail) is a system that allows people to send messages to each other
by computer electronically.

It is a method of exchanging digital messages, designed primarily for human use.

It is an electronic message sent fr0m one device to another. With e-mail we can send
and receive messages with attachments.

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The Differences among Memos, Letters and E-mails

Characteristics Memos Letters Emails

Internal: External: Internal or External:

Destination Correspondence Correspondence written Correspondence written to
written to a colleague outside of the business personal friends and
ONLY within a acquaintances as well as
company business associates.

Identification lines Includes letterhead Identification lines include

include “Date,” “To,” address, date, reader's “Subject,” “From,” (writer's
“From,” and “Subject,” address, salutation, text, name and e-mail address),
Format The message follows complimentary close, and “Sent,” (date of transmission),
signatures; and “To,” (reader's name and
e-mail address). The message
follows.
Generally high-tech or Generally low-tech and Generally multiple readers with
low tech, mostly lay readers, such as various levels of knowledge.
Audience
business colleagues. vendors and clients. Could include instructors,
company supervisors, and
subordinates as well as family
and friends.
Generally high-tech to Generally low tech to lay; A wide range of diverse topics
low tech; abbreviations and determined by audience.
Topic
abbreviations and acronyms usually defined.
acronyms allowed.
Informal (peer More formal (audience of Usually informal (due to the
audience) vendors or clients) non-conversational” nature of
Tone
electronic communication.

Attachment or Hard copy Additional information Computer files, active Web

Enclosures attachments can be can be enclosed within links and down loadable
stapled to the memo. the envelope. graphics can be attached,
Complimentary copies Complimentary copies Complimentary copies can be
can be sent to other can be sent to other sent to other readers.
readers. readers.
Structure Typically “8 1/2 x 11” Typically “8 1/2 x 11” within Typically, one view-able screen
within 1'' margins, 80 1'' inch margin, 80 within 60-70 characters per line
characters per line, characters per line, and and 12-14 lines per screen.
and about 55 lines per about 55 lines per page. Beyond these parameters, a
page. reader must scroll.

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Characteristics Memos Letters Emails

Delivery Time Determined by a Determined by the E-mail messages can be

company's in house destination (within the city, delivered within minutes but
mail procedure. province, region, or delays are possible depending
Memos could be country). Letters could be on the fax tone availability.
delivered within the delivered with 3 days but
day or 3 days (more or may take more than a
less) week.
If a company's mail The letter sender must E-mail systems, like all
delivery system is strictly adhere to the rules computer systems, malfunction
Security
reliable, the memo will and regulations of the from time to time. What the
be placed in the postal bureau not to insert reader sees on the screen
reader's mailbox. Then, money, checks, and other might not be what the writer
what the reader sees sensitive items i the the saw on the screen due to
on the hard copy envelop otherwise it will problems with fixation point or
page will be exactly be confiscated. They are computer resolution. The text
what the writer wrote. advised to use the postal will be the same, but the page
Security depends on money or avail the layout could differ. E-mail can
the ethics of co- services of cargo be tampered with and/or read
workers and whether deliveries. Privacy laws by others with access to the
the memo was sent protect the letter's system
within an envelope. content.

Writing Directives and Instructions

Directives are memos that tell employees what to do.
Instructions, which tell people inside and outside the company how to do something,
may take the form of memos, letters, or even booklets. But directives and instructions are
both considered routine messages because readers are assumed to be willing to
comply.
- The goal in writing directives and instructions is to make the point so obvious and the
steps so-self explanatory that readers will not have to ask for additional help.
- Directives and instructions are especially important within companies; faulty internal
directives and bungled instructions are expensive and inefficient.
-The key with instructions is to take nothing for granted. Assuming that readers know
nothing about the process you're describing is better than risking confusion and possible
damage or harm by overlooking some basic information.

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How to write Instructions

1. Include four elements as needed; an introduction, a list of equipment and materials,
a description of the steps involved in the process, and a conclusion.
2. Explain in the opening why the process is important and how it relates to a larger
purpose.
3. Divide the process into short, simple steps, presented in order of occurrences.
4. Present the steps in a numbered list, or present them in paragraph format, making
plentiful use of words indicating time or sequence, such as first and then.
5. If the process involves more than ten steps, divide them into groups or stages
identified with headings.
6. Phrase each step as a command (“Do this” instead of “You should do this); use active
verbs, specific terms ('three' instead of 'several')
7. When appropriate, indicate how readers may tell whether a step has been performed
correctly and how one step may influence another. Supply warnings when
performing a step incorrectly that could result in damage or injury, but limit the
number of warnings so that readers do not underestimate their importance.
8. Include diagrams of complicated device, and refer to them in the appropriate
steps.
9. Summarize the importance of the process and the expected results in the conclusion.

Testing your instructions

a. Review the instructions to be sure they are clear and complete. Also judge whether
you have provided too much detail;

b. Ask someone else to read the instructions and tell you whether they make sense and
are easy to follow.

Essential Parts of a MEMO

A. Letterhead
B. TO
C. FROM
D. DATE
E. SUBJECT
F. BODY

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Criteria for Writing successful memo

Subject Focus plus TOPIC

Example:
Termination of Contractual Employees
Hiring Procedures for Contractual Employees
Project review of Design Proposal

Readers are busy and you want your first

sentence to communicate immediately.

A goal is to write one or two clear introductory

sentences which tell your readers what you
want and why you're writing.

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The INTRODUCTION reminds the

reader why this memo is being
written- as a follow up- and tells the
reader what will happen next.

The DISCUSSION allows you to develop

your content.
In this part, you want to respond to the
reporter's questions (who, what, when,
why, where, how)

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CONCLUSION, conclude your memo with

a complimentary close and/or a directive
close. A complimentary close motivates
your readers and leaves them happy.

D. Application: Read and follow the instructions below.

1. LETTERHEAD- Many companies have stationary letterhead. If you are using an ordinary paper, type
the letterhead at the center part of the bond paper. The letter head includes the name of the
company, business address and most often the contact information. However, the company name
and address can be sufficient.

SPRINKLER SPRINGS WATER CORPORATION

123 Hill Street, Brgy. Jordan, General Trias, Cavite City
Contact Number (02)-545-2394
“Water is Life”

Contact number and motto is optional.

Note: In office setting, others just write the office where the letter is written because the letter is
understood as an inter-office communication. Look at the samples below.

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Application Task # 1: Construct your imaginary company’s letter head or heading

A. TO/FOR- The label TO/FOR should be CAPITALIZED, Typed at the left side of the paper
The audience of this memo can be individual employees or as a group.

TO : Maintenance Officers, Institutional Workers

TO : College Faculty and Staff
TO : Kevin D. Alapag, Head Coach Basketball Varsity Team
TO : John A. Ferrer
Head, College of Languages and Literature

Note: The arrows here indicate the marks and data entry should be aligned.

B. FROM- The label FROM should be capitalized always. Write your name and your position in the
company. Be consistent with the format or location of your position. This should be consistent, too with the
format of the receiver of the memorandum.

FROM : Alyssa O. Taguro, Dean, College of Education

FROM : Martin B. Malabano

Branch Manager, Blue Stars

FROM : Branch Manager

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DATE- Include the date the memorandum is written. It can be written following the American format
(MM/DD/YYYY) or the British format (DD/MM/YYYY) depending on a company’s preference.

DATE : January 03, 2020 (American Format)

DATE : 03 January 2020 (British Format)

BODY – The body is the same in writing an ordinary business letter. Make sure each paragraph
conveys one main idea. The body of the memorandum should be short and simple. Any attachments
should be mentioned in the body part. Common closing sentence in the body parts include:

For strict compliance.

For your information.
Please act accordingly.
For your guidance.
For strict implantation.
For information and proper guidance.
For proper dissemination.

Application Task 2: Write a Memo instructing the employees to submit their Statement of Assets
and Liabilities.

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E. Lesson Summary
1. Memos are an important part of interpersonal communication in the workplace.
2. Subject lines are read by 100 percent of your audience.
3. Use a topic and focus in your subject line.
4. In the introduction, state what you want and why you are writing.
5. In the discussion section, state the details.
6. Conclude the telling the reader what you plan to do next or what you expect him or
her to do next. You might also want to date this section.
7. Consider the level of your audience when you write a memo.

F. Assessment: Write a memo based on the following scenario.

In the past, employees were permitted to make trips to the restroom under informal
guidelines. Effective immediately, a Restroom Trip Policy will be established to provide a more
consistent method of accounting for each employee's restroom time and ensuring equal
treatment of all [Link] the policy a "Restroom Trip Bank" will be established for each
employee. The first day of each month, employees will be given twenty Restroom Trip Credits.
These credits may be accumulated.

Within four to six weeks, the entrance doors to all restrooms are being equipped with personal
identification stations and computer-linked voice print recognition devices. Before the end of the
month each employee must provide two copies of voice prints (one normal and one under stress)
to the Human Resources Department. The voice print recognition station will be operational but
not restrictive during the entire month. Employees should acquaint themselves with the stations
during that period.

If the employee's Restroom Trip Bank balance reaches zero, the doors to the restrooms will
not unlock for that employee's voice until the first of the next month. In addition, all restroom
stalls are being equipped with time paper roll re-tractors. If the stall is occupied for more than
three minutes, an alarm will sound. Thirty-seconds after the alarm sounds, the roll of paper will
retract into the wall, the toilet will flush, and the stall door will open. If the stall remains occupied
your picture will be taken.

The picture will then be posted on the bulletin board located in the Employee Relations Office.
Anyone's picture showing up three times will immediately be terminated. If you have any
questions about this policy, please ask your supervisor. They have all received advanced
instructions.

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G. Enrichment: You are a business administrator. You have received the latest bills in electricity and
water in which exceed your target budget. You will write a memorandum to all employees in reducing
energy with the use of air-conditioning units, lights, computer, overstaying. Observe the format, you
may invent your own company or school to fulfil the task.

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Lesson 14: Technical Writing Correspondence: Letters

A. Lesson Objectives: At the end of this lesson, you should be able to:
a. recognize the nature of technical correspondence
b. determine the principles of writing directives
c. write/ construct the assigned technical correspondence

B. Discussion Proper
Letters do not reflect your communication abilities but also are a reflection of your
company or organization.
-- The letter you write constitutes a legally binding contract. Hence, one must maintaint the
proper tone, correct information and avoid errors.
-- The appearance or the physical aesthetics of the business letter sends a powerful non-
verbal message.

Functions of Technical Correspondence/ Letters

1. To provide a convenient and inexpensive means of communication without personal
contact.
2. To seek or give information
3. To furnish evidence of transaction entered into
4. To provide a record for future reference
5. Making a lasting impression
6. Widening the approach
7. An authoritative proof
8. Building goodwill

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Components of Letters

Guide #2 : Paper. The standard size of a business letter is 8 ½ by 11 inches (short) or 8 ½

by 13 (long) and 20-24 substance white or off white paper. Other firms use a pastel
paper to suggest warmth or refinement.

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Guide # 3: LETTERHEAD. A printed paper usually shows the name, address and telephone
number of the sender’s company. In addition, the letterhead may contain features like the
company’s logo, slogan or motto; fax number, cable, and e-mail address and the branch
address. Creative designers also put some information at the side (letter side) or bottom
(letter bottom) of the paper.

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Optional Parts of the Letter

When appropriate, any of these optional parts may be included: 1) ATTENTION LINE 2)
SUBJECT LINE 3) ENCLOSURES 4) COPY NOTATION 5) POST SCRIPT

I. Attention Line – It is considered as part of the Inside Address, the attention line directs a
letter to a particular person or title or department when the letter is addressed to a
company. It is useful when the writer;
1) does not know the individual’s name but wants the message to go to a particular
office;
2) 2) knows only the individual’s surname and thus, cannot use that name on the first line
of the inside address; or
3) 3) expects that addressee travels often, and the writer wants the letter to be
attended to promptly by whoever takes care of the addressee’s business.

II. Subject Line – It is considered as part of the body of the letter, the subject line
mentions the receiver what the letter is all about. It also assists in easy filing. The
subject line may or not omit the word SUBJECT. It is placed on the second line below the
salutation and centered or flushed left.

III. Enclosure Notation – It is normally indicated using a single space or double space
between under the reference initials. An enclosure is anything in the envelope other
than the message itself.

IV. Copy Notation – When the writer sends copies of the letter written to the addressee to
other persons, he types the names of these persons, arranged in order of
importance or in alphabetical order- in a copy notation. The writer places cc notation
directly below the typist’s initial on the enclosure notice.

V. Post Script- It is used by writer when he or she wants to emphasize a point in the letter
or to include a personal brief message completely unrelated to the letter. The writer
adds a post script below everything else.

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LETTER STYLES

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HANGING INDENTED STYLES

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INDENTED OR SEMI-BLOCK LETTER STYLE

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C. Application
1. Name and discuss the three (3) main differences between the full block and the modified
block letter style. (15pts)

2. Assuming that you are putting up an accounting firm, construct your business' template
for letter/correspondence (10 pts.)

D. Lesson Summary
- The letter you write constitutes a legally binding contract.
-The appearance or the physical aesthetics of the business letter sends a powerful non-
verbal message.
- Letters have universal components and elements.
- There are four (4) common Letters styles. These are the Full Block Letter Format; the Modified
Block Letter Style; the Hanging Indented Styles; and the Indented or Semi-Block Letter style.

E. Assessment
Write a letter to a repair company asking for estimates for the repair and maintenance of
the office and production line machines.

F. Enrichment: As an Accounting student, which do you think is the style that is the most
suitable for your future career? Why? (10 pts.)

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Lesson 15: Writing of Different Types of Letters

A. Lesson Objectives: At the end of this lesson, you should be able to:
a. recognize the process of writing letters
b. familiarize with different types of letters
c. write/ construct letters

B. Discussion Proper

Pre-writing- No single method of pre-writing is more effective than another.

- It is the thinking and planning the writer does before drafting and throughout
the writing process , including considering the topic, audience, and purpose;
gathering information; choosing a form; and making a plan for organizing
and elaborating ideas.

Writing - Once you have gathered your data and determined your objectives, the next step
in the process is to begin your rough draft.
1. Study the letter criteria. By studying the specific criteria for the type of letter you’ll write,
you can remind yourself of what information should be included in each paragraph.
2. Review your pre-writing. Now that you have reminded yourself of what each paragraph
should include, reviewing the pre-writing will help you determine whether, in fact, you have
provided the correct details .
3. Organize the data for your discussion paragraph. One organizational pattern especially
effective for most letter is importance. When you organize by importance, you place the most
important information first and less important ideas later.
4. Draft your correspondence. Write a rapid rough draft focusing on content and
organization not on grammar, mechanics or style. Your primary goal in a rough draft is to get
words on the paper or screen.

Re-Writing. It is editing that involves writing something again.

1. Add for Clarity and correctness- Check whether you answered all the necessary
information . Review your draft and add any missing letter essentials.
2. Delete for conciseness. - Review your rough draft to delete any dead words and phrases
which will raise your fog index. Delete irrelevant content.
3. Simplify to aid understanding. Avoid words and phrases that are old-fashioned such as
pursuant, accede, supersede, and in lieu. Simply your word selection than putting pompous
words
4. Move information for emphasis. This involves cutting and pasting-moving information
within your letter. This is to focus your reader’s attention so you should move it from the
bottom to the list to the top. By doing so, it make the ideas more emphatic.

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5. Reformat for reader-friendly ease of access. Review your letter’s format. How does the
letter look on the page? The letter’s appearance affects your readers before they read one
word. If the letter is open and appealing, then you’re off to a good start.
6. Enhance the letter’s tone. Letters are not the inanimate objects they appear to be. Your
letter is a reflection of your interpersonal communication skills and your company’s attitudes.
7. Correct errors. Finally, before your letter leaves your office, correct any errors you’ve
committed. Proofread. Check and double check your grammar, check and double-check
your data and scientific notations. Your letter is a legal document. A mistake can cost your
company money and your job. Proofreading is boring. But reading the want ads to find a
new job is worse. Save yourself future problems by proofreading your letters.

C. Application - Assessment -Enrichment

Application Task # 1: Write a good new letter to an employee who just got promoted.
Application Task # 2: Write a bad new letter rejecting a job applicant.
Application Task # 3: Write a complaint letter for a bad service that you received.
Application Task # 4: Write an adjustment letter responding to a complaint that you
received.
Application Task #5: Write a sales letter. Your company have manufactured a new product
or a new service.
Application Task #6: Write a letter of inquiry to a company asking for an internship
availability.
Application Task # 7: Write a letter of application in an accounting firm.

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Lesson 16: English in Virtual Communication

A. Lesson Objectives: At the end of the lesson, the students should be able to:
a. Identify the modes of virtual communication
b. Recognize ways to strategically communicate in a virtual mode
c. construct an email message in English as way of communicating virtually

B. Getting Started! What does the image below aims to convey with regard to workplace
communication?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________________________

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C. Discussion Proper
Virtual Interaction/ Communication
- It is communication recognized as a modern technological phenomena through which
the transmission of the information or action is achieved to remote or distant locations
around the world.
- It refers to the modern technological phenomenon through which the transmission of
information or action is achieved to remote or distant locations around the world.
Advantages of Virtual Communication
1. Convenience- People or employees can interact with each other from wherever they
are. It eliminates the need to meet in person.
2. Time Saving - Going virtual lessens the consumption of time. Virtual communication
allows us to pass messages and communicate in a time efficient context.
3. Cost Saving - By meeting virtually, reduction of transport and other operational
expenses becomes evident.
4. Its is Fast - Communication does not need that much of an effort, one can make it in a
click or dial away.
5. It is flexible- It can be done anywhere and anytime.
6. Increase of Productivity - The convenience and flexibility brought by virtual
communication create effectiveness and efficiency among employees.
7. Reduction of Facilities and Space - It eliminates the need for creating a space for
people who are working. Virtual communication can be done wherever they are.
8. Easy Record keeping- Virtual Communication gives an option for easy recording and
documenting of the details of the meeting or conversation.
Disadvantages of Virtual Communication
1. Technical Problems- Virtual communication relies on software, machines and the
Internet, which can malfunction at any time. This affects ongoing and scheduled virtual
communication endeavors.
2. Absence of Non-verbal Communication: Some virtual communication techniques, like
voice calls do not accommodate faces of people. Therefore, it is easy to mistake a sarcastic
comment for a genuine one, unless you are very keen. This causes miscommunication.
3. Some Functions Require Face-to-face Communication: Interacting virtually does not
solve all communication needs, for instance during crisis. That is why face-to-face
conversations will never get outdated.

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Some of the important areas where effective virtual communication is critical are:
1. Interviews/ Meetings
2. Team calls/ con calls
3. Prospecting
4. Calling of previous and existing clients
5. Making virtual sales calls
6. Emails and document attachments

How to be effective and strategic in a Virtual Communication

I. Interviews
1. As in real interviews, practice your answers well. If there is no video, pay special
attention to voice modulation and clarity of speech.
2. Make sure that you have a plain background free of distractions. The main source of
light should be in front of you and not behind you. Use an additional lamp at a higher
level and in front when doing live sessions.
3. As mentioned, earlier, check your audio and video properly in advance. You don’t
want to go “Check, check! Can you hear me just before an important interview.
4. Dress up, at least the top half, if you have a video interview. It wouldn’t hurt to dress
up anyways to get into the proper frame of mind.
5. Sit comfortably but alert. Your posture will reflect in the way you talk.
6. Make sure your answers are direct and to the point. Online conversations son’t have
the luxury to hmm…and haww as you ponder since the non verbal cues might be
absent and you’ll only sound weird.
7. You can always ask things like – I hope that answers your question – Just to make
sure that the interviewer got your answer.
8. Watch your energy levels – find a sweet spot. It is easy to feel low energy sitting in
one’s home instead of a formal interview room. You’ll need to muster some extra
energy to convey that through your voice.
II. For Team Meetings
1. Make sure that you are heard loud and clear at least once during the call. This is
especially important if you it’s an audio call and people can’t see you.
2. Be on time even though it’s an internal meeting and dress appropriately

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3. Pay attention to your voice and its modulation since that alone will project you as an
effective.
4. Learn active listening since it’s easier for the mind to wander when people aren’t
physically present around you
5. If you are going to talk about a project – or have the main speaking role – in the
meeting, make sure you make it really interesting.
6. If you want people to listen, make them!As a speaker, it’s your job to hold their
attention – rendered more difficult in a virtual situation.

III. For Prospecting Clients

1. Sales or prospecting calls, as it is need a lot of preparation. The good news is most of the
things you’d do for a real call apply on phone/video call too. You need to bring in the
same presence – if not more – on a virtual call too.
2. Be well prepared. Practice what you are going to say and get into the flow since
pauses on an audio call will be especially glaring
3. Make your pitch interesting. Don’t just show slide after slide if you are making a
presentation. That fails to hold attention even in a conference room scenario.
4. A few key things that will make a huge difference on a virtual sales calls are:
Enunciation: Be very clear in your speech. Don’t mumble.
Articulation: Long, winding style of speaking in virtual modes fails to hold people’s
attention. Be clear about what you want to say. Structure it coherently.

IV. Electronic mails

It is a method of exchanging messages between people using electronic devices.
It is a system for sending messages from one individual to another via telecommunications
link between computers or terminals using dedicated software. – [Link]

“Being able to write professional emails is very important. Learn the following rules to make
a good impression on your future employer/ professional colleagues/ associates/ clients”

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1. ALWAYS include a meaningful heading in the subject line along with a brief outline of
what the email body will include. e.g. [REQ] Request (for a reference) [ACTION] Action
(to be completed) [FYI] For your information.

2. ALWAYS address the reader in a professional manner. If you are not sure who the
reader is you can see the example on how you could address them. You should make it
as personal as possible. e.g. Dear Miss Rose
Dear Mohammed
To whom it may concern

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3. Round up the main point of your email in the opening sentence.

e.g. Think about what you would like the reader to do next, what actions they need to
take or how the information you are sending is useful for them.

4. DO NOT use all capital or all small case unless referring to a known acronym or term
that is familiar to the reader. e.g. CSDO/ WP/ TTFN/ PAF
5. ALWAYS check your grammar before sending and NEVER use slang/ text
speak/colloquiums. e.g. LOL/WAG1/WUUP2/LY

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6. ALWAYS keep language professional. If necessary ask a friend or colleague to proof

read before you send the email. e.g. Would it be possible to request this information from
you?
7. ALWAYS keep language professional. If necessary ask a friend or colleague to proof
read before you send the email. e.g. Would it be possible to request this information from
you?

8. ALWAYS check for spelling, grammar, punctuation and any careless mistakes. e.g.
Careless mistakes are more difficult to identify so attention to detail is necessary
9. ALWAYS use paragraphs. e.g. Ensure that the email is broken up into paragraphs and
not written as an essay
Elements to consider before sending an e-mail
1. Format:
2. Keep e-mails brief
3. Proper grammar
4. Greeting
5. To-the-point subject
6. Who’s reading your e-mail?
7. Respond in a timely manner
8. Don’t let signatures and taglines overpower your e-mail

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D. Application: Read the passage below. Assuming that you attended the said talk and
unfortunately, you missed obtaining the handout, send an email to the speaker asking for a copy of
the handout provided. (20 pts.)

Good morning ladies and gentlemen, My name is Kathryn Lustre, I’d like to thank you first of all for
giving me the opportunity to come here today and talk to you about the international issues facing
enterprises with cross border interests. Although, I am not an accountant, I hope to give you some
information which will help you in your dealings abroad. If you don’t mind, I would prefer to answer
any questions you have may have at the end.

There will be three parts in my presentation, I’ll start with a short description of the general issues
faced by managers today. Then, we’ll look at some of the issues in more detail using some of the
data I have collected. Finally, we’ll look at how you can approach these problems and create
successful international teams. There’ll be a comprehensive hand out at the end, so there’s no need
take notes unless you really want to.

Assuming that you have attended the said talk and unfortunately, you missed obtaining the handout,
send an email to the speaker asking for a copy of the handout used .

E. Lesson Summary

- Virtual communication is a mode of communication that includes the use of technology

audio and video to communicate with people who are not physically present in
front of us. People can be in the next room, other floor, in neighborhood or even miles
away.
- There is an increasing demand for future labor force members to know and to be
proficient communicating in English in this context.
- Virtual communication areas that need to be given development among learners are
interviews, meetings, sales, prospecting of clients, and electronic mails.

F. Assessment. Construct an email to a certain accounting firm requesting for an interview

for a feasibility or research that you are conducting. (20 pts.)

G. Enrichment: Review the emails that you have sent before, what are the aspects of the e-
mail writing that you got correctly and which aspects do you need to improve. (20 pts.)

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Lesson 17: English in Technical Reports

A. Lesson Objectives: At the end of the lesson, the students should be able:
a. define reports
b. recognize the various types of reports in the workplace
c. familiarize with the different parts and types of reports
d. write a report

B. Discussion Proper
In your future workplace, you’ll be tasked to write a report. Reports can vary in length.
Generally, a shorter report (approximately one to five pages) will be formatted
(differently than a longer report).

Technical Reports - presents facts and conclusions about certain projects.

- It includes a research about technical concepts as well as graphical
depictions of designs and data.
- A technical report follows a very strict organization.

A. Purpose of a Report
1. It supplies a record of work accomplished
2. It records and clarify information complex information for future reference.
3. Present information to a large number of people
4. Record problems encountered
5. Document schedules, timetables, and milestones
6. Recommend future action
7. Document current status
8. Record procedures.

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B. Types of Reports
1. Accident/ Incident reports- What happened, how did it happen, when did it happen,
why did it happen, who was involved.
2. Feasibility reports- Can we do it, should we do it?
3. Inventory reports- What is in the storage, what’s been sold, what needs to be
ordered?
4. Staff utilization reports- Is labour sufficient and efficiently being managed?
5. Progress/ Activity reports- (weekly, monthly, quarterly, annually) what is your status?
6. Travel reports- Where did I go, what did I learn, whom did I meet?
7. Laboratory Reports- How did we do it?
8. Study reports- What is wrong?
9. Justification reports- Here why we need the material (or will pursue this action) on this
date.
C. Parts of the Report
Every report should contain four basic units: heading, introduction, discussion and
conclusion/recommendations.
1. Heading- The heading includes that date on which the report is written; the name(s)
of the people to whom the report is written, the name(s) of the people from whom the
report is sent, and the subject of the report, the subject line should contain a topic
and focus)

DATE: June 23, 2020

TO : Harry R. Torque, CPA
FROM: James Y. Bayani
SUBJECT: REPORT ON THE TRIP TO BANGKO SENTRAL NG PILIPINAS (BSP)

2. Introduction - The introduction supplies an overview of the report. It can include

three optional subdivisions:
2.1 Purposes - a topic sentence(s) explaining why you are submitting the report
(rationale, justification, objectives) and exactly what the report’s subject matter
is.
2.2 Personnel- names of others involved in the reporting activity
2.3 Dates- what period of time the report covers.

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3. Discussion
The discussion of the report summarizes your activities and the problems you have
encountered. This is the largest section of the report and involves development, organization
and style.
4. Conclusion/ Recommendation
The conclusion allows you to sum up, to relate what you’ve learned, or to state what
decisions you have made regarding the activities reported. The recommendations
allow you to suggest future action, to state what you believe and you or your
company should do next.

C. Application: Below are some of the common outlines for the selected reports. Write a
report by completing and supplementing imaginary data for the said reports.

Trip Reports - when you leaver your work site to go to a particular place, analyze problems
in another work environment, give presentations, or make sales, you must report on these-
work related travels.
Application Task: With the given outline, write a travel report of
your trip to SSS Calamba and PhilHealth Calamba due to the filing of the needed
documents of the new employees of the company.

1. Heading
Date
To
From
Subject (Topic + Focus)
2. Introduction ( Overview, background)
Purpose: In the purpose section, document the date(s) and destination of your travel.
Then comment on your objectives or rationale. What motivated the trip, what did you
plan to achieve, what were your goals?, Why were you involved in job-related travel?

3. Discussion (Body, findings, agenda)- Using subheadings, document your activities. This
can include a review of your observations, contracts, seminars attended, or difficulties
encountered.

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4. Conclusion/Recommendations- Narrate what did you accomplish- what did you learn,
whom did you meet, what activities did you make, what of benefit to yourself or the
company occurred?

D. Lesson Summary
- Report writing is a specialized, structure way of writing where information is presented in a
format and in a manner that best suits the psychological needs of the reader.
- It is used to convey or technical information to business people.
- Technical report writing has four basic units: heading, introduction, discussion and
conclusion/recommendations.
- There are many different types of reports that serve different functions in an organization

E. Assessment
Incident Reports- If a problem occurs within your work environment that requires
investigation and suggested solutions, you might be asked to prepare an incident report.

Application Task: With the given outline, write an incident report

regarding salary computation errors.

1. Heading
Date
To
From
Subject (Topic + Focus)
2. Introduction ( Overview, background)
Purpose: In the purpose section, document the date(s), where, and why you were
called to perform immediate actions. What motivated you to check the error in the salary
record/ employees payroll.

3. Discussion (Body, findings, agenda)- Using subheadings ot itemization, identify what you
saw (the problems motivating the activity) and what you did to solve the problem

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4. Conclusion/Recommendations- Explain what caused the problem.

5. Recommendations- relate what could be done in the future to avoid similar problems.

F. Search for a Feasibility Report copy and label each part of the report.

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References:

Calixihan, J.O. (1996). Developing skills in business communication. Philippines: National

Bookstore Inc.
Cameron, T., Grant, L., & Polnac, L. (2002). Common sense: Handbook and guide for
writers. New Jersey: Prentice Hall
Kuiper, S., & Wolf, M.P. (1996). Effective communication in business. (10th ed.) Cincinatti,
Ohio: South Western Publishing Company
Pfieffer, W.S. (2003). Technical writing: A practical approach. Columbus: Prentice Hall
Romero, P.P. (1997). English for business: Developing communication skills. ([Link].).
Quezon City: Katha Publishing Co., Inc.
Young, M. (2002). Technical writing handbook: Writing with style and clarity. Mill Valley:
University Science Books.

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Course Title:
ESP 201 ENGLISH FOR SPECIFIC PURPOSES
Learning Module No. 02

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STUDENT
Name:
Student Number:
Program:
Section:
Home Address:
Email Address:
Contact Number:

PROFESSOR
Name: Joseph B. Ancajas
Academic Department: Department of Arts, Sciences and Teacher Education
Consultation Schedule: by appointment, contact me via the details below
Email Address: josephancajas17@[Link]
Contact Number: 0927-959-2769

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LEARNING MODULE
INFORMATION
I. Course Code ESP 201
II. Course Title ENGLISH FOR SPECIFIC PURPOSES
III. Module Number 02
IV. Module Title Midterm Period- English for Specific Purposes
V. Overview of the Module
This course is focused on the development of students' skills in
using the English Language in different contexts they may
engage with.
VI. Module Outcomes At the end of the module, the students should be able to:
1. distinguish particular styles and forms used across technical
outputs;
2. recall the techniques and principles in writing various
technical and research related documents;
3. write their own business letter and documents related to
their field of specialization;
4. have the knowledge in dealing with stress and pressure in
their profession; and
5. experience mock job interviews in preparation for their
profession.
VII. General Instructions
All assignments/activities should be handed in on or before
due date as specified in this school calendar.

All are requirements, not optional. No submission of such

requirements would mean a zero mark. All requirements
should be completed on or before the last day of the
assigned weeks.

Intellectual Honesty Plagiarism is considered a major offense

in the City College of Calamba. A plagiarized work will
automatically receive a failing mark.

Incomplete Grade -A student who fails to submit the papers

will get a grade of INC. Students must complete all tasks in
the module.

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GRADING SYSTEM FOR ASSESSMENT TASKS

Based on Test of Written English Scoring Guide, Educational Testing Service Princeton NJ

Demonstrates a comprehensive understanding of the concepts and their application in

A practice, and clear competence in writing on both the rhetorical and syntactic levels,
though it may have occasional errors
(10)
A paper in this category
effectively addresses the writing task
is well-organized and well-developed
uses clearly appropriate details to support a thesis or illustrate ideas
displays consistent facility in the use of language
demonstrates syntactic variety and appropriate word choice

Demonstrates clear understanding of most of the concepts and their application in

practice, and competence in writing on both the rhetorical and syntactic levels,
A- though
it will probably have occasional errors
(9-8)
A paper in this category
effectively addresses the writing task, although it can be explored further
is generally well-organized and developed
uses details to support a thesis or illustrate an idea
displays facility in the use of the language
demonstrates some syntactic variety and range of vocabulary

Demonstrates understanding of the concepts, and their relationship with one

another;
B+ minimal problems in writing on both the rhetorical and syntactic levels
A paper in this category
(7-6)
may address some parts of the task more effectively than others
is adequately organized and developed
uses some details to support a thesis or illustrate an idea
demonstrates adequate but possibly inconsistent facility with syntax and usage
may contain some errors that occasionally obscure meaning

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Demonstrates some understanding of the concepts; some problems in writing, but it

B remains flawed on either the rhetorical or syntactic level, or both.
A paper in this category may reveal one or more of the following weaknesses:
(6-5)
partially addresses the writing task
inadequate organization and development
inappropriate or insufficient details to support or illustrate generalizations
a noticeably inappropriate choice of words or word forms
an accumulation of errors in sentence structure and/or usage

Suggests misunderstanding of the concepts; severe problems in writing.

B- A paper in this category is seriously flawed by one or more of the following weaknesses:
hardly addresses the writing task, or not at all
(4 &
serious disorganization or underdevelopment
below)
little or no detail, or irrelevant specifics
serious and frequent errors in sentence structure or usage
serious problems with focus.

COURSE REQUIREMENTS AND GRADING SYSTEM

Assessment Tasks ------------------------------------ 40%
Other Tasks and Activities --------------------------- 20%
Major Examination (if there is) --------------------- 40%
100%

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LESSON 7: Writing in English in the Workplace

A. Objectives: At the end of this module, you should be able to:

a) distinguish creative writing and technical writing styles
b) define Technical writing
c) List down the features of technical writing styles
B. Getting started:
I List down your top seven (7) reasons why Writing in English is such a difficult skill to
develop?
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________
5. ________________________________________________________

C. Lesson Proper
In this module, our goal is to help clarify and remove apprehension about the skill in
writing in English. Below are two types of writing, which do you think falls under the category
of CREATIVE writing and which belongs to TECHNICAL Writing. After you have identified,
explain what made you thinks so.
I grew up in an Ilocano family where the
provider, my father was was susceptible to This paper shall describe the bridging
lay off every year. I quickly learned about strategies used by Grade 3 and Grade 4
the hardships of life. Unemployment and English teachers from schools in two
labor unions were common topics in the regions in the Philippines to help their
dinner table. multilingual students transition from using
the mother tongue as medium of instruction.
Do you have a friend who loves you? Well I
did, here name was Josephine. She was a This is to inform your good office the
very close friend of mine. She was almost required competencies in hiring a new staff
like a family to me. She was very kind, she member. Eligibilities for the said position are
had a bright black eyes and curly hair. I as follows.
loved her very much.

(SET A) (SET B)

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Explanation

Compare your answer from the previous tasks to the descriptions provided below. In
what way are your responses the same? How about different?

Creative Writing highlights the artistic Technical Writing emphasizes the writing
point of view. It is marked with that is ideally characterized by the
COLORFUL WORDS that weave maintenance of an attitude of impartiality
beautiful ideas. and objectivity.

It allows the use of words and structures It aims to convey information accurately
the shows peculiar personal style. and concisely.

It reflects a particular mood. Its It is marked by the absence of any attempt

expression of thought is rich and well to arouse emotion.
articulated.
Its subject matter is informative and It uses scientific language as a tool and uses
instructive. a scientific point of view.

It is writing that pours out from the heart Technical writing leaves its readers with
with no serious attempt to initiate a halt specific knowledge while creative writing
to what is natural, pure and sincere. leaves its readers with powerful emotion.

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In your own words, how do you define TECHINICAL WRITING?

Examples of Technical Documents

1. Abstracts 9. Handbooks, Instructional materials
2. Articles for Technical Journals 10. Project projections
3. Business Letters/Reports/ Memo 11. Minutes of the meeting
4. Contracts 12. Policy documents , production orders
5. Conference Report 13. Progress reports, proposal, records
6. Design evaluation
7. Feasibility reports
8. Graphic aids
Characteristics of Technical Writing
1. Clear and accurate presentation of facts
2. The style is simple and direct
3. Scientific/ Impersonal point of view
4. It is concise and unemotional.
5. It uses special writing techniques like definition, description of a mechanism,
description of a process, classification and interpretation.

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D. Application. Look for a sample technical document and re-write (hand write) that
document here. After copying, based on the document what can you say about the
organization where the paper came from? What do the wordings and the layout
communicate to the reader? Write your answer inside the box provided.

[USE THIS SPACE FOR THE COPIED THE DOCUMENT]

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E. Lesson Summary
- Writing in the context of accountancy program is geared towards Technical writing.
- Technical writing is a kind of writing that highlights the use of impartial style, objective and
accurate presentation of details.
- Writing follows certain kind, style and format.

E. Assessment
Read the conversation below. Assuming that you are the secretary for the said meeting,
Write a document narrating the things that transpired during the meeting to the members
of the Board of Trustees. [No need to observe layout and paper format]. Please observe
the characteristics of the Technical writing in preparing the report.
Manager: I’ m sorry, but the external accounts don’t help me much. Doesn’t matter if it is
in English or Chinese. I need information from you which will help me run this
department.
Chief Financial Officer: What exactly would you like?
Manager: Well for example, I need something which tells me about the profit we make
on our customers, with some sort of breakdown based on the size of the
company. I want to compare the money we make to the size of the customer.
CFO: Sure we can do that. And how about the costs per customer?
Manager: Exactly, how much we spend on each customer, compared to the size of their
orders.

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CFO: That should be possible.

Manager: Great. Also the profit made per employee. I would like to know where we are
profitable and with which employees we make our money.
CFO: You realize that this is going to be a lot of work for my department.
Manager: Yes I know. But it is very important for me. Can I also have a complete
breakdown of overhead expenses, and the allocation of them to each of the
products that we sell?
CFO: Ok! How would you like all this information to be presented?
Manager: In plain English, please. So that even I can understand it.

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F. [Link] the sentences below. Identify whether the text is creative or technical.
After identifying, explain your answer.
Text No. 1
Calamba is a soulful city, born in the cradle of the lake warmth but raised by a gentle and
humble land. There are touches of nature and modernization on every street and is never
hidden in the corner of every city.

Text No. 2
Wimberley glassworks hosts glassblowing demonstrations for art glass enthusiasts from
around the world. The glasswork’s custom lighting designs are featured in luxury and
commercial properties throughout the nation. Come experience first-hand the unique
craftsmanship of hand blown glass by our artisans.

Text No.3
At the LBJ Presidential library, visitors will experience the life and times of one of the
country’s best president and the era of his administration. This library features new exhibits
and interactive latest technology with historic and cultural artifacts.

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LESSON 8: Standards for Effective Writing in English in the Work Place

A. Objectives: At the end of this module, you should be able to:

a) explain the standards for effective writing in English in the workplace
b) differentiate between the technical and academic writing
c) write sentences observing the principles readability

B. Getting started: Read the written e-mail below. Is the document written effectively? What
made you think so? Write your explanation in the box provided below.

Hey there!
I am disappointed by ur shop,
We recently bought units of computer and it was not just that right. It was terribly built and a complete was of
money. When I went back to the storae to express my stentiment regarding this, your stupid shop attendant,
she was very rude bitch, she is a whore and said cant do anything about this. She said I better write you the
letter. This is crazy!
I think I deserved to be refunded of my money, so what I want is refund my money, I also want a public apology
and an explanation for the bad treatment that I received.
I want it as soon as possible.
Yours,
Ms. Britta Perry

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C. Discussion Proper.
Standards for Effective Technical Writing
Standard # 1. Consider your READER or the AUDIENCE
This will allow you to use appropriate tone, words and terminologies if
you know who will read your document. For example, if a CEO or a
Client will be your reader, to be professional or courteous you will adjust
your language to them.
Standard #2. Be clear in your objectives
Whatever intention you may have in writing the document: to analyze
and to solve a problem, to describe a thing, to offer services, or to
engage in a special task or project, he or she must make his objective
clear so that his reader understands what his or her objective is.

Standard # 3. Be conscious in using the pronoun “I”

It is customary for technical writer to be objectiver or impersonal in his
or her manner of presenting facts, figures and statistics which she or he
skillfully wraps around the subject matter. Writer must be not involved,
thus use the third person “He” or “She.” However, in the event that you
really expressing from your personal point of view, then, be cautious in
terms of your word usage, spelling, and written tone. Always
communicate a sense of professionalism in your technical document.

Standard #4. Use specific language.

Technical literature is written in formal English language. Writers must
avoid slang, Taglish or shifing of language in any technical documents.
Formality is essential to command confidence and authority.

Standard # 5. Set the Format

Use an organize and presentable [Link] aesthetics of the
document help improve the document perception from the audience.

Standard #6. Work on a sex-fair tone

Technical literature writers are conscious of sex bias in the wordings of
directives, instructions, reports or other messages. Freedom from sexist
bias is realistic, appropriate, and fair for messages referring to people as
people.

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Subject matters of Technical Documents

- Technical documents contain records/ data in businesses,finance, law, science,
engineering, industry, and technology and in other formal aspects of professional areas.
- The content or subject matter of technical writing is objective information which is
accurate and clearly presented.
- Thus, a Technical Writer knows his subject, his purpose or objective, and his reader or
audience.

Style of Technical Writing

-Technical Style refers to the writer's way of writing, the manner by which he or she
presents his or her thoughts and feelings in language.
- Technical Style is the writer's way to convey the information to the reader. Writers may
give the same information but they vary in style in terms of word usage, sentence
patterns and organization.
-Technical Style at large is a style of expressing characterized by brevity and accuracy.

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Technical Writing vs Academic Writing

Projects EXPERTISE and Projects Learning and discovery
Authority in writing. in writing.

Writers write for the Writer write for the academic

professionals and members of audience, researchers, scholars,
the organization in the field. students.

Clear and simple , visually Highly structured, logical, depth in

appealing and easy to follow. use of language
Often use graphics, charts, and
numerical data to ALWAYS It may or may not use graphics,
explain a point charts and numerical data to
explain things.

Readability in Technical Writing

Readability is determined by ease of reading. It is concerned about how the document
written facilitates for easy understanding of what it aims to convey.

Steps to achieve Readability

1. Write clearly and accurately. Readability of technical document is determined by the
reader's ability to state with ease what is expressed in the document.
2. Be direct. Technical document aims to avoid lengthy and time wasting reading. The
goal is to express the objective or the intent of the message immediately. The writers goes
to the point at once.
3. Simplify. The use of simple words in writing allows for an easy understanding of the
subject matter. Difficult terms my confuse and complicate readers' understanding.
4. Economize the words. Effective writing is concise. Thus, avoid unnecessary words or
minimize the number of words in a sentence. Sentences and paragraphs must be kept
short at all times.
5. Minimize the use of Jargon. Readable documents can be understood by readers not
sharing the same field or even outside of the organization.

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Discussion Proper 2: Based on what were discussed, use your own words to explain the role/s
of the following concepts in making an effective Technical document.
Planning-

Clarity-

Brevity-

Simplicity-

Word choice-

Committing to the writing process

D. Application: Each of the following sentences is too long. Revise the following sentences
using the techniques suggested from the previous lesson, avoid the shun words, avoid
expletives, omit redundancies, and delete wordy phrases.

1-2. It is anticipated that these changes will lead to a reduction in the failure rate.

3-4. There is a possibility that we will implement these suggestions early next month.

5.-6. New personnel will be assessed when brought on board and then tested on a yearly
basis in order to ensure their continued successful job prowess.

6. -8. If there are any questions that you might have, please feel free to contact me by
phone.

9.-10. On two different occasions, I have made an investigation of your residence, and I
believe that your sump pump might result in damage to your neighbor’s adjacent
property. I have come to the conclusion that you must take action to rectify this potential
dilemma, or your neighbour might seek to sue you in the court of law.

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E. Summary of the Lesson

- As a technical writer in the workplace, there are three important considerations that we
should always be careful or mindful about. These are, the Audience or intended reader
of the document, the objective of communicating and the process of how you will
communicate.
- Technical documents tend to present subjects that are professional in context and nature.
- Writers need to be mindful and observe using appropriate style.
- Technical writing is different from academic writing in terms of the authority, the intended
reader and the structure.
- Technical writers strive for Readability in making the technical document.

F. Application:
Set 1: Simplify the following sentences to make it readable.
1. Your proposal is an antithesis of the other group.
2. This is for the remuneration of the accountants.
3. I like to inquire about the costs of the comestibles.
4. I initiate contact to the initiator of this conflagration.
5. The reply to the clients must be concise and unsophisticated.
6. The manager relinquished his job.
7. We have authorized the agents to give discounts.

Set 2 Revise the following paragraph to make the document more reader friendly. Be sure the
original idea remains. Use a separate yellow paper for this task. (10 pts)

As you know, we use electronics to process freight and documentation. We are in the process of
having terminals placed in the export department of some of our major customers around the
country so they may keep track of all their shipments within our system. I would like to propose a
similar tracking mechanism for your company. We could handle you all of your export traffic from
your locations around the country and monitor these exports with a terminal located in your home
office. This could have many advantages for you. You could generate an export invoice in your
export department which could be transmitted via the computer to our office. You could trace
your shipments more readily. This would allow you to determine rating fees more accurately. Finally,
your accounting department would benefit. All in all, your export operations would achieve
greater efficiency.

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G. Enrichment:This is the email from the onset part of this module. Rewrite the email by
observing and following the standards of Effective writing in the workplace.

Hey there!
I am disappointed by ur shop,
We recently bought units of computer and it was not just that right. It was terribly built and a complete was of
money. When I went back to the storae to express my stentiment regarding this, your stupid shop attendant,
she was very rude bitch, she is a whore and said cant do anything about this. She said I better write you the
letter. This is crazy!
I think I deserved to be refunded of my money, so what I want is refund my money, I also want a public apology
and an explanation for the bad treatment that I received.
I want it as soon as possible.
Yours,
Ms. Britta Perry

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LESSON 9: Grammatical considerations in Effective Writing in English in the Work Place

A. Objectives: At the end of this module, you should be able to:

a) review grammatical concepts in writing
b) analyze documents and identify errors
c) construct written documents that are grammatically appropriate
B. Getting started: As writer of a Technical document, what do you think are the negative
impacts of releasing grammatically flawed documents in the work place? Write your
reflection in the box below.

C. Discussion Proper
Technical writing process in the workplace requires time,accuracy and detail.
Grammar - According to Oxford Dictionary, it refers to the whole system and structure
of language or languages in general.
 - In writing, grammar is the collection of norms and examples that are dealing
with a language’s syntax and word-formation usually designed to help in the
learning of the language. (Crystal, 2004)
`“Grammar is the structural foundation of our ability to express ourselves. The more we are
aware of how it works, the more we can monitor the meaning and effectiveness of the
way we and others use language.” - (Crystal, 2004)

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Importance of Grammar in Writing Technical Documents

1. In Technical Writing, a properly written document keep your reader free from confusion,
multiple interpretation and misunderstanding.
2. Technical writing keeps you and your company or office build an admirable reputation.
3. Appropriate grammar in Technical writing serves as a valuable resource for success in many
areas of life.

EIGHT IMPORTANT BASIC GRAMMATICAL CONSIDERATIONS IN WRITING TECHNICAL DOCUMENTS

1. The Subject and Verb must agree in number.
In writing, one of the essential skill is to identify which is the subject and make the verb
agrees with it. Simple rule, if the subject is singular (one), there should be a singular verb,
and if the subject is plural (more than one), there should be a plural verb.
Task # 1. Write four (4) sentences showing the application of the rule. Label the subject and
the verb. The sentence must be accounting related.
Sentence # 1: _________________________________________________________________________
______________________________________________________________________________________
Sentence # 2: __________________________________________________________________________
________________________________________________________________________________________
Sentence # 3: __________________________________________________________________________
_________________________________________________________________________________________
Sentence #4: ____________________________________________________________________________
__________________________________________________________________________________________

2. Collective Nouns are singular. Collective nouns are group words used to refer to multiple
individuals are singular subjects.
Give 7 examples of collective nouns in accounting and use it in a sentence following the rule.

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3. Prepositional phrases DO NOT make a subject singular or plural. Prepositional phrases are
not used when identifying whether or not a subject is plural or singular. Instead, the head noun,
or the noun being modified, tells us which verb form to use.

Task # 3Analyze the following sentences below. Underline the prepositional phrase/s
encircle both the subject and the verb. Then answer whether the subject agrees with
the verb?
Sentence # 1. The depreciation expense for each year is calculated by subtracting the
salvage value from the acquisition cost.
_____________________________________________________________________
Sentence # 2. The amount of money a person owe is called liability.
_____________________________________________________________________
Sentence # 3. The set of standards help to unify accounting practices in the world.
____________________________________________________________________
Sentence #4. The process to reduce the value of the intangible asset to zero is called
amortization.
_____________________________________________________________________

4. Pronouns must be clear in Reference and Number. A technical writer must be able to
identify a pronoun and draw an arrow to the exact subject or noun being referenced.
Example:
Even though Camille arrived late, she was till able to present well.

Note: The pronoun is a part of speech that we use to take the place of a noun. Make
sure that it referring to the correct noun. Always check your document for common mistake
like this.

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5. Word Order in the Sentence

Technical writing often use the natural order sentence structure,where the subject and its
modifiers come first and are followed by predicate and its modifiers. Transposed or
inverted order is normally for creative writing.
Natural Order
“The business (subject) anticipates development in the coming years. (Predicated)”
Inverted Order
“Development in the business is anticipated in the business.

6. Voices of Verbs
Voice is the property of the verb which shows whether the subject of the verb acts or is
acted upon. The active voice shows the subject as the doer of the action. This is the
reason why most of their verbs are actions verbs.
In contrast, the passive voice shows the subject when acted upon. It uses linking verbs. In
technical writing, Active voice is highly preferred. Limit passive verbs to the description of
a process or other scientific texts.
Active Voice
The company provides job.
The team manages the project.
Passive Voice
The project is assigned to the team.
Jobs are provided by the company.

Task # 4. Convert the following sentences from active voice to passive voice.
1. A parent company owns most of the share in another company.
2. Salvage value refers to the estimated value of an asset at the end of its useful life.
3. Liquidation means dissolving of a company which can no longer pay its bills.

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7. Observing the Rule of Parallelism

Parallelism means that words, phrases, and clauses that express similar relationships in
sentences are expressed in parallel grammatical forms. Compared and contrasted
ideas as well as coordinated ideas in sentences and paragraphs can also be expressed
in parallel forms.
Parallel word forms
The project is costly, comprehensive and technical. (adj)
The team supported actively and enthusiastically. (adv)
The team is collecting, organizing and presenting data
Parallel phrases and clauses
The employee who refuses to report and who continuously violate protocols run the
danger of termination.

8. Following the Sentence Structures

Sentences are classified as simple, compound, complex and compound-complex
sentences.
I. Simple Sentence- has only one independent clause. A simple sentence may have
various forms of its subject and predicate.
1. Simple Subject and Simple Predicate (Simple Subject (S) + Verb Predicate (VP)
Financial crisis (SS) is slowed down by the pandemic. (SP)
2. Compound Subject and Simple Predicate (S and S + VP)
The management (SS) and the employees (SS) work for that goal. (SP)
3. Simple Subject and Compound Predicate (S+ VP and VP)
The company (SS) assumes economic responsibilities (VP) and propels social
responsibilities. (VP)
4. Compound Subject and Compound Predicate (S and S + VP and VP)
The investors (SS) and the clients (SS) make the business flourish (VP) and propel
economic development (VP).

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II. Compound Sentence

Compound sentence consists of two or more independent clause. The clauses in a
compound sentence are related to each other in some form such as addition of ideas,
contrast of ideas, and choice of ideas; but each clause is independent of each other
and can stand alone. (Use the coordinating conjunctions: For-because, why, And-
showing additional information, Nor- not either, But- contrast, Or- choice, Yet- contrast, So-
as a result of)

Examples:

The first exam is about the General Education but the second exam is about Professional
Education.
This proposal is to be approved or this is to be rejected.
The writers provide feedback and they encourage the students to pursue writing.

Task # 5. Arrange the following jumbled words to form a compound sentence.

1) the – in- listen – the- to- teacher – and- room – they-the-are-students
2) was-stolen-but-the-was-returned-cash-check-the
3) unsystematic-the-for-doctor-is-not-does-procedure-follow-guidelines-the-the
4) hire-employees-office-accepts-our-applicants-and-we-permanent
5) help – students-learn-to-yet-low-they-salaries-have-teachers

III. Complex Sentence- A complex sentence has one independent clause and one or
more dependent clause. A dependent clause may be used as an adjective, adverb or
noun.

Example:
When all the plans have been executed, the initial phase may begin.

Task # 6. Search the internet, explain the rules that govern the construction of the Complex
sentence. Afterwards, write three (3) sentences related to accounting following the
complex sentence format.

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C Qualities in Well-Written Technical Documents

I. Completeness and Conciseness
The writer includes in the body (introduction, text, terminal section) all facts needed to
answer both primary and secondary readers' questions relevant to the report's purpose.
The writer covers the what, why, when, where, who and how whenever appropriate for
purpose and reader (s).
The writer gives the person who requested the report what he or she wants- detailed
descriptions and figures or mainly highlights with minimum supporting data.
The writer trims the report to essentials that fit purpose and reader requirements. He or
she omits all irrelevant material even if he or she is devoted many hours writing it.

II. Concreteness, Conviction and Objectivity

The writer uses specific words and figures because these are essential for fair and
convincing reports.
The writers identifies information source within the document.
The writer substantiates a source's reliability, whether the source is a recognized
authority; where, when, how, and under what conditions the person made the quoted
statements; and whether they are likely to be biased.
The writer avoids emotional writing, with glowing adjectives and adverbs on his opinions.
He uses facts impartially.

III. Consideration and Courtesy

-The writer is honest in his research, analysis, interpretation, organization and
presentation of all facts, figures and comments.
-The writers chooses his organizational plan (inductive or deductive) for the most
effective reader reaction.
-He organizes text topics after considering what will be most meaningful for the reader.
-The writer adapts writing style and formality in view of his or her audience.
-The writer watches his or her tone and logic to establish or reinforce the readers'
confidence in him.

IV. Clarity
-The writer phrases all statements so the reader can easily understand them.
-The writer includes definitions of technical terms.
-He uses graphics and numerical aids whenever they help clarify his or her presentation
of quantitative ideas.
-The writer uses transitional terms and uses headings to guide the reader.

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V. Correctness
-The writer double checks accuracy of facts, grammar, language use, expressions and
spellings and structures.
-The writer observes the five important cautions regarding arrangement of heading and
subheadings.
-The writer words his conclusions accurately,with conservative, unexaggerated
statements
-The writer edits to see that his or her documents has all the other good qualities of a
report.
-The writer revises drafts and corrects errors wherever desirable.

D. Application: Rewrite the document here. Observe previously held discussion about
making it technical, concise, clear and readable to the audience. Also, follow the
grammatical considerations discussed in this module.

I am willing to express my intention of applying for teaching position in Junior High School
and I am willing to teach in JHS whether in (full time / part time.)

I am a Bachelor of Science graduate major in Public Administration have earned 18 units

Methods of Teaching, at present I am now a Licensed Teacher with Social Science
specialization.

I can offer to teach Social Studies / History / Literature or any subject related to my major
subject in Junior High School, hoping that the requirement commensurate with my
qualifications.

Please find attached to this letter the pertinent papers needed to be included in the pool
of applicants for JHS school year 2019-2020. This includes various qualifications that I have
for your perusal.

I look forward to hearing your positive response.

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E. Summary of the Lesson

- In this lesson, there are grammatical considerations many writers in technical writing
often commit. These are Subject and Verb Agreement, Singular use of verb in collective
nouns, the role of the prepositional phrase the the pronoun reference.

- In terms of the structure, Technical writers should be mindful about the word order in their
construction of sentences, the voice of the verbs, the sentence structure and patterns.
- Also, there are C’s that qualifies a well written document. These are; Completeness and
conciseness; Concreteness, Conviction and Objectivity; Consideration and Courtesy;
Clarity and Correctness.

F. Assessment By Observing the principles above, rewrite the following paragraphs in two
a grammatically correct, concise, logical and appropriate technical document (20 pts)

Food is essential things especially in the company premises. Several innovations have been
applied to industrial canteen business in large and small scale. This initiative has elevated the
reputations not only of food business in the Philippines but industrial canteen in First Philippines
Industrial Park in [Link] Batangas. In account for customer satisfaction, this initiative
depends on the quality of service offered to the customers. In the industrial business, the service
providers are the restaurant managements, Canteen Concessionaires, Cafeterias and other
Food Services and clients are the receiver of service that seeks quality service. A tag line,
“customer is always right” has been existed for several decade which means that the customers
are always the top priority of the business that resulted to quality services are given to
customers and the customers want quality services offered by the restaurant management,
Canteen Concessionaires, Cafeterias and other Food Services . In best set up, the industrial
canteen management and customers have give and take relationship.
The Micro, Small and Medium Enterprises (MSMEs) show’s significant responsibility in the
Philippine Economy. (Fong, 2018) noted that MSMEs registered business produced over 70%
jobs. In 2017, MSMEs has total 920,677 establishments, of which 828,436 were microenterprises
88,412 were small enterprises, and 3,829 were medium enterprises. It was also found out that one
of the top five industries in terms of the number of MSMEs in 2017 is food service activities
(Philippine Statistics Authority, 2019).

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G. Enhancement. Below is an example of a written information about an author. Write a

two paragraph introduction about you as an author. Please take note of the tone, point
of view and concise appearance of the document.

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LESSON 10: Effective writing in the Workplace: Writing Style Part I

A. Objectives: At the end of this module, you should be able to:

a. recognize the common techniques in writing a technical document.
b. use the internet to search for samples of this styles
c. write/ construct a technical document using the common techniques

B. Discussion Proper
Technical writing employs techniques in writing to achieve their communicative
purposes and goals.
The use of these writing techniques make the document appealing and interesting to
the reader.
A technical document usually employs a combination of these methods.

KINDS OF WRITING TECHNIQUES

1. Definition- It is a process which uses analysis and explication to make the meaning of
a term clear.
- Technical writing is replete with technical terms that need to be defined. It is
a must to define scientific terms to allow for better comprehension (Menoy, 2003)

DEFINITION

Informal Formal
Informal Definition - It is the simplest typle of definition. It clarifies a word by giving another
word that means the same.
- It comes in the form of word (synonyms) or a phrase.
Example: An electrician is a technician. A T-square is a measuring tool. An accountant is a
keeper.

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Formal Definition -A formal or sentence definition, as its name suggests, is in the form of
a sentence with these three elements: species, genus, and differentia/e.

The species is the term defined; the genus is the class or kind to which the term
belongs; the differentia or differentiae are the distinguishing characteristics that make
the term different from other terms of the same class

Term/ Species Genus Differential

The comput is a specialized instru that performs different operations as pa

er ment rt of an integrated system.

A technique is a systematic proce used to accomplish a complex or scien

dure tific task.

Amplified or Extended Definition = This kind of definition ensures the reader's

understanding of a thing or idea. It uses phrases, clauses, or sentences in order to make
ideas or concepts clear.

The amplified (extended or expanded) definition comes in the form of additional

sentences that support a formal definition which becomes the topic sentence of a
paragraph with definition as method of development. The amplified (extension or
expansion) is done in any of the following ways:

[Link] – use of the thing defined;

[Link] – placement/position of the thing defined;
[Link] description – physical traits (color, size, shape, etc.) of the thing define;
[Link] definition – definition of words in the formal definition of the thing defined;
[Link] – causes or effects of the thing defined;
[Link] – similarities of the thing defined with another thing;
[Link] – differences of the thing defined from another thing;
[Link] – concrete examples of the thing defined;
[Link]/word derivation – words from which the thing defined was derived;
[Link] – parts of the thing defined;
[Link] principle – law or principle governing the thing defined; and
[Link] – negative statements about the thing defined.

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Examples of Amplified Definition

Never eat canned or jarred foods that emit a foul oder. The danger is botulism. Botulism
is an after fatal variety of food poisoning caused by the botulin organism. There are
several symptoms of botulism you should be aware of.
(Obnaia, Dela Cruz, Aquino, 2005)
Stars and planets are both heavenly bodies which can be seen through a telescope-
some even with the naked eye. There are many scientific methods of differentiating stars
from planets. Two basic difference, however, help the layman distinguish between these
heavenly bodies. First, a star keeps the same position in relation to other stars. It always
appears in the same group or constellation . A planet, however, is a wanderer, and may
appear in different positions. This is due to the fact that planets revolve around the sun.
(Obnaia, Dela Cruz, Aquino, 2005)
2. Classification- It is a systematic process of dividing material into kinds or classes. It is an
action noting relationships.
Classification is division of several species into classes or groups. Similar to an analysis, a
classification is written with the foregoing guidelines in mind. A classifier has to make an
outline.

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3. Description of a Mechanism
It is commonly used to direct the reader to initiate some kind of action
It is also the technique or way of presenting a device to reader by naming it, defining it
and explaining its function and describing its physical appearance.
A fundamental and logical method of organizing the technical description of a
mechanism is to start with a clear introductory generalization, stating what the machine
is, its function, its physical appearance or nature, and the principle governing its
operation.
A discussion of the various component parts of the machine follows. The conclusion is a
general description of how the mechanism works or how it is used. To make the
technical description more concrete, a textual explanation with pictures is presented,
thus, showing the physical appearance of the mechanism.

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C. Application. Look for a book, a document, or you can search the internet and do the
tasks below.
1. Look for Five (5) accounting terms and their formal definitions. Copy and write it below
and identify the three (3) elements to be indicated in a formal definition.
2. Look for two (2) accounting terms that has an extended or amplified definition. Copy
or rewrite the definition below.
3. Look for an accounting document that follows the Classification technique and re
write it here or re-write it in a separate page and attach it here.
4. Look for an accounting document that follows the Description of a Mechanism
technique and re write it here or re-write it in a separate page and attach it here.

D. Summary of the Lesson

The use of these writing techniques make the document appealing and interesting to
the reader.
Technical writing employs techniques in writing to achieve their communicative
purposes and goals.
Three (3) writing techniques in this material include, Definition, Classification and
Description of a Mechanism.

E. Assessment. Provide what is being asked for.

I. DEFINITIOIN
* Give the formal definition of the following accounting terms
1. Prudence principles
2. Holding company
3. Consistency principle
4. Balance Sheet
5. Tax Return

* Give an informal definition of the following accounting terms

1. Dividend 3 . Liquidation 5. Matching Principle
2. Subsidiary 4. Leasing

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II. Following the outline provided above. Write an essay using the Classification writing
technique classifying the real, personal and nominal accounts.

F. Enrichment: Using the principles and outline of the Description of Mechanism Writing
Technique, construct an outline that explains the accounting mechanism of Single Entry
System and the Double Entry System.

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LESSON 11: Effective writing in the Workplace: Writing Style Part II

A. Objectives: At the end of this module, you should be able to:
a. recognize the common techniques in writing a technical document.
b. use the internet to search for samples of this styles
c. write/ construct a technical document using the common techniques
B. Discussion Proper
Technical writing employs techniques in writing to achieve their communicative
purposes and goals.
The use of these writing techniques make the document appealing and interesting to
the reader.
A technical document usually employs a combination of these methods.

KINDS OF WRITING TECHNIQUES

4. Process- is simply describing a series of steps/stages or a series
of actions. Unlike a mechanism description which makes use of spatial or logical order,
a process description always uses chronological (time) order. Steps or stages are based
on the time of occurrence.

Process descriptions are classified into directional or instructional and informational.

The directional process description comes in the form of directions/instructions
(imperative sentences or commands) addressed to the doer or agent of the action; it is
written in the active imperative style and the second-person point of view. Examples of
this process are writing, lay outing, cooking and teaching.
Informational process description comes in the form of pieces of information
(declarative sentence) addressed to the reader of the description who is not the doer
or agent of the actions; it is written in the active indicative or passive indicative style
and the third-person point of view.
The process is done by any of the following: a group of individuals (human process), e.g.,
mass production of wine and newspaper publishing; a machine (mechanical process),
e.g., computer data-processing and air-conditioning; and nature (natural process), e.g.,
volcanic eruption and disease transmission.

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5. Comparison and Contrast

Comparisons maybe literal or figurative. A comparison is literal when the things compared
are of the same kind. Figurative Comparison when the things compared do not belong
to the same class. A figurative comparison is known as an analogy.

While similarities exist between two items, differences ( Contrasts) between them do
occur, too. . Because there are more differences than similarities as regards two
items compared, writer’s devised ways or pattern to show contrast.

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6. CAUSATION/CAUSAL ANALYSIS
Causation is one of thee techniques commonly used by technical writers.
It analyzes the causes and/or effects of an event or a phenomenon. It may be presented
in various ways, based on the number of causes and effects involved and the
interrelationship between the two.
1. Single Cause-effect Pattern

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The first pattern is exemplified by the relationship between the rain and flowers (single
cause) and growth of the flowers
(single effect);

The second, between drug addiction (single cause) and its individual and social effects
(multiple effects);

The third, between heredity and environment (multiple causes) and personality (single
effect);

The fourth, between land pollution, air pollution, and water pollution (multiple effects)
and indiscriminate throwing of garbage and similar factors (multiple causes); and fifth is
exemplified by poverty leading to death.

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C. Application. Look for a book, a document, or you can search the internet and do the
tasks below.
1. Look for an accounting document that follows the PROCESS technique and re write it
here or re-write it in a separate page and attach it here. Discuss whether the text is
Directional Process or Informational Process.

2. Look for an accounting document that follows the CAUSAL or COMPARSION

CONTRAST technique and re write it here or re-write it in a separate page and attach it
here. After that, briefly explain what made you think that these document is using the
technique.

D. Summary of the Lesson

The use of these writing techniques make the document appealing and interesting to
the reader.
Technical writing employs techniques in writing to achieve their communicative
purposes and goals.
Three (3) writing techniques in this material include, Process, Compare and Contrast,
Definition, and Causal Effect

E. Assessment: Using the principles and the outline shown in the discussion part, write an
essay explaining the figure below as an accounting process.

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F. Enrichment: Using one of the general cause and effect patterns. Write a five
paragraph essay talking about the Effects of the Pandemic on the Accounting Industry
in the Philippines

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LESSON 12: Supporting Documents with Visual Aids

A. Objectives: At the end of this module, you should be able to:
a. recognize the common visual aid use for supporting information in documents
b. Determine the principles and benefits of using each
c. Construct visual aid for a report
B. Discussion Proper
- Effective visual aids increase understanding and retention of message content.
- Visual aids (also called visuals, graphic aids, or graphics) clarify complex data
emphasize points that deserve special attention, or condense voluminous data.
- Graphics may also be used to provide contrast or visual appeal in a document- a
satisfying break from a multitude of words.

GENERAL GUIDELINES FOR THE USE OF GRAPHICS

1. The purpose of the graphics is determined.
2. The accuracy and validity of the data are evaluated.
3. All graphics in the text are referred to.
4. Placement of the graphics is thought of carefully.
5. Graphics are positioned vertically when possible.
6. Clutter is avoided.
7. Titles, notes, keys and source data are provided.

I. TABLE- when quantitative information is presented in rows and columns, a table is used.
Informal Tables -(brief tabulations) - may be inserted into the report text without
the number or title

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Formal Tables - carry complex data reports from text. They may appear on the pages of
the text that includes the table reference or the attachment or appendix.

In a formal table, a stub identifies information in a row (horizontal plane), a column head
identifies data in a column (vertical plane). A stub head describes the stubs, and a
spanner head describes the column heads. The information appearing in the columns
and rows of the table is the field or body.
Example:

II. PIE CHART

Pie chart dramatizes percentage components of a single factor.
Guidelines in constructing a pie chart
1. The writer uses the ‘twelve o’clock’ clockwise position, beginning with the largest to
the smallest wedge.
2. He uses no more than 6 or 7 divisions.
3. All segments total 100 percent.
4. He identifies each segment and the percentage it represents.
5. He constructs a creative but simple pie chart.

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Bar Graphs
Easy to construct and understand, the bar graph is a common adaptable type of
graphic representation. The bars of equal width, but varying lengths, help to show
changes and comparisons in certain areas. Careful labeling is necessary for the bars
and the units in which the values are measured.

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Line Graphs
The line graph is useful and fairly easy to construct. It is used the portray a trend or series
of figures covering a large number of time periods. The peaks are clearly marked with
figures.

Flow Charts - It diagrams the actual, anticipated or desired movement of supplies,

personnel, documents or equipment. They tell a story about a process usually by
stringing together a source of boxes and other shapes that represent separate activities.

Steps used to organize a flow chart

1. The writer presents only overviews.
2. He limits the number of shapes used in the chart.
3. He provides a legend when necessary.
4. He runs the sequence from top to bottom or from left to right.
5. He labels all shapes clearly.

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C. APPLICATION: Read and analyze the selection below. Construct a visual aid the at
best highlights or shows the participants of the research.
The study was conducted in the eight (8) industrial canteens residing in different industrial
parks in the South Luzon Region. Six of those industrial canteens are located at the First Philippine
Industrial Park (FPIP) in Santo Tomas, Batangas, and one respectively in Cavite Export Processing
Zone in Rosario, Cavite and the Laguna Techno Park located in Santa Rosa Laguna. The
respondents, particularly the employees were briefed and interviewed with regard to the study
The data of this study came predominantly from the primary source. These were the respondents
from the eight (8) different industrial canteens operating in different industrial parks within the
CALABARZON region. Every canteen has a 25-35 employees including the owner/manager
based on the organizational structure of the business and the information gathered through the
interview. The employees are made up of the cooks, servers, janitorial services, administrative
officer, custodians, quality specialist, delivery staff, warehouse associate, and the
supervisor/manager. However, when it comes to the customers, the population is indefinite since
the industrial parks are too large and the customers are coming from different companies and
factory operations. Thus, the researcher categorized the respondents into three, the managers,
the employees and the randomly selected customers who dines in the identified canteen.
The researcher purposefully selected the managers as a separate group but randomly
elected the employees and the customers. For the employees, the researcher used the Slovin
formula to identify the number of employees to serve as respondents. Given that every canteen
has 25-35 employees, the researcher decided to use the maximum number to serve as the
total population size of every canteen. Thus, upon computation, it was found to be five (5)
employee respondents for every canteen. This is the required sample size to ensure the statistical
validity of the results.

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D. LESSON SUMMARY
Visual aids or Graphic organizers are visual representations of knowledge, concepts,
thoughts, or ideas. Graphic Organizers historically have been organized bits of data in
easy-to-understand formats, such as charts, tables, and graphs.

Visual aids in document writing helps relieve reading boredom, enhances recall, provide
motivation, create interest, clarify information, assist in organizing thoughts and promote
understanding.

E. ASSESSMENT
I. Completion type: Fill in the blanks with the correct responses to complete the
sentences.
1. Effective __________ increase understanding and retention of message content.
2. ____________ may be used to provide contrast or visual appeal in a document.
3. A ___________ is used when qualitative information is presented in rows and columns.
4. ______________ clarity complex data, emphasize points that deserve special attention,
or condense voluminous data.
5. ____________ tables may be inserted into the report text without number or title.
6. _____________ tables carry complex data separate from text.
7. _________________ construction is creative but simple.
8. The ________________ is one of the most common and adaptable types of graphic
presentation.
9. The _________ is used to portray a trend.
10. _____________ tell a story about a process, usually by stringing together a source of
boxes and other shapes that represent separate activities.

F. ENRICHMENT: Create a visual aid for the following.

1. The BSA students from 1st year to 4th year.
2. The BSA second year students (in your section ) in accordance to their SHS track.
3. DBA graduation rate from 2016-2019.

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References:

Calixihan, J.O. (1996). Developing skills in business communication. Philippines: National

Bookstore Inc.
Cameron, T., Grant, L., & Polnac, L. (2002). Common sense: Handbook and guide for
writers. New Jersey: Prentice Hall
Kuiper, S., & Wolf, M.P. (1996). Effective communication in business. (10th ed.) Cincinatti,
Ohio: South Western Publishing Company
Pfieffer, W.S. (2003). Technical writing: A practical approach. Columbus: Prentice Hall
Romero, P.P. (1997). English for business: Developing communication skills. ([Link].).
Quezon City: Katha Publishing Co., Inc.
Young, M. (2002). Technical writing handbook: Writing with style and clarity. Mill Valley:
University Science Books.

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Course Title:
ESP 201 ENGLISH FOR SPECIFIC PURPOSES
Learning Module No. 01

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STUDENT
Name:
Student Number:
Program:
Section:
Home Address:
Email Address:
Contact Number:

PROFESSOR
Name: Joseph B. Ancajas
Academic Department: Department of Arts, Sciences and Teacher Education
Consultation Schedule: by appointment, contact me via the details below
Email Address: josephancajas17@[Link]
Contact Number: 0927-959-2769

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LEARNING MODULE
INFORMATION
I. Course Code ESP 201
II. Course Title ENGLISH FOR SPECIFIC PURPOSES
III. Module Number 01
IV. Module Title Preliminary Period- English for Specific Purposes
V. Overview of the Module
This course is focused on the development of students' skills in
using the English Language in different contexts they may
engage with.

VI. Module Outcomes At the end of the module, the students should be able to:
1. distinguish particular styles and forms used across technical
outputs;
2. recall the techniques and principles in writing various
technical and research related documents;
3. write their own business letter and documents related to their
field of specialization;
4. have the knowledge in dealing with stress and pressure in
their profession; and
5. experience mock job interviews in preparation for their
profession.
VII. General Instructions
All assignments/activities should be handed in on or before due
date as specified in this school calendar.

All are requirements, not optional. No submission of such

requirements would mean a zero mark. All requirements should
be completed on or before the last day of the assigned weeks.

Intellectual Honesty Plagiarism is considered a major offense in

the City College of Calamba. A plagiarized work will
automatically receive a failing mark.

Incomplete Grade -A student who fails to submit the papers will

get a grade of INC. Students must complete all tasks in the
module.

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GRADING SYSTEM FOR ASSESSMENT TASKS

Based on Test of Written English Scoring Guide, Educational Testing Service Princeton NJ

Demonstrates a comprehensive understanding of the concepts and their application in

A practice, and clear competence in writing on both the rhetorical and syntactic levels,
though it may have occasional errors
(10)
A paper in this category
effectively addresses the writing task
is well-organized and well-developed
uses clearly appropriate details to support a thesis or illustrate ideas
displays consistent facility in the use of language
demonstrates syntactic variety and appropriate word choice

Demonstrates clear understanding of most of the concepts and their application in

practice, and competence in writing on both the rhetorical and syntactic levels,
A- though
it will probably have occasional errors
(9-8)
A paper in this category
effectively addresses the writing task, although it can be explored further
is generally well-organized and developed
uses details to support a thesis or illustrate an idea
displays facility in the use of the language
demonstrates some syntactic variety and range of vocabulary

Demonstrates understanding of the concepts, and their relationship with one

another;
B+ minimal problems in writing on both the rhetorical and syntactic levels
A paper in this category
(7-6)
may address some parts of the task more effectively than others
is adequately organized and developed
uses some details to support a thesis or illustrate an idea
demonstrates adequate but possibly inconsistent facility with syntax and usage
may contain some errors that occasionally obscure meaning

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Demonstrates some understanding of the concepts; some problems in writing, but it

B remains flawed on either the rhetorical or syntactic level, or both.
A paper in this category may reveal one or more of the following weaknesses:
(6-5)
partially addresses the writing task
inadequate organization and development
inappropriate or insufficient details to support or illustrate generalizations
a noticeably inappropriate choice of words or word forms
an accumulation of errors in sentence structure and/or usage

Suggests misunderstanding of the concepts; severe problems in writing.

B- A paper in this category is seriously flawed by one or more of the following weaknesses:
hardly addresses the writing task, or not at all
(4 &
serious disorganization or underdevelopment
below)
little or no detail, or irrelevant specifics
serious and frequent errors in sentence structure or usage
serious problems with focus.

COURSE REQUIREMENTS AND GRADING SYSTEM

Assessment Tasks ------------------------------------ 40%
Other Tasks and Activities --------------------------- 20%
Major Examination (if there is) --------------------- 40%
100%

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LESSON 1: English for Specific Disciplines and Purposes: An Approach

A. Module Objectives:
At the end of the module, you should be able to:
a) Define the concepts related to ESP approach in studying English
b) Recognize the basic features of the ESP approach to studying English
c) List down the advantages ESP approach in the study of the English language

B. Recall the best times that you understood and learn well in the study of the English. What
makes it memorable in a positive way? What makes it memorable in the negative way?
Share your answer.

C. Discussion Proper. No matter what your answer may be from the recollection in the past,
the truth is that many teachers have different ways of approaching and teaching English. In
your journey towards language learning, we will use English for Specific Purposes as a guide
and a view of language.

English for Specific Purposes (ESP): A Definition

Hutchinson and Waters (1987) asserted that ESP is more of an APPROACH rather than a
product. For them ESP does not involve a particular kind of language. The pointed that the
foundation for ESP is the simple question, “why do students need to learn a foreign
language?” The answer to this question sets the learning context of ESP for English, the
NEED, the LANGUAGE REQUIRED and the LEARNING CONTEXT.

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- C.1 Why do you need to study the English language?

- C.2 How can the study of the English language help you in your future career?

Steven (1988) in the ESP, a learner must understand that there is an Absolute ESP and the
two variable characteristics of ESP.

Absolute ESP in the pursuit of the study of English, the goal is to meet specific needs of the
learner; relate in the content (that is in its themes and topics) to a particular discipline,
occupation and activities.

Two variable characteristics in ESP. In the study of the English language, the delivery or
scope of study may be restricted as to the learning skills to be learned (example reading,
speaking) and second the teaching of the language may not follow a structured
methodology.

Basic Features of ESP

1. ESP is goal oriented- It is clear that students study English for Specific Purpose. Hence, the
approach and the topics to considered should also be specific to the context and need of
the students.

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2. ESP is based on the needs of the students- The topic to be offered in this course/ learning
module is based on the analysis of your needs and projection of how you are going to use
the language in the future.

3. ESP is time bound - In the course of the study, students do not need to extend nor to spend
too much time. The lessons are intended to contribute to the end goal.

4. ESP is for adults. This method is designed for career takers. The one who opts for learning in
preparation for the workplace.

5. ESP is discipline specific. - Considering your course, ESP courses are prepared to fit a
particular group of students who belong to a particular field of study.

Advantages of ESP

Stevens (1988) summarizes the approach of English for Specific Purposes (ESP)
1. It is focused on the learners’ need, it wastes no time
2. It is geared towards making the study of English relevant to the learner.
3. It is generally believed to be successful in education and training learners.
4. It is more cost effective than studying General English.

D. Application:
This activity aims to inform your instructor of your further needs when it comes to the study of
English. Although a module is prepared, this can help relate and inform our teaching in the
future.

In your current study of ESP, fill in the table below. Asses yourself as a learner of language.
STRENGTHS in WEAKNESSES in OPPORTUNTIES to THREATS in learning
English English learn in English English

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E. Summary of the Lesson

- This is not an ordinary English class, we view this English class as more approach oriented
than product oriented.
- This course is based on the anticipated need of the learners of English and their respective
field.
- ESP considers both content and delivery
- ESP poses more advantages than ordinary General English class.

F. Assessment
Essay: In line with your course, what is your ‘motivation’ for studying English? (10 pts.)

B. What role does English play in your future career?

G. Enrichment
What are your expectations and how do you think this module can help you?

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LESSON 2: ESP Vocabulary in Accounting

A. Module Objectives:
At the end of the module, the students should be able to:
[Link] technical terms in accountancy
B. list down words in the field of accountancy that students need to be familiar with
[Link] sentences using the technical terms

B. Discussion Proper
Swale (1983) emphasized the importance of the teaching of vocabulary in ESP classes.
In general, practioners of the ESP are not compelled to teach technical vocabulary in
certain specific contexts, however it is the duty of the ESP teachers to check that learners
have understood technical vocabulary appearing as carrier content.

B.1 Technical Vocabulary of Accountancy. Define the following words/ phrases in English
using your own words. Directly copied from dictionaries or the internet is not allowed and
shall merit no point. Answers must be and hand written on a separate sheet.

1. bookkeeper 6. credit 11. accounting 16. Annual 21. Local

firm financial accounting
statement standards
2. Income tax [Link] 12. purchase 17. confidentiality 22. Trial balance
account ledger clerk
3. Tax advisor 8. Financial 13. Creative 18. Payroll clerk 23.. code of
account accounting conduct
4. Certified Public 9 balance sheet 14. Value added 19. Chief Financial 24. Sole trader
Accountant tax Officer
5. Foreign 9. management 15. debit 20. double 25. Limited liability
currency taxation company

B.2. How are the following terms related? What makes those terms essential to your course?

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B. Application Below are areas of study in the field of accountancy. List down 10 technical
words each area and define those using your own words. Use a separate sheet for this
activity.

Bookkeeping Depreciation Financial Cost Budget/

and Management Accounting Investment
Amortization

D. Lesson Summary
- Technical terms are jargons from the field. Familiarity and knowing what those words
mean help someone to be acknowledge, established and grounded in the field.
- Professionals and various careers speak the same language and share the same
meaning of terms.

E. Assessment: Pick two columns from the activity in application. Use the words from the two
columns that you have chosen in a sentence. (20 points.)

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F. Enrichment
Baker (1988) list of six categories of vocabularies that professionals must be aware. Write
five (5) technical vocabulary or phrases for each category.

1. Items which express notions general to all disciplines

2. General terms that have specialized meaning in one or more disciplines.
3. Specialized items that have different meanings in different disciplines.
4. General language items that have restricted meanings in different discipline?
5. General language items that are used to describe or comment on technical process or
functions in preference to other items with the same meaning, for example occur rather
than happen.
6. Items used to signal the writer’s intentions or evaluation of material presented.

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LESSON 3: ESP: Process and Context of Communicating

A. OBJECTIVES
At the end of this module, you should be able to:
a) construct a concept map about the works associated to accounting
b) recognize the communicative process and elements
c) analyze an interaction
d) draw out principles in communicating in accounting related jobs

B. Getting Started
Starting a career in accounting and getting through the program is really a difficult task.
However, it offers great and rewarding career in the future. Using the concept map, write
specific jobs or works that awaits an accountancy graduate.

Works in Accounting

C. Discussion Proper

Reading. Read the conversation below.

Professor 1: Accountability is a notion. Which ought to be accounting’s vision and

mission and accountants’ main passion!

Professor 2: It is a big question to answer whether, Accountability shapes Accounting, or

Accounting shapes Accountability, or Taken together they shape each other
simultaneously!

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Professor 1: It is not that hard at all. Accountability is an important notion for both
private and public sector Which goes through, continuous construction of economic
factors!

Professor 2: Oh, I disagree! Shall I call it accountants’ capital, habitus and doxic ability, or
Academics and professional accountants’ inability to understand social space and its
construction!

Professor 1: I would rather call it as economic rationalization, and rational decision

making.

Professor 2: I would rather label it as legitimization by politicization and social

construction. Indicating it as accounting’s or accountants’ limitation, position taking
based on disposition.

Professor 1: I shall call it transparency!

Professor 2: I shall doubt it as scholastic fallacy of ideology and hegemony and lack of
reflexivity!

Professor 1: Is that right? Why then it is so ambiguous, contradictory and changes with
context?

Professor 2: One potential answer is essentially a matter of on-going discourse, political

contest and symbolic violence. And subject of social (re)construction in a social space

1. What is the conversation about?

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2. What important lesson about accounting did you learn from the conversation?

“ In order to operate successfully within a speech community, a person has to be not just
grammatically correct but communicatively appropriate also, that is, a person has to learn what
to say, how to say it, when to say it, and to whom to say it.”
-Dell Hymes

Communication is the process in which people share thoughts, ideas, and feelings with
one another in understandable ways.
-Hamilton (1999) Essentials of Public Speaking

Communication is the act or process of using words, sounds, signs, or behaviors to

express or exchange information or to express ones ideas, thoughts, feelings to someone
else.
-(Merriam-Webster Dictionary, 2016)

3. How do you think you can be communicative appropriate in your chosen line of career?

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TRANSACTIONAL MODEL OF COMMUNICATION

4. Based on the Transactional Model of Communication above, what under lying factors
play in the communicative process? Identify each and discuss the roles of each?

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[Link] the strategic use of English as tool for the purposes of communication in a business or
work setting, which among the elements are important to be considered why do you think
so?

7. Give an example of CONTEXT that surrounds communication in an accounting related work

setting?

D. APPLICATION: Refer to the conversation of the two professors. Answer the following questions.
1. What sort of “Field of Experience” did the two professors share?

2. What underlying context do they have?

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Based on your analysis of the conversation, what principles about communicating in the
business or work related community should you observe to be appropriate? List down at least
four principles

E. ASSESSMENT: Read the conversation below. Identify each element of the transactional model of
communication and its process and briefly explain your answer. (20 pts)

Secretary: Mr. John will be with you in a moment. He is just talking to someone.
John : Thank you!
Secretary: Would you like some coffee?
John : Yes that would be great, black, no milk two brown sugar please.
Secretary: Here you go
John : Thank you very much. Is this the whole firm?
Secretary: No, no, no, On this floor we have the trainee accountants and the book
keepers.
John : And does everyone work in the one plan area?
Secretary : No some of the managers have individual offices. The two big offices on the left
are for the company treasures and for our senior tax accountant. The offices on
the right are for our cost accountant and for our budget manager.
John : How about that office in the corner of the open plan area?
Secretary: That is used by our back-office manager.
John : And you have offices downstairs as well?
Secretary: Yes that is correct! Down stairs are the internal auditors and at the moment we
have a team of external auditors. They are in one of the conference rooms at
the end of the corridor.
John : I see!

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G. ENRICHMENT: Reflective Essay:

A. How important is CONTEXT in communicating in the workplace?

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LESSON 4: ESP: Functions of Verbal and NON Verbal Communication

A. Objectives
At the end of this module, you should be able to
[Link] the verbal and non-verbal communication
b. determine the functions of verbal and non verbal communication
c. recognize the various levels/ context of communication

B. Getting started. Based on your observation, draw an arrow to each figure and assign a
word that communicates the meaning of each body language.

C. Discussion Proper

Verbal Communication - It is communication through spoken and written words. It implies

the use of words to convey thoughts and meaning.
- It is the ability to communicate using words.

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FUNCTIOS OF VERBAL COMMUNICATON

1. Sharing Meaning - It is the most obvious function of verbal communication.

Denotative – Literal meaning of the works, agreed in the culture
Connotative – deeper understanding of the works, implied and suggested.

2. Shaping of Thought - Language shapes how we think about things.

Linguistic determinism – language quite literally defines the boundaries of our thinking.
Linguistic relativity – people of different cultures perceive and think differently about
the same things.

3. Naming - Creating linguistic symbols for objects. It allows us to communicate meanings

about the things in our lives.

4. Performance Actions - Verbal Communication enables us to perform speech acts. (Call to

actions – command, request, inspire, direct)

5. Crafting Conversations - Interactive – two or more people are involved.

Local Management – we decide about who gets to speak, when and for how long
Universal – forms the foundation of our interpersonal ties
Scripts – rigid patterns of talking

6. Managing relations - Declaring powerful, intimate feelings to others.

How is verbal communication different from NON-Verbal Communication?

VERBAL COMMUNICATION NON VERBAL COMMUNICATION

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Non-Verbal Communication

“Behavior and elements of speech aside from the words themselves that transmit meaning.
Non-verbal communication includes pitch speed, tone and volume of voice, gestures and
facial expressions, body posture, stance, and proximity to the listener, eye movements
and contact and dress and appearance.”
- [Link]

CHARACTERISTICS of Non-Verbal Communication

1. Subconscious- non verbal communication is often sent and received on a subconscious
level. We are usually not aware of the messages we send non-verbally.

2. Contextual - Non verbal communication depends on the situation in which it occurs.

3. Ambiguous- The meaning is open to interpretation and often confusing.
4. Cultural- Non verbal communication has a distinct cultural nature.

In the work place, an informed practice of NON- Verbal Communication can help :
1. create a positive professional image
2. project competence and confidence
3. communicate assertiveness

TYPES of Non-Verbal Communication

1. Proxemics - It refers to the study of the relationships of humans to the special dimensions of
the surroundings. It means that in communication, speakers must physically use
distance with the people with whom they talk to, and the meaning that they
attribute to these physical distance relationships.

Edward [Link]’s Four Basic Physical Distances between people

Intimate (3-18 inches) This distance is characterized by a high probability of physical
involvement. This is the distance between children and their parents, husband and
wife, and sweethearts and other loved ones.
Personal (18-48 inches) It refers to the range at which we interact with intimate or
close associates with whom we maintain less sensory involvement. This is the
distance normally between a boss and his private secretary.
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Social Distance (4-12 feet) is normally used for interaction with business associates
friends.

Public Distance (12-25 feet) covers the formal and informal gatherings of groups.
This is the distance involved in public speaking and debate.

2. Haptics - It refers to a social class of events that occur when two people come into physical
contact with one another. In simple terms, haptics is a way of communicating
using the sense of touch.

Common Observed Haptics in Communication

Professional- Some jobs require that the other person is touched in om way, very
typically by people in the medical profession or caring jobs.
Punishment - Touch can be negative as well as positive and a slap or a punch sends a
very strong message
Greeting - Touching is a common part of greeting rituals, from shaking hands to cheek
to cheek kissing to full body hugs

Guiding- When a person is physically moving, a touch in the body, usually back,
shoulder or arm can guide them in the right direction.
Sympathy- When a person is physically moving, a touch on the body, usually the back,
shoulder or arm can guide them in the right direction.
Friendship - Touching is often a part of friendship and demonstrate closeness. Friend
will walk close together and occasionally bump into one another.

3. Chronemics- It refers to the use of time. Professionalism is often associated with the
promptness to use time in our daily dealings. Hence, a speaker’s use of time
given or allotted to him tells so much about the speaker and the credibility he or
she wishes to establish.

4. Kinesics - It refers to the study of body motions such as gestures, posture, facial expressions,
eye contact and the like..

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Common Observed Kinesics in Communication

I. EYE CONTACT - Important way in which we communicate our feelings towards other
people. People non verbally express their true feelings through their eyes.

II. FACIAL EXPRESSIONS - Facial expression is bound to be an important indicator to other

people of our attitudes, state of mind and relationships to them. Human face has a complex
arrangement of muscles that allows us to produce a whole range of different expressions,
most of which are an index of our feelings.

III. GESTURES-Gestures are arm and hand movements and include adaptors like clicking a
pen or scratching your face, emblems like a thumbs-up to say “OK,” and illustrators like
bouncing your hand along with the rhythm of your speaking.

IV. BODY MOVEMENTS/POSTURE- Head movements and posture include the orientation of
movements of our head and the orientation and positioning of our body and the various
meanings they send. Head movements such as nodding can indicate agreement,
disagreement, and interest, among other things. Posture can indicate assertiveness,
defensiveness, interest, readiness, or intimidation, among other things.

5. Vocalics/ Paralanguage - refers to the vocalized but not verbal aspects of nonverbal
communication, including our speaking rate, pitch, volume, tone of voice, and vocal
quality. These qualities, also known as paralanguage, reinforce the meaning of verbal
communication, allow us to emphasize particular parts of a message, or can contradict
verbal messages.

6. Artifacts - Artifacts are objects often used to communicate information about oneself.
Artifacts include clothes, jewelry, trinkets, and accessories like handbags, umbrellas, fans,
hats, and colors, to express one’s interests, hobbies, status, or lifestyle. With artifacts, one
can be distinguished from others demonstrating his or her own taste of life and philosophy.
However, different cultures have different interpretations of these artifacts.

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LEVELS OF COMMUNICATION

Intrapersonal- It is the communication that involves talking to yourself. It may involve

deliberation where you think about your decision or possible courses of
action.

Interpersonal - It is the level that involves talking to one or a limited number of people.

Small Group - It is an increased level of interpersonal communication. This suggest that

three or more people.

Public Communication - It involves communicating to a wide group of people with varied

traits, backgrounds, interests and persuasion.

Intercultural Communication - It involves communicating with a person of group of people

who may not share same assumptions, values allegiances as that
of yours, and may have different associations with the symbols you
take for granted for having a particular meaning.

D. APPLICATION {SPEAKING}Ask a partner or use the following scripts to practice your

speaking. After you have spoken, ask someone, a friend or a family member to comment on
the way you speak.
Britta: Good morning Jeff! You wanted to see me?
Jeff : Ah yes Britta! About our board meeting next week, you know we’ll be discussing
debts concerns.
Britta: Of course, it is the company’s biggest problem at the moment.
Jeff: Right! The stockholders are getting nervous and the markets don’t like our level of
gearing. We are getting more and more questions about whether we can service
our debt in the long term. It’s getting harder to attract investments. So I want to
speak to your about anything that we can do. We are investing a significant amount
in our new factory in Calamba so we need to come up with a solution at the soonest
possible time. The new factory is very important and we are looking at leasing the
assets. And that is where you come in, Tell me what we can do with the leases on the
balance sheet. What allowed in this province?

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Britta: Is this a business decision, to lease these assets?

Jeff: Let us just say that it is one possibility we are looking at
Britta: You are thinking that if we lease these assets, we can exclude these liabilities from the
balance sheet?
Jeff: Exactly!
Britta: You that the auditors will look very closely at these transactions? The accounting standards,
or principles if you like, mean that finance leases must be disclosed. If we are effectively the
owner of these assets, then we’re not going to have a choice.
Jeff: And how do we determine the owner?
Britta: That depends on the conditions in the contract.
Jeff : That shouldnt be a problem. And then we can call them…
Britta: Operating leases, but remember, auditors and the markets are now very sensitive to these
things. We cant afford to be seen as trying to mislead anyone.
Jeff: Of course not. But for the meeting next week, have a think about it. Ok?
Britta: Yeah. I’ll try and bring some ideas.
Jeff: Great. See you later.
Britta: Ok bye!

E. Lesson Summary
-English in the context of speaking in specific purposes like the work place requires
individuals to observe the function of verbal and non-verbal communication.
- Using English as a language in the work place demands awareness and control of the
non-verbal cues to communicate some of the intangible values.

F. Assessment: For this task, you need to send a message to your instructor for the instructions
regarding the graded task. You may contact him through the details provided. (Note: Please
introduce yourself first, no call shall be accepted unless you are instructed to do so.)

G. Enrichment. Based on what you have read and studied, what did you realize about
communicating using the English language in business or accounting related purposes. List
down three (3) realizations and discuss you answer using a separate sheet.

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Lesson 5: English as a tool for Presentation skills

A. OBJECTIVES

At the end of this module, you should be able to:

a) recognize areas for effective presentation skills
b) analyze a given situation
c) construct a presentation based on a given dialogue

B. DISCUSSION PROPER
Communicative Context of Situation
According to Halliday, every communicative act takes place in ‘situational and cultural
context’
It is the context of situation that determines what sort of language will be used.

Field: subject matter and the nature of the activity, i.e., what is happening, to who, when
and where. What the participants know, why they are doing what they are doing.

Tenor: social (power and status) relationships existing between participants. How they
regard each other, and how familiar they are with each other.

Mode: how the language is being used, organised, whether it is written or spoken, written to
be spoken, spoken to be written. Also refers to how the text is produced:
spontaneous, prepared, performative or reflective.

Communication according to purpose and style

Formal Communication- In formal communication, certain rules, conventions and

principles are followed while communicating message.
-Formal communication occurs in formal and official style. Usually
professional settings, corporate meetings, conferences
undergoes informal pattern.
Informal Communication - It’s just a casual talk. It is established for societal affiliations of
members in an organization and face-to-face discussions.
- In informal communication use of slang words, foul language is
not restricted. Usually. informal communication is done orally and
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using gestures.

General Principles of Effective Oral Communication

WORDS

HOW YOU SAY

IT
POSTURE AND BODY
LANGUAGE

What are your thoughts about this? Do you agree to this? Why or why not?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Three (3) advantages of using visual presentations

1. Clarity – clarify discussion of an idea by showing a picture or representation of it
2. Interest – visual aids effectively generate interest
3. Retention – visual images often are remembered longer than verbal ones

Guidelines in preparing visual presentations

1. Prepare visual aids in advance 9. Use fonts that are easy to read
2. Time for creativity 10. Adapt decorative fonts to situations
3. Can then be used during practice 11. Use color effectively
4. Keep visual aids simple
5. Ultimate goal is communication not atr
6. Limit to manageable amount of information
7. Make sure visual aids are large enough
8. Useless if they can’t be seen

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General principals in presenting the visual presentation

1. Don’t use a cheat card or a chalk board, it lessens competence and professionalism
2. Display the visual material where the audience can see it
3. Avoid distributing or passing visual aid to your audience
4. Display the appropriate visual aid while discussing it to the audience
5. Talk to the audience always not the visual
6. Explain the visual aids briefly and concisely (avoid translating as a form of explanation)

C. APPLICATION: Read the conversation below. Assuming that you are the account,
create a three (3) slide presentation explaining your answer to the CEO. The Slides are
provided below.
CEO: We’ve got a few minutes to ourselves. Could you just go over it again? How is the
taxation expense calculated?
ACCOUNTANT: Ok. The operating profit minus our interest expenses gives us the profit
before tax figure. This is the amount which theoretically is then subject to
taxation. In fact, the taxation amount is just an estimate, because we wont
know until much later exactly how much tax we’ll have to pay.
CEO: What do we do with this estimate?
ACCOUNTANT: In effect, we prepare an interim tax return. It wont be filled, just kept by
us to justify the taxation expense we include in the P&L.
CEO: Will this also be audited?
ACCOUNTANT: Yes and of course the profit after tax is the figure which we can
distribute to shareholders.
CEO: What do we do when the taxable income differs from the profit before tax?
ACCOUNTANT: We record what happens on the balance sheet. It’s either a net deffered
tax asset or liability.

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D. Lesson Summary
- Using English in Specific purpose like the work place requires individuals to know the
different context involve to appropriately communicate in a speech community.
- According to UCLA research three factors matter in becoming successful in
communicating in different context and purposes, BODY LANGUAGE, THE WAY PEOPLE
SAY IT and finally, the least, WORDS>
- Visual presentations are necessary in a business community work setting
- Communicating in the work place is not limited to the knowledge of English, it also entails,
knowing visual and supporting materials for better communication.

E. ASSESSMENT: Assuming that you are going to present about one of the topics
(Amortization, debt, investment, budgeting, liquidation)make a visual presentation
discussing a certain topic. Write also the script on how you are going to present it.
Observe also the layout and design of your presentation. Use a separate sheet for this
graded activity. (50 pts.)

F. ENRICHMENT
Self Evaluative Task: What areas of your English Communicative in the work place do you
think you are in possession of? What areas do you need to grow and what action steps will
you take to improve yourself.

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Lesson 6: ESP Speaking Skills Graded activity

At the end of this module, you should be able to:
a) communicate in English under a phone interview
b) present ideas with visual materials
c) use appropriate principles of communicating in a work related situations.
RUBRIC FOR THE GRADED ACTIVITIES

5 4 3 2
Excellent Good Average Needs
Factors Improve
ment
A. EFFECTIVE SPEECH DELIVERY SKILLS
1. Effectively Chosen the Words Spoken (Verbal Language)
The student was able to communicate using the appropriate words, observing
courteous, unbiased and professional words.
2. Effectively Observed how to say ideas. (How you say it-
Vocalics/Paralanguage)
The student was able to observe the proper use of voice, volume, tone, pauses,
pacing and rhythm. The student was able to manipulate his or her voice to
sound enthusiastic and communicate professionalism in the way he or she
speaks.
3. Effectively Used the Non-Verbal Language.
The student was able to observe a professional posture that communicates
confidence and authority. He or she was able to keep eye contact, appropriate
facial expression and complementary gesture. He or she also observes the
appropriate movements and body positioning within the communicative area

C. EFFECTIVE CONSTRUCTION AND PRESENTATION OF VISUAL

PRESENTATION AID
1. The visual presentation is creative and neat.
The student was able to perform presentation that suits to the level, interest and
need of the audience. The presentation aid creatively shows the necessary
information and is well organized and follows a logical order. The presentation
aid also uses the appropriate font size, color and spacing.

2. The information in the visual presentation/aid/ artifact supports the

over-all goal of the communicative process.
The student was able to choose and to put the relevant information in the
presentation aid. The said information helps in the over-all attainment of the
speech objective.
3. The visual presentation was utilized to effectively deliver the message
The student was able to use the visual presentation to support the points of the
speech. The student was able to use it as a guide to organize the
communicative process. He or She follows the guideline in presenting the visual
aid/artifact, presentation aid.
/30
TOTAL

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REFERENCES

Bauzon, Priscillano T. (2009) Handbook in Public Speaking, Argumentation and Debate.

Mandaluyong City: National Book Store

Aquino, Fe O. (2002) Effective Speech Oral Communication. Quezon City: Katha

Publishing Co., Inc.

Bassett, R. E. and Smythe, M.J. (1979) Communication and Instruction. New York: Harper
and Rows

Bauzon, Priscillano T. (2009) Handbook in Public Speaking, Argumentation and Debate.

Mandaluyong City: Nationa Book Store

Cabrera, Lucila del Mundo and de Asis, Belen Zabala. (2008) Effective Speech
Communication for Filipinos. Manila: Booklore Publishing Corporation

Diaz, Rafaela H. (2005) Speech and Oral Communication for College Students.
Mandaluyong City: National Book Store

Flores, Carmelita S. and Lopez, Evelyn B. (2008) Effective Speech Communication.

Mandaluyong City: National Book Store

Guia, Clarissa Dela Cruz. (2008) Speech and Oral Communication. Manila: Mindshapers
Co. Inc.

Hutchinson, T. and Waters, A. (1987). English for Specific Purposes: A learner-centered

approach. Cambridge: Cambridge Press

Starfield, S. and Paltridge, B. (2014). The Handbook of English for Specific Purposes. United
Kingdom: John Wiley and Sons Ltd.

Learning Module on English for Specific Purposes (ESP)

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