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Oral Communication
in Context
Second Quarter
Module 3: Using Principles
of Effective Speech Writing
 Republic of the Philippines
Department of Education
REGION VII, CENTRAL VISAYAS
SCHOOLS DIVISION OF SIQUIJOR

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Published by the Department of Education

OIC-Schools Division Superintendent: Dr. Neri C. Ojastro
Assistant Schools Division Superintendent: Dr. Edmark Ian L. Cabio

Development Team of the Learning Module

Writer: Michelle G. Gonzaga

Evaluators: Shiela B. Degrano, Ida M. Ocao, Nancy Mae B. Omandam, and Imelda C. Veradio

Management Team: Dr. Marlou S. Maglinao

Curriculum Implementation Division – Chief

Maria Enin R. Cuevas

Education Program Supervisor (English)

Edesa T. Calvadores
Education Program Supervisor (LRMS)

Printed in the Philippines by___________________________

Department of Education – Region VII, Central Visayas, Division of Siquijor
Office Address: Larena, Siquijor
Telephone No.: (035) 377-2034-2038
E-mail Address: deped.siquijor@deped.gov.ph

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 11

Oral Communication
in Context
Second Quarter

Module 3: Using Principles

of Effective Speech Writing

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 INTRODUCTION
This module is written in support of the K to 12 Basic Education Program to
ensure attainment of standards expected of you as a learner.

This aims to equip you with essential knowledge on the Principles of effective
speech writing.

This includes the following activities/tasks:

 Expected Learning Outcome- This lays out the learning outcome that you
are expected to have accomplished at the end of the module.

 Pre-test- This determines your prior learning on the particular lesson you
are about to take.

 Discussion of the Lesson- This provides you with the important knowledge,
principles and attitude that will help you meet the expected learning
outcome.

 Learning Activities-These provide you with the application of the

knowledge and principles you have gained from the lesson and enable you
to further enhance your skills as you carry out prescribed tasks.

 Post-test- This evaluates your overall understanding about the module.

With the different activities provided in this module, may you find this material
engaging and challenging as it develops your critical thinking skills.

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 What I Need to Know

At the end of this lesson, you will be able to:

 use principles of effective speech writing (EN11/120C-IIcj-25)

What I Know

To find out what you already know about the topic to be discussed in this
module, take the Pre-test.
A. Directions: Read each statement carefully. Write T if the statement is true;
write F if it is false. Write your answers in your notebook.

1. Writing an effective speech follows certain steps or processes.

2. Audience analysis is a key factor in writing an effective speech.
3. An audience profile allows writer to write in a manner that is understood
by the intended audience.
4. A speech must be just long enough to fulfill your speech goals but short
enough to hold your audience attention.
B. Directions: Read each statement carefully. Choose the letter of the correct
answer. Write your answers in your notebook.

1. Because the television was too loud, I was not able to concentrate on my
studies, and consequently, I did not do well on my algebra test. What
logical organization is used in this context?
a. listing
b. definition
c. cause and effect
d. comparison/contrast

2. What letter best describes spatial outline?

a. describes the steps in a process
b. presents events in the order they occurred.
c. emphasizes similarities and differences of two or more things
d. arranges details by their location in space or describes features to
create a complete visual picture

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3. What letter best describes chronological outline?
a. describes the steps in a process
b. presents events in the order they occurred.
c. emphasizes similarities and differences of two or more things
d. arranges details by their location in space or describes features to
create a complete visual picture

4. What letter best describes cause & effect outline?

a. describes the steps in a process
b. emphasizes similarities and differences of two or more things
c. shows the relationship between events, explains how one event
causes the next.
d. arranges details by their location in space or describes features to
create a complete visual picture

A. Directions: Read the following phrases/sentences and from the given options
choose the sentence that expresses the idea in a grammatically correct form.
Write your answers in your notebook.

1. a. Peter don’t like vegetables

b. This clothes are too small for me.
c. Basketballs rolls across the floor
d. My dog always growls at the postal carrier.

2. a. Each get a trophy for playing.

b. My mom or dad are coming to the play.
c. Neither gray nor white are my favorite color.
d. Either Grandpa or my sisters are going to the park

3. a. Some girls in the class

b. When we got in the car
c. From morning until night
d. Classes start after the weekend.

4. a. Every morning, we make our bed, eat breakfast and feed the dog.
b. Every morning, we make our bed, eating breakfast and feed the dog.
c. Every morning, we made our bed, eating breakfast and feed the dog.
d. Every morning, we make our bed, eating breakfast and feeding the dog.

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 What’s In

A. Directions: To check if you’ve fully understood the previous module, identify the
type of speech style being referred to in each number. Choose your
answer from the pool of words below. Write your answers in your
notebook.

intimate casual consultative formal frozen

_______1. This style is private, which occurs between or among close family
members or individuals. The language used in this style may not be
shared in public.

_______2. This style is common among peers and friends. Jargon, slang, or the
vernacular language are used.

_______3. This style is the standard one. Professional or mutually acceptable

language is a must in this style.

_______4. This style is used in formal settings. Unlike the consultative style, this is
one-way.

B. Directions: Identify the type of communicative strategy in each statement.

Choose your answer from the pool of words below. Write your
answers in your notebook.

nomination restriction turn-taking topic control

topic shifting repair termination

________1. “Do you have anything to say?”

________2. “Now, it’s your turn to ask questions.”
________3. “Go on with your ideas. I’ll let you finish first before I say something.”
________4. “Best regards to your parents! See you around!”

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 What’s New

Directions: Write T if the statement is true; write F if it is false. Write your answers in
your notebook.
_______1. Writing an effective speech follows certain steps or processes.
_______2. Audience analysis is a key factor in writing an effective speech.
_______3. Audience analysis decreases understanding of the topic.
_______4. Chronological outline emphasizes similarities and differences of two or
more things.
_______5. Cause and effect outline shows relationship between events, explains
how one event causes the next.
_______6. Problem solution outline works well when you want to divide information
into two main sections, one that describes a problem and one that
describes a solution.
_______7. A speech must be long enough to fulfill your speech goals but short
enough to hold your audience attention.
_______8. Speakers in impromptu or extemporaneous speaking contest are given a
long time to rehearse their speeches.
_______9. Make sure you include jargon and other technical terms in your speech.
_______10.You do not need to repeat the points you are trying to convey as this will
bore your audience.
_______11.Topic outline works well when a topic is best understood in terms of
different segments of time.
_______12. For a writer, a well-organized outline of information serves as a blue
print for action.
_______13.Clear organization greatly enhances the ease with which one can
understand and remember the information being presented.
_______14.There should be a rule to follow in choosing a pattern of organization; one
must think carefully about which pattern makes the most sense in
helping the reader to better understand and remember the information.
_______15.Topics involving geography are often best organized using a spatial
pattern.

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_______16.Cause and effect pattern is particularly is particularly effective when
writing a persuasive document in which the writer advocates some action
to solve a problem.

What Is It

Speech writing is an art of conveying a message to your audience either

through oral communication or through other means. Just like events planning, or
any other activities, writing an effective speech follows certain steps or processes.

The first step in writing an effective speech is the audience analysis.

What is audience analysis? Why is it important to analyze the audience before

the writing process?

Understanding the Audience: It’s important to understand the audience and

generate a clear message before giving a speech.

Audience analysis involves identifying the audience and adapting a speech to

their interests, level of understanding, attitudes, and beliefs.

It consists of assessing the audience to make sure the information provided to

them is at the appropriate level. The audience is often referred to as the end-user,
and all communications need to be targeted towards the defined audience. Defining
an audience requires the consideration of many factors, such as
age, culture and knowledge of the subject. After considering all the known factors, a
profile of the intended audience can be created, allowing writers to write in a manner
that is understood by the intended audience.

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 The following are the components of the audience profile in the speech writing
process.

Background knowledge: Describe what the audience already knows about the
topic, and how much they know about it.

Assumptions or beliefs: Describe what the audience likely believes about the topic,
and what assumptions or preconceptions they might have.

Important values: Describe what is most important to this audience. What do they
really care about? What do they base their decisions on?

Style of communication: How does this group usually communicate? Through what
media? Using what style of language?

Demography: The age range, male-female ratio, educational background and

affiliations or degree program taken, nationality, economic status, academic or
corporate designations. Demography has to be known to determine the interest of
the audience. It will also affect the language style and formality of the speech.

Situation: The time, venue, occasion, and size. Situation will affect the length of
speech, visual aids, and formality of the situation.

Psychology: The values, beliefs, attitudes, preferences, cultural and racial

ideologies, and needs. Psychology will let the writer know which appeal to use and
how to situate his/her text in the context of the audience.

Conducting an audience analysis can both be beneficial for the speaker and
the audience.

For the part of the speaker:

1) increases the chance of reaching your presentation goals;

2) reduced the chance of poor presentation performance;
3) increase likelihood of audience connection;
4) increase confidence of presenter, and
5) reduce the chance of your presentation being rejected.

For the part of the audience:

1) audience will have a greater understanding of the topic;

2) audience will be more interested in the presentation
3) audiences will have an ability to acting based on and informed opinion
rather because they have been informed at their level a level that they'll
understand.

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 The more you find out about your audience, the more you can adapt your
message to the interests, values, beliefs, and language level of the audience.
Understanding who makes up your target audience will allow you to carefully plan
your message and adapt what you say to the level of understanding and background
of the listeners. Your speech will be more successful if you can create a message
that informs and engages your audience.

The second step in writing an effective speech is logical organization.

The link between clear, logical organization and effective communication is

powerful, both for the "sender" and the "receiver." For the writer, a well-organized
outline of information serves as a blue print for action. It provides focus and direction
as the writer composes the document, which helps to ensure that the stated purpose
is fulfilled. For the reader, clear organization greatly enhances the ease with which
one can understand and remember the information being presented. People seek
out patterns to help make sense of information. When the reader is not able to find a
pattern that makes sense, chaos and confusion abound. Effective communication,
then, begins with a clearly organized set of ideas following a logical, consistent
pattern. Thus, one of the most important decisions a writer makes concerns the
pattern of organization that is used to structure and order information.

There are many patterns a writer can use to organize his/her ideas. The
specific pattern (or combination of patterns) chosen depends upon the particular
topic and the objectives the writer has identified for the document.

There is no rule to follow in choosing a pattern of organization; one must

simply think carefully about which pattern makes the most sense in helping the
reader to better understand and remember the information.

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 There are many different ways of organizing the same information, and often
two or more different organizational patterns are combined to create a final outline of
information.

The most commonly used patterns of organization are described below.

Chronological Patterns

A chronological pattern of organization arranges information according to a

progression of time, either forward or backward. When a topic is best understood in
terms of different segments of time, a chronological format works well. For example,
topics of an historical nature are best organized using this pattern.

When using a chronological pattern, each main section of information

represents a particular period of time, and the sub-points contained within each main
section refer to significant events that occurred within that time frame.

Sample paragraph

The Life of a Star

The life and death of a star begins somewhere in space. Astronomers claim
that a star begins as a cloud of hydrogen and helium. As the cloud moves about it
collects bits of dust and more floating gases. Then the cloud begins to warm as more
dust and gases are pulled into it. After a long period of time as the cloud becomes
denser, heat and friction cause the atoms to explode. That is how a star is born. The
star will burn for about ten billion years as it radiates heat and energy. When the
hydrogen begins to burn out the star becomes even larger. At this stage, it gives off
a lot of light but not much energy. The star may continue to burn brightly but dies
when it runs out of hydrogen. This is the life cycle of a star.

Template: Chronology

Main Idea

– The life of a star

Body: Chronology

– begins somewhere in space

– Then after a long period of time, as the cloud becomes more dense heat and
friction cause the atoms to explode
– A star is born when the entire cloud ignites.
– This burning hydrogen fuses to form more helium and the star slowly
expands.
– The star will burn for about ten billion years as it radiates heat and energy.
– When the hydrogen begins to burn out the star becomes even larger.
– At this stage it gives off a lot of light but not much energy

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 Conclusion
– The star may continue to burn brightly but dies when it runs out of hydrogen.

Chronological Informative Speech Outline

Topic: The 9/11 Attacks

Type: Speech about events

Specific Purpose: To inform my audience about one of the greatest tragedies in the
21st century.

Thesis Statement: The 9/11 attacks were unforeseen and have changed the world
forever.

1. Introduction

1.1 Attention-getter: One of the most recent tragedies that the world has
seen happened on what was supposed to be a typical day in 2001.
1.2 Thesis statement: The 9/11 attacks were unforeseen and have
changed the world forever.

2. Body

2.1 The attacks were planned by the terrorist organization as an act of

retaliation to the United States of America.
2.1.1 Nineteen militants associated with the Islamist extremist group
known as Al Queda were in involved in the attacks.
2.1.2 The 9/11 attacks were reported to be financed by Osama bin
Laden’s Al Queda terrorist organization as an act of revenge for the
involvement of America in various issues in Israel and the Middle
East.
2.2 The attacks happened on September 9, 2001 in various parts of the
US.
2.2.1 The north tower of the World Trade Center in New York
City was hit first.
2.2.2 Afterwards, the Pentagon in Washington DC was attacked.
2.2.3 And then, another plane hit the south tower of the World Trade
Center.
2.2.4 Lastly, another plane crashed in a rural field in western
Pennsylvania.

2.3 These vicious attacks had profound effects.

2.3 2.3.1 Over 3,000 people were killed in the attacks in New York
Ne and Washington.
2.3.2 This event also plays a huge factor in distorting people’s perception
of Middle Eastern people even during current times.

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 3. Conclusion

3.1 Review of main points: The 9/11 attacks were a planned assault by
militants against the US to exact vengeance against their interference
in international issues.
3.2 Memorable statement: This attack has changed the world in profound
ways that we still experience and has opened many wounds of
conflict. Someday the wounds will heal, but until then, we keep
moving forward.

Spatial Patterns

A spatial pattern of organization arranges information according to how things

fit together in physical space; i.e., where one thing exists in relation to another. This
pattern works well when a writer wishes to create a mental picture of something
which has various parts distinguished by physical location. Topics involving
geography, for example, are often best organized using a spatial pattern.

Below is an example of a speech outline a spatial pattern.

Topic: Speech about a place

Specific Purpose: To inform tourists about the beauty and mysticism of the Mayon
Volcano, while at the same time recognizing the threat that it is very active and can
erupt any time.

Thesis: Mayon Vocano’s beauty and mysticism belies the fact that it is very active
and lies along the Pacific Ring of Fire.

1. Introduction
1.1 Majestic Mayon Volcano rises 2,462 meters above the Gulf of Albay in
Bicol Region with an almost perfect cone. Legend has it that the
volcano was formed from the grave of ill-fated lovers.
1.2 Mayon Vocano’s beauty and mysticism belies the fact that it is very
active and lies along the Pacific Ring of Fire.

2. Body
2.1 Mayon Volcano is the highest point in Albay province in Bicol and can
be viewed from eight municipalities and cities in the region. It is a
perfect stratovolcano that is part of the Pacific Ring of Fire.
2.2 It is very active, having recorded a total of 49 eruptions in the last 400
years. The most violent eruption, which happened in 1814, buried the
town of Cagsawa.
2.3 Despite the dangers posed by Mayon, people still prefer to live in the
surrounding areas.
2.4 Farmers benefit from the bountiful harvest of crops because of the
fertile soil.

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 3. Conclusion
3.1 Mayon Volcano is a beautiful volcano which has a past of dangerous
eruptions.
3.2 It is indeed a wondrous combination of beauty and danger.

Cause-Effect Patterns

This pattern is used to show the different causes and effects of various
conditions. This can be used if you want to show the causal relationship of events or
phenomena.

Single Cause- Multiple Effects Single Effect-Multiple Causes

1. Introduction 1. Introduction
1.1 Attention getter 1.1 Attention getter
1.2 Thesis Statement/ Main Point 1.2 Thesis Statement/ Main
highlighting the cause of an Point highlighting the
event or phenomenon cause of an event or
2. Body phenomenon
2.1 Effect A 2. Body
2.2 Effect B 2.1 Cause A
2.3 Effect C 2.2 Cause B
2.4 Effect D 2.3 Cause C
3. Conclusion 2.4 Cause D
3.1 Summary of the Points 3. Conclusion
3.2 Memorable Statement 3.1 Summary of the Points
3.2 Memorable Statement

Multi Causes- Multiple Effects Domino Effects

1. Introduction 1. Introduction
3.3 Memorable Statement
1.1 Attention getter 1.1 Attention getter
1.2 Thesis Statement/ Main Point 1.2 Thesis Statement/ Main Point
highlighting the cause of an highlighting the cause of an event
event or phenomenon or phenomenon
2. Body 2. Body
2.1 Cause A 2.1 Cause A
2.2 Cause B 2.2 Effect A
2.3 Cause C 2.3 Cause B
2.4 Effect A 2.4 Effect B
2.5 Effect B 2.5 Cause C
2.6 Effect C 2.6 Effect C
3. Conclusion 3. Conclusion
3.1 Summary of the Points 3.1 Summary of the Points
3.2 Memorable Statement 3.2 Memorable Statement

3.3 Memorable Statement

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 Your outline may follow different patterns of organization depending on the
relationship between the causes and effects of the event.

Problem-Solution Patterns
A problem-solution pattern divides information into two main sections, one
that describes a problem and one that describes a solution. This pattern is typically
used in persuasive writing, where the writer's general purpose is to convince the
reader to support a certain course of action. The pattern is designed to compel the
reader to make some kind of change in opinion or behavior by establishing that a
problem exists, then providing a solution. In the problem section, the writer identifies
different aspects of the problem being discussed and offers evidence of these
problems. In the solution section, the writer identifies a potential solution and
supports the effectiveness of this solution over others.

For example, suppose a writer's stated purpose is to persuade his/her readers

to ride bicycles as their primary form of transportation. First the writer will attempt to
establish that common forms of motorized transportation create compelling problems
that require a solution. Then he/she will show how the proposed solution - riding
bikes - provides a beneficial alternative to driving.

Problem-Solution Example

I. Problem: Motorized Transportation

1. Increasing traffic congestion

2. Increasing pollution
3. Increasing "road rage" from traffic-related tress

II. Solution: Riding Bicycles

1. Bike riding reduces the number of motorized vehicles in use

2. Bike riding is not a source of pollution
3. Bike riding has physical and psychological health benefits

Topical Pattern

This can be used if you want to inform your audience about the main features,
descriptions, or categories of your topic. This pattern is the most commonly used
format, and will typically work when the other patterns do not.

Below is an example of an outline following a topical/categorical pattern.

For example, suppose a writer wished to describe various types of wine. One
way to outline this information would be to divide the type of wine by its color, as
shown in example one. A second way would be to divide the types of wine by the
region in which they were made, as shown in example two.

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Topical Pattern Example

I. Red Wines

A. European

1. Bordeaux
2. Burgundy
3. Chianti

B. Californian

1. Cabernet Sauvignon
2. Pinot Noir
3. Zinfandel

II. White Wines

A. European

1. Bordeaux
2. Burgundy
3. Mosel

B. Californian

1. Sauvignon Blanc
2. Chardonnay
3. Riesling

Selecting an Organizational Pattern

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 Each of the preceding organizational patterns is potentially useful for
organizing the main points of your speech. However, not all organizational patterns
work for all speeches. Your challenge is to choose the best pattern for the particular
speech you are giving.

You will want to be aware that it is also possible to combine two or more
organizational patterns to meet the goals of a specific speech. For example, you
might wish to discuss a problem and then compare/contrast several different
possible solutions for the audience. Such a speech would thus be combining
elements of the comparison/contrast and problem-cause-solution patterns. When
considering which organizational pattern to use, you need to keep in mind your
specific purpose as well as your audience and the actual speech material itself to
decide which pattern you think will work best.

The third step in writing an effective speech is duration.

Time is important, and a speaker should always bear that in mind. As such, a
speech must be just long enough to fulfill your speech goals but short enough to hold
your audience attention. For example, the president’s State of the Nation Address
(SONA) lasts between 30 and 90 minutes to allow the head of state time for a
comprehensive delivery of relevant information. A very short SONA might not include
all the details that the citizens might deem important. On the other hand, a very long
SONA might bore the audience.

Another example is a toast speech, which is delivered on important occasions

such as a birthday to honor a celebrant. In such situation, the toast is expected to be
short and sweet, so to speak- not long and winding. In many ways, such is the case
for other speeches like welcome remarks and speaker or guests introductions.

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 In addition, some speeches require speakers to finish within an allotted time.
For instance, speakers in impromptu or extemporaneous speaking contest are given
only a certain number of minutes for their speeches. Thus, the speakers must make
sure that they finish within that time frame or they lose points or ----worse----get
disqualified.

You can find a lot of advice out there on how to prepare a speech, but how
often do most of us do that? More often, you're likely asked to take a few minutes to
address a smaller group--sometimes with little or no warning. The next time that
happens to you, here is the comprehensive guide on how to write and deliver a better
speech or presentation.

10 Ways to Write a Better Speech

1. Learn your time limit and calculate your word count. The average person
speaks at somewhere between 125 and 150 words per minute. It’s almost
always better to speak more slowly than too quickly.
2. Once you have experienced as a speaker, work hard to avoid word-for-
word speeches unless you have a teleprompter. Your delivery will be more
interesting and more natural if you speak from notes or an outline rather than
a script. Memorize an introduction if you like, to help get yourself going but
use just notes for the rest.
3. No matter how long the speech, always divide it into five parts: an
introduction, point 1, point 2, point 3 and a conclusion. Or, in other words, tell
people what you’re going to tell them, tell them what you want to say and then
wrap up by telling them what you just said. This format is adaptable to a
speech of just about any length.
4. Shower your audience with stories rather than drown them in facts. If
you have a story (anecdote or example) to illustrate each of your three points,
so much the better.
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 5. Have a purpose but make it a modest one. Express the single key
message of your speech — the one important thing you want your audience
to be able to remember, for sure — as a single sentence.
6. Understand that repetition is mandatory because speaking is analogue,
not digital. This is why you MUST repeat the points you are trying to make at
least three times: once in the intro, once when you make them and once
again in your conclusion. It may seem overly repetitious to you, but it won’t to
your audience.
7. Don’t waste your opening. Be organized and ready to go as soon as you
take the stage. The best way to begin a speech is with an interesting fact or
an attention-getting story. No exceptions!
8. Write for the ear rather than the eye. Make sure the language you use is
easy to say. Use concrete, everyday words (for example, “use” instead of
“utilize”) and make sure your sentences are short enough that you don’t have
to gasp for breath in the middle of them. Be sure to use contractions, because
that’s how real people speak. And throw in the occasional rhetorical question
(“Why would I say that?”) to engage the audience.
9. Be yourself. Barack Obama and Winston Churchill are/were both excellent
speakers. They’re also totally different. While you can gain pointers from
observing great speakers, you need to be true to yourself. Don’t try to be
someone you’re not.
10. Be brief. If you’re asked to speak for 60 minutes, make it 45 or 50. If the goal
is 20, make it 18. If the target is five, aim for 3.5. In the history of the world, no
one ever complained about a speech that was too short. Your audience will
love you for this.

The next step in writing an effective speech is word choice.

Word choice is more than just about the use—or misuse— of words. It is also
about beautiful language. It is about the use of rich, colorful, precise language that
communicates not just in a functional way, but also in a way that moves and
enlightens the reader. In good descriptive writing, strong word choice clarifies and
expands ideas. In persuasive writing, it moves you to a new vision of things. In
narrative writing, it creates images in your mind that are so real, you feel like you are
part of the story itself.
The words a writer chooses are the building materials from which he or she
constructs any given piece of writing. Strong, carefully chosen words (also known as
diction) ensure that the finished work is cohesive and imparts the meaning or
information the author intended. Weak word choice creates confusion and dooms a
writer's work either to fall short of expectations or fail to make its point entirely.

When you choose words to express your ideas, you have to think not only
about what makes sense and sounds best to you, but what will make sense and
sound best to your readers. Thinking about your audience and their expectations will
help you make decisions about word choice.
Some writers think that academic audiences expect them to “sound smart” by
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using big or technical words. But the most important goal of academic writing is not
to sound smart—it is to communicate an argument or information clearly and
convincingly. It is true that academic writing has a certain style of its own and that
you, as a student, are beginning to learn to read and write in that style. You may find
yourself using words and grammatical constructions that you didn’t use in your high
school writing. The danger is that if you consciously set out to “sound smart” and use
words or structures that are very unfamiliar to you, you may produce sentences that
your readers can’t understand.

Factors That Influence Good Word Choice

Careful word choice is central to top-notch writing.

When selecting words to achieve the maximum desired effect, a writer must
take a number of factors into consideration:

 Meaning: Words can be chosen for either their denotative meaning, which is
the definition you'd find in a dictionary or the connotative meaning, which is
the emotions, circumstances, or descriptive variations the word evokes.
 Specificity: Words that are concrete rather than abstract are more powerful
in certain types of writing, specifically academic works and works of
nonfiction. However, abstract words can be powerful tools when creating
poetry, fiction, or persuasive rhetoric.
 Audience: Whether the writer seeks to engage, amuse, entertain, inform, or
even incite anger, the audience is the person or persons for whom a piece of
work is intended.
 Level of Diction: The level of diction an author chooses directly relates to the
intended audience. Diction is classified into four levels of language:

17
  Formal which denotes serious discourse
 Informal which denotes relaxed but polite conversation
 Colloquial which denotes language in everyday usage
 Slang which denotes new, often highly informal words and phrases that
evolve as a result sociolinguistic constructs such as age, class, wealth status,
ethnicity, nationality, and regional dialects.

 Tone: Tone is an author's attitude toward a topic. When employed effectively,

tone—be it contempt, awe, agreement, or outrage—is a powerful tool that
writers use to achieve a desired goal or purpose.
 Style: Word choice is an essential element in the style of any writer. While his
or her audience may play a role in the stylistic choices a writer makes, style is
the unique voice that sets one writer apart from another.

The Appropriate Words for a Given Audience

To be effective, a writer must choose words based on a number of factors that

relate directly to the audience for whom a piece of work is intended. For example,
the language chosen for a dissertation on advanced algebra would not only contain
jargon specific to that field of study; the writer would also have the expectation that
the intended reader possessed an advanced level of understanding in the given
subject matter that at a minimum equaled, or potentially outpaced his or her own.

On the other hand, an author writing a children's book would choose age-
appropriate words that kids could understand and relate to. Likewise, while a
contemporary playwright is likely to use slang and colloquialism to connect with the
audience, an art historian would likely use more formal language to describe a piece
of work about which he or she is writing, especially if the intended audience is a peer
or academic group.

"Choosing words that are too difficult, too technical, or too easy for your
receiver can be a communication barrier. If words are too difficult or too technical,
the receiver

18
 may not understand them; if words are too simple, the reader could become bored or
be insulted. In either case, the message falls short of meeting its goals. Word choice
is also a consideration when communicating with receivers for whom English is not
the primary language [who] may not be familiar with colloquial English."

6 Ways to Improve the Use of Effective Word Choice in Writing

Here are 6 ways you can help elevate your words through diction in writing.

1. Watch Out for Words that Sound the Same

Homonyms are words that sound the same but have very different meanings.
Some examples include:

 their/there/they’re
 bare/bear
 allowed/aloud
 bald/bawled
 pore/pour/poor
 to/too/two
 idle/idol
As you watch out for homonyms, be careful. The word is technically
spelled correctly, so spell check won’t discover the mistake. However, the change
could impact the reader’s understanding of your work or leave them wondering if you
know the difference between these words.

2. Aim for Active Voice over Passive Voice

Part of choosing the right words comes down to the sentence structure. The
way you format a sentence can determine whether your writing has an active or
passive voice. You want to aim for active voice, which strengthens your writing.
To determine whether your sentence is active or passive, ask yourself if the
subject of the sentence is doing the action or being acted upon. Active voice has the
subject doing the action. Check out this example:

Passive Voice: The African savannah is where lions live.

Active Voice: Lions live in the African savannah.

Do you notice how rearranging the sentence can impact the sentence? Which
sentence do you think would be more effective? Although passive voice is effective
sometimes, active voice helps the reader understand the sentence more clearly.

19
3. Be Wary of Synonyms

Before you use Word to find and replace your words with synonyms, make
sure that you know what that word means in the context of your sentence.

4. Clarify Pronouns

When using pronouns, ask yourself if the reader will be able to understand
who it refers to in the sentence. If it’s difficult to decipher, you may need to rework
the sentence.

5. Limit Overly Technical Terms

There are times when it’s important to use technical terms. And then there are
times when the technical terms just make it difficult for the reader to understand what
you’re saying. Think about who your audience is and their level of understanding of
the topic. Do you expect your audience to know technical jargon? If not, it’s probably
a good idea to simplify your writing with words that your reader will be sure to
understand.

6. Reduce the Use of Fluff

Effective word choice in writing means really thinking about each word that
you use. It involves cutting out fluff and only using words that add to the meaning of
your writing. Less is best. Otherwise, the fluff can start to detract from the meaning
and quality of your work.

Effective word choice in writing isn’t easy to achieve. It takes practice and
thought. As you write your next essay, slow down and think about the words that
you’re selecting. Make sure that they help elevate your work and strengthen your
writing.

The final step in writing an effective speech is grammatical correctness.

20
 Grammar lays the groundwork for effective communication. Just as an
improperly configured telephone wire can cause static during a phone conversation,
improper grammar can likewise affect the meaning and clarity of an intended
message.

Grammar is not just about avoiding mistakes. Understanding how grammar

works is fundamental for all writers. While it can be argued that good grammar
knowledge will not necessarily make you a better writer, it is recognized that it will
help make you a more effective writer. Good grammar knowledge enables you as a
writer to understand what makes a piece of writing successful, so that it will capture
both the interest and understanding of the reader. It helps you to know how to craft
words into coherent sentences, and how to form those sentences into paragraphs
that successfully convey your meaning.

Here are 15 Common Grammar Mistakes that can kill your

Credibility as a Writer:

1. Subject-Verb Agreement Errors

The subject and verb of a sentence must agree with one another in number,
whether they are singular or plural. If the subject of the sentence is singular, its
verb must also be singular; and if the subject is plural, the verb must also be plural.

Example 1:
Incorrect: An important part of my life have been the people who stood by me.
Subject: part- singular
Verb: have- plural
Correct: An important part of my life has been the people who stood by me.
Subject: part- singular
Verb: has- singular
Example 2:
Incorrect: The two best things about the party was the food and the music.

21
Subject: things- plural
Verb: was- singular
Correct: The two best things about the party were the food and the music.
Subject: things- plural
Verb: were- plural

2. Sentence Fragments
Sentence fragments are incomplete sentences that don’t have one
independent clause. A fragment may lack a subject, a complete verb, or both.
Sometimes fragments depend on the proceeding sentence to give it meaning.

Example 1:
Incorrect: He gave his mother an extravagant gift after the argument. In spite of
everything.
Correct: In spite of everything, he gave his mother an extravagant gift after the
argument.

Example 2:
Incorrect: The boys snuck home late that night. Then waited for the consequences.
Correct: The boys snuck home late that night, then waited for the consequences.

3. Missing Comma after Introductory Element

A comma should be used after an introductory word, phrase, or clause. Using
a comma gives the reader a slight pause after an introductory element and often can
help avoid confusion.

Example 1:
Incorrect: In case you haven’t noticed my real name doesn’t appear in the article.
Correct: In case you haven’t noticed, my real name doesn’t appear in the article.

Example 2:
Incorrect: Before she had time to think about it Sharon jumped into the icy pool.
Correct: Before she had time to think about it, Sharon jumped into the icy pool.

1. Misusing the Apostrophe with “Its”

You use an apostrophe with it’s only when the word means it is or it
has. Without the apostrophe, it means belonging to it.

Example 1:
Incorrect: I don’t believe its finally Friday.
Correct: I don’t believe it’s (it is) finally Friday.

22
Example 2:
Incorrect: The cat was licking it’s tail.
Correct: The cat was licking its tail.

5. No Comma in a Compound Sentence

A comma separates two or more independent clauses in a compound
sentence separated by a conjunction. The comma goes after the first clause and
before the coordinating conjunction that separates the clauses.

Example 1:
Incorrect: The man jumped into a black sedan and he drove away before being
noticed.
Correct: The man jumped into a black sedan, and he drove away before being
noticed.

Example 2:
Incorrect: She was beautiful and she was happy and she was full of life.
Correct: She was beautiful, and she was happy, and she was full of life.

6. Misplaced or Dangling Modifier

A misplaced modifier is a word, phrase, or clause that is separated improperly
from the word it modifies or describes. Sentences with this error can sound awkward,
ridiculous, or confusing. A dangling modifier is a word or phrase that modifies a word
not clearly stated in the sentence.

Example 1:
Incorrect: While walking on the sidewalk, Mary found a sparkly girl’s bracelet.
Correct: While walking on the sidewalk, Mary found a girl’s sparkly bracelet.

Example 2:
Incorrect: After finally setting off on the trail, the morning felt more exciting.
Correct: After finally setting off on the trail, he felt the morning was more exciting.

7. Vague Pronoun Reference

A pronoun can replace a noun, and its antecedent should be the person,
place, or thing to which the pronoun refers. A vague pronoun reference (including
words such as it, that, this, and which) can leave the reader confused about what or
to whom the pronoun refers.

23
Example 1:
Incorrect: When Jonathan finally found his dog, he was so happy. (The dog or
Jonathan?)
Correct: Jonathan was so happy when he finally found his dog.

Example 2:
Incorrect: Don felt a lot of anger and bitterness as a result of Marie’s decision. This
is what ended everything. (What ended everything? Don’s anger and
bitterness or Marie’s decision?)
Correct: Don felt a lot of anger and bitterness as a result of Marie’s decision. Her
choice ended everything.

8. Wrong Word Usage

There are a variety of words and phrases that are commonly confused and
misused in sentences. Misusing these words can change the meaning of the
sentence or simply reflect carelessness on the writer’s part. There are hundreds of
these commonly confused words, so when in doubt, always check the definition and
correct spelling of the word.

Example 1:
Incorrect: She excepted his offer to drive her home.
Correct: She accepted his offer to drive her home.

Example 2:
Incorrect: It was a breathe of fresh air to meet someone so genuine.
Correct: It was a breath of fresh air to meet someone so genuine.

9. Run-On Sentence
A run-on sentence occurs when you connect two main clauses with
no punctuation.

24
Example 1:
Incorrect: She tried to sneak out of the house her mother saw her leaving.
Correct: She tried to sneak out of the house, but her mother saw her leaving.

Example 2:
Incorrect: He ran through the field as fast as he could all the while rain was soaking
him to the bone.
Correct: He ran through the field as fast as he could. All the while rain was soaking
him to the bone.

10. Superfluous Commas

It’s a typical writing mistake to throw commas around liberally when they
aren’t necessary. There are dozens of examples of this error, but here are a few
common mistakes.

Example 1:
Incorrect: The woman never went into the city, because she didn’t feel comfortable
driving in traffic.
Correct: The woman never went into the city because she didn’t feel comfortable
driving in traffic.

Example 2:
Incorrect: He wants to get a degree in engineering, or medicine.
Correct: He wants to get a degree in engineering or medicine.

Example 3:
Incorrect: Sam knew immediately, what was going to happen next.
Correct: Same knew immediately what was going to happen next.

Example 4:
Incorrect: Old cars, that have been left in a junkyard, are an eyesore.
Correct: Old cars that have been left in a junkyard are an eyesore.

Example 5:
Incorrect: The bouquet of flowers on the table, belongs to Mary.
Correct: The bouquet of flowers on the table belongs to Mary.

11. Lack of Parallel Structure

Faulty parallelism occurs when two or more parts of a sentence are similar in
meaning but not parallel (or grammatically similar) in form. It often occurs with paired
constructions and items in a series.

25
Example 1:
Incorrect: He wanted to learn more about careers in programming, engineering,
biochemist, and research scientist.
Correct: He wanted to learn more about careers in programming, engineering,
biochemistry, and research science.

Example 2:
Incorrect: The key directives of his boss were clear:
 Meet monthly sales quotas.
 Aggressive marketing techniques.
 Reporting in every day.

Correct: The key directives of his boss were clear:

 Meet monthly sales goals.
 Practice aggressive marketing techniques.
 Report in every day.

12. Sentence Sprawl

A sentence can become a burden to read when there are too many equally
weighted phrases.

Example 1:
Incorrect: Jason was planning to attend his friend’s wedding on June 30, but at the
last minute he found out he had jury duty, so he couldn’t attend the
wedding, and he felt really guilty about it.
Correct: Unexpectedly Jason was called for jury duty and couldn’t attend his friend’s
June 30 wedding. He felt guilty about missing it.

13. Comma Splice

A comma splice occurs when two separate sentences are joined with a
comma rather than a period or semicolon. Writers often create comma splices when
using transitional words, such as however, therefore, moreover, nevertheless, or
furthermore.

Example 1:
Incorrect: My intention was to take her out to dinner, however I decided not to invite
her after all.
Correct: My intention was to take her out to dinner; however, I decided not to invite
her after all.

26
Example 2:
Incorrect: My sisters and I love to go shopping, we then have lunch together when we’re
done.
Correct: My sisters and I love to go shopping. We then have lunch together when we’re
done.

14. Colon Mistakes

A colon is used after a complete sentence to introduce a word, phrase,
clause, list, or quotation. The colon signals that what follows proves or explains the
sentence preceding the colon.

Example 1:
Incorrect: People move to Florida for: the warmer weather, the beach, and the
theme parks.
Correct: People move to Florida for three reasons: the warmer weather, the beach,
and the theme parks.

15. Split Infinitives

An infinitive is the word “to” with a verb. A split infinitive separates the
word “to” and the verb with another word (often an adverb). There are no grammar
rules that prohibit split infinitives, but many experts disapprove of them. If the
sentence sounds awkward by correcting the split, our rule of thumb is to go with what
makes the most sense in the context of your writing and for the ease of reading. (For
example, “To boldly go where no man has gone before” would sound awkward and
less powerful as, “To go boldly where no man has gone before.”)

Example 1:
Incorrect: She tried to quickly finish the book before she had to leave.
Correct: She tried to finish the book quickly before she had to leave.

Example 2:
Incorrect: He wanted to gradually improve his strength by increasing the weight.
Correct: He wanted to improve his strength gradually by increasing the weight.

After you have profiled your audience and done research on the topic, making
an outline will help you organize your speech. Keep in mind that your speech has to
have a good introduction that will catch and hold your audience’s attention. Your
word choice and type of language will then be of outmost importance as your
listeners’ ability to completely understand your message is directly intertwined with
the words you will use and the language you will employ. Lastly, make it a point to rid
your speech of grammatical errors that will not only compromise your own credibility
but also make it difficult for your audience to understand your message.

27
 What’s More

A. Directions: In the following pairs of sentences, one sentence is correct, and the
other sentence contains a vague or ambiguous pronoun reference.
Write the letter of the correct sentence. Write your answers on your
notebook.

1. A_____ When Pearl Buck was forty, her novel The Good Earth won the Pulitzer
Prize.

B_____ When she was forty, Pearl Buck’s novel The Good Earth won the Pulitzer
Prize.

2. A_____ Bill bought a Norwegian canoe because he had heard that they make the
best canoes.

B_____ Bill bought a Norwegian canoe because he had heard that Norwegians
make the best canoes.

3. A_____ Jennifer’s sister wondered if she were tall enough to be a model.

B_____ Jennifer’s sister wondered if Jennifer were tall enough to be a model.

4. A_____ Dipping the spoon into the pot of simmering soup, Jean felt the spoon slip
out of her hand.

B_____ Dipping the spoon into the pot of simmering soup, Jean felt it slip out of
her hand.

B. Directions: Below is a graduation speech. Some of the sentences are correct.

Others contain problems in subject-verb agreement, punctuation, word usage,
and sentence structure. Rewrite or rephrase each underlined sentence to
achieve a correct and effective expression. Write your answers in your
notebook.

Good morning family, friends, faculty, and fellow graduates.

Well, we did it. We all accomplished one of the major early

milestone of our lives; high school graduation. These is a major step in
the journey of our lives, one that should be recognize for it’s immense
significance. It is an act not only of personnel commitment, but also one
of pride. We all worked hard to get to this day, and our work did not go
too waste. A high
28
school diploma is a wonderful tool in this world, one that open many doors of
opportunity for anyone who are lucky enough to have one.

But graduation is not an end goal in itself; it is instead a part of the larger
journey of life. Wherever your future take you, let it take you somewhere. Life is a
journey, and all accomplishments we achieve during its course should be taken as
starting points for further achievements. Our graduation should serve as such a
launching point, project us to wherever our futures are meant to take us, whether we
land ourselves a carrier, take up a trade, or continue our education at college or
Vocational/Technical School.

But before we can begin to reached for the stars, there is one more personal
milestone that we all need to reach. Most people who graduate from high school
experienced only one graduation—that from high school. But we all have one more
shortly ahead of us. We’ve already shown our commitment to personal grow through
making it to this ceremony today, but soon, all of us will experience another
ceremony when we graduate from our programs. Life is a journey— As I said before,
we don’t stop growing once we get our diplomas. Life is about growing, and be in our
programs gives each of us new opportunities to continue growing and to learn new
skills that we will carry with us for the rest of our lives.

C. Directions: State your answer in complete sentences.

1. Why do people conduct audience analysis?
2. What features of an audience analysis do you think are the most important?
3. Differentiate among the common speech organizational patterns:
categorical/topical, spatial, chronological, causal, and problem-solution.
4. As a speaker, how do you choose the best organizational pattern or
combination of patterns for a specific speech?
5. Why is it important to consider duration in speech?
6. How do strong words and weak words contribute to any piece of writing?
7. How can your choice of words affect communication?

What I Have Learned

I have learned that:

 audience analysis involves identifying the audience and adapting a speech to

their interests, level of understanding, attitudes, and beliefs.
 understanding who makes up your target audience will allow you to carefully
plan your message and adapt what you say to the level of understanding and
background of the listeners.

29
  effective communication begins with a clearly organized set of ideas following
a logical, consistent pattern.
 the most commonly used patterns of organization are: chronological outline,
spatial outline, cause and effect, problem-solution, and topical outline.
 a speech must be just long enough to fulfill your speech goals but short
enough to hold your audience attention.
 it is important to express the single key message of your speech if you want
your audience to be able to remember.
 word choice are words writers a writer chooses to serve as building materials
from which he/she constructs any given piece of writing.
 strong, carefully chosen words (also known as diction) ensure that the
finished
 work is cohesive and imparts the meaning or information the author intended.
 weak word choice creates confusion and dooms a writer's work either to fall
short of expectations or fail to make its point entirely.
 good grammar knowledge enables you as a writer to understand what makes
a piece of writing successful. It helps you to know how to craft words into
coherent sentences, and how to form those sentences into paragraphs that
successfully convey your meaning.
 improper grammar can likewise affect the meaning and clarity of an
intended message.

What I Can Do

A. Directions: You are the master of ceremonies at a send-off party for your boss
who has reached retirement age. You were chosen because of your
wit and sense of humor and your proficiency in the English language.

To start your speech, you need an opening spiel welcoming everyone to the
event. Then you are to introduce your boss. You must choose your words carefully
and make sure that your speech is neither too long nor too short. Observe writing
conventions. You will be graded based on the following rubric.

Features 20 16 12 8

Expert Accomplished Capable Beginner

Quality of Piece was Piece was written Piece had little Piece had no style
Writing written in an in an interesting style or voice or voice
extraordinary style and voice
style and voice Poorly

30
 Well-organized Somewhat organized Very poorly
organized organized
Grammar, Virtually no Few spelling and A number of So many spelling,
Usage & spelling, punctuation errors, spelling, punctuation and
Mechanics punctuation or minor grammatical punctuation or grammatical
grammatical errors grammatical errors that it
errors errors interferes with the
meaning

Assessment

Directions: Prepare a two-three minute speech in which the specific aim is to give
your audience interesting information about modular distance learning.

Evaluate your speech by using the following rubric as your guide.

Category Scoring Criteria VGE GE SE LE N

(5) (4) (3) (2) (1)

Organization Ideas are arranged logically.

Appropriate organizational
pattern is observed.
Transitions are smooth.

Content Content is relevant and well-

developed.
Purpose is well-defined.

Main points are stated clearly.

Arguments are sound and

supported with valid and
credible sources.

The speech is neither too long

nor too short to capture
listener’s attention.

Word Choice The speech uses interesting

words to convince the readers
The speech is written with a

31
 clear defined audience in mind.
Construction of The speech is consistent in verb
Language. tense.
The speech writer demonstrates
a good grasp of standard writing
conventions
Total
Grand Total /60

35
References

”Choice of Words”. Accessed on July 24, 2020,

https//www.toppr.com/guides/business-communication-and-ethics/essential-
of-good-english/choice-of-words/.
“Examples of Subject-verb Agreement. Accessed July 24, 2020,
https://examples.yourdictionary.com/examples-of-subject-verbagreement.html.

“15 Common Grammar Mistakes to Avoid”. Accessed July 23, 2020,

https://authority.pub/common-grammar-mistakes/

Goodwin, Jamie. 6 Ways to Improve the Use of Effective Word Choice in Writing.
Accessed June 15, 2020, https://magoosh.com/pro-writing/effective-word-
choice-in-writing/.

“The Importance of Audience Analysis”. Accessed June 6, 2020.

https://courses.lumenlearning.com/boundless-communications/chapter/the-
importance-of-audience-analysis/.

“Patterns of Organization”. Accessed June 18, 2020,

http://faculty.washington.edu/ezent/impo.htm.

Ullman-Shade, Catherine. “Audience Analysis”. Accessed June 4, 2020,

http://www.redesignu.org/design-lab/learning-activities/audience-analysis.
“Using Common Organizing Patterns”. Accessed June 25, 2020,
https://2012books.lardbucket.org/books/public-speaking-practice-and-
ethics/s13-02-using-common-organizing-patter.html.

“Your complete guide to writing a better speech” Accessed on July 20, 2020.
https://www.publicationcoach.com/ten-ways-to-write-a-better-speech/.
Santos- Syjueco, Marilou. Oral Communication in Context. Makati City: DIWA
LEARNING SYSTEMS INC., 2016.

“Word Choice”. Accessed July 27, 2020,

https://writingcenter.unc.edu/tips-and-tools/word-choice/.

“Word Choice in English Composition and Literature”. Accessed June 15. 2020,
https://www.thoughtco.com/word-choice-composition-1692500.