Ultra Handout - 3 Flashcards

You may prefer our related Brainscape-certified flashcards:
1
Q

A speech with dramatic emphasis and gestures; intended to evoke emotion in the listener

A

Declamation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

A formal speech given on a specific topic; to persuade or inform the audience

A

Oration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

unrehearsed and are delivered on the spot; not memorized

A

Impromptu

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Delivered with prepared notes and can have preparation time from a few minutes to half-an-hour; not memorized

A

Extemporaneous

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Oral reading activity with speakers presenting literature in a dramatic form

A

Readers Theater/Reading Concert

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Theater approach to performing narrative literature done by one or multiple actors

A

Chamber Theater

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Ensemble reading technique where a group of readers recite as one in coordinated voices and related interpretation

A

Speech Choir

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q
  • Declamation
  • Oration
  • Impromptu
  • Extemporaneous
A

Oral Interpretation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q
  • Readers Theater/Reading Concert
  • Chamber Theater
  • Speech Choir
A

Group Interpretation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Levels of Communication

A
  • Interpersonal Communication
  • Intrapersonal Communication
  • Group Communication
  • Mass Communication
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

self-talk

A

Intrapersonal Communication

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Our everyday exchanges (both formal and informal); feedback is immediate

A

Interpersonal Communication

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

More than 2 individuals (small number of people) are involved

A

Group Communication

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Communication takes place simultaneously with the help of an electronic device — mass media: print, radio, television, the Internet, etc.

A

Mass Communication

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Happens when we speak with to others (f to f or virtual)

A

Verbal Communication

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Involves movements

A

Non-verbal Communication

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

A powerful way of communicating (Twitter, Facebook, etc.)

A

Written Communication

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Images and Videos

A

Visual Communication

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What are the types of communication?

A
  • Verbal
  • Non-Verbal
  • Written
  • Visual
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Dreaming of instrospecting

A

Intrapersonal Communication

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

It is your opinion of yourself and your worth and more on how you feel about yourself as a person.

A

Self-confidence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

It is your view on your abilities to accomplish something

A

Self-esteem

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

It is self-confidence in a specific situation. This is the expectation that you will be competent and successful in a particular task.

A

Self-efficacy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Intends to educate the audience on a particular subject. It gives information to others to enhance understanding or knowledge of the concepts and ideas presented.

A

Informative Speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Makes a topic or a subject clear through concrete illustrations and examples

A

Explanatory Speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Creates vivid pictures in the audience’s mind regarding a person, an object, an event, a place or an animal

A

Descriptive Speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Can be done through giving and explaining the synonyms and antonyms, functions, examples, and etymology

A

Definition Speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Explains or illustrates how something is done

A

Demonstration Speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

What are the types of informative speech?

A
  • explanatory
  • descriptive
  • definition
  • demonstration
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Types of Persuasive Speech

A
  • Factual Persuasive Speech
  • Value Persuasive Speech
  • Policy Persuasive Speech
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Seeks to change or reinforce listeners’ attitudes, beliefs, values, or behavior.

ex. Ads on TV, radio, and the internet.

A

Persuasive Speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Attempts to persuade the audience to believe whether something happened is true or false and is backed with strong evidence

A

Factual Persuasive Speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Tells whether something is right or wrong, beautiful or ugly, moral or immoral, good or bad

A

Value Persuasive Speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Used to convince the audience to either accept or reject a certain policy, candidate or rule

A

Policy Persuasive Speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Designed to captivate an audience’s attention and amuse or regale them while delivering a message

A

Entertainment Speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

A speech given on different occasions, occasions that bring people together to celebrate, thank, or praise someone, or to mourn

A

Ceremonial/Epideictic Speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

The circumstances surrounding or the occasion for a speech

A

Kairos (Greek)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Types of Ceremonial Speech

A
  • introduction
  • nomination
  • toast
  • keynote address
  • award presentation
  • acceptance
  • eulogy
  • commencement address
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

A person/speaker provides information to the audience about the main speaker

A

Introduction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

It officially names someone as a candidate for an office or position

A

Nomination

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

A short message of congratulations, appreciation, and remembrance that is usually followed by a round drinks — raising or clinking together of goblets or glasses

A

Toast

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Usually presented at or near the beginning of a meeting or conference

Emphasizes the significance of the topic — purpose of the meeting — motivates the audience to work harder

A

Keynote Address

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

The audience came to see and listen to the winter of the award, not the presenter

A

Award Presentation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

Given to express gratitude

A

Acceptance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

A speech given at a memorial service to pay tribute to the deceased

A

Eulogy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

A speech delivered at a graduation or commencement ceremony of an educational institution

A

Commencement Address

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

A method of delivering a speech from a text written word-for-word

A

Manuscript speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

A speech that is committed to memory

A

Memorized Speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

A speech that is delivered without notes or a plan, and without any formal preparation

A

Impromptu Speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

The speech is delivered by speaking from a written or memorized general outline as a guide

A

Extemporaneous Speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

Methods of Speech Delivery

A
  • Manuscript
  • Memorized
  • Impromptu
  • Extemporaneous
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

Elements of Stage Arts

A
  • Script/Text, Scenario, Plan
  • The Process
  • The Product
  • The Audience
  • Playwright
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

The domain of the playwright in the theater — what the director uses as a blue print to build a production

A

Script, scenario or plan

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

The playwright’s work is brought to realization by the director, actors, designers, etc. that come together on the script, scenario, or plan

A

The Process

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

The end result (final product) of the process of work involved; what the audience will witness as they sit in the theatre and view the work

A

The Product

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

Can change a performance, inspire actors, and create expectation

A

The Audience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

The initial creator of the script, scenario, or plan

A

Playwright

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

Is present at all performances; communicates remotely with technical crew — calls all cue for lighting, sound effects

Coordinate the run crew for any scene changes

A

Stage Manager

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

Responsible for making sure that all the technical aspects of a show are carried out in a timely fashion

A

Technical Director

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

Takes a concept drawing or description from the Stage Director and produces a detailed design — close collaboration with the Lighting Designer and Master carpenter

A

Set Designer (scenic artist, set painter, assistant set designer)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

Turns a completed set design into the actual set pieces needed for a show

A

Master Carpenter (set crew)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

responsible for coordinating the deployment of lighting instruments at put-in as well, along with the Master Electrician

A

Lighting Designer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

Responsible for controlling the lights during the show

Takes cues from the stage manager to change the lighting at the right times during performances

A

Light Board Operator

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q

finds, makes, and/coordinates costumes for the cast

A

Costume Designer (master stitcher, tailor, seamstress, costume crew)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
65
Q

Responsible for ensuring that we have the proper makeup for the cast

A

Makeup Artist

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
66
Q

Responsible for designing dances that may be needed and teaching them to the cast

A

Choreographer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
67
Q

Responsible for locating anything (weapons, bottles, luggage, wands, teapots, etc) — carried by the actors on stage

A

Props Manager

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
68
Q

Performs set changes and other miscellaneous tasks necessary during the show

A

Run Crew

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
69
Q

The ability of a room to direct or absorb sound waves based on its size , shape, and materials used.

A

Acoustics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
70
Q

The part of the stage that stretches beyond the proscenium arch toward the auditorium

A

Apron

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
71
Q

Also known as “in the round” (the playing space is surrounded with seating on four sides)

A

Arena Stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
72
Q

Pipe that stretches across the stage

A

Batten

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
73
Q

The performance space in which the seating and playing space are reconfigurable

A

Black Box

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
74
Q

replacement for the unlucky, “good luck”

A

Break a Leg

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
75
Q

A vertical wall of a set

A

Flat

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
76
Q

Typically with a bare light bulb, a lamp center stage once the theatre “goes dark” every night — for practical reasons, to prevent someone from walking into a dark theatre and tripping

A

Ghost Light

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
77
Q

A sunken area at the front stage where the orchestra performs during the show

A

Orchestra Pit

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
78
Q

An imaginary line that runs across the stage along the upstage side of the proscenium arch, often made of plaster

A

Plaster Line

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
79
Q

A horizontal surface on a set or portable staging unit

A

Platform

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
80
Q

The arch, or frame around the stage, a portal between backstage and the apron

A

Proscenium

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
81
Q

Toward the audience

A

Downstage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
82
Q

Away from the audience

A

Upstage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
83
Q

The ACTORS left facing the audience

A

Stage Left

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
84
Q

The ACTORS right facing the audience

A

Stage Right

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
85
Q

The AUDIENCE left facing the stage

A

House Left

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
86
Q

The AUDIENCE right facing the stage

A

House Right

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
87
Q

Toward the centerline of the stage

A

Onstage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
88
Q

Away from the centerline of the stage

A

Offstage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
89
Q

Retractable, nesting, seating risers for flexible spaces

A

Telescopic Seating

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
90
Q

Playing space surrounded by audience seating on 3 sides

A

Thrust Stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
91
Q

Playing space surrounded by audience seating on 2 sides

A

Traverse/Ally Stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
92
Q

An ally used as an entrance or exit, behind or alongside seating in the auditorium

A

Vomitorium

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
93
Q

Have an architectural frame, known as the proscenium arch, although not always arched in shape

A

Proscenium Stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
94
Q

The auditorium with the audience sitting on 3 sides — not always square but may be semi-circular or half a polygon with any number of sides

Used to increase intimacy between actors and the audience

A

Thrust Stages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
95
Q

Have a central performance area enclosed by the audience on all sides — arrangement is rarely round, more usually the seating is in a square or polygonal formation

A

Theatres in the Round

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
96
Q

Are large scale auditoria and have a central stage area with audiences on all sides, similar to theatres in-the-round

— usually rectangular (more like a sports arena) with tiered seating

A

Arena Theatres

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
97
Q

Are flexible performance spaces which when stripped to their basics are a single room painted black, the floor of the stage at the same level as the first audience row

A

Black-box or Studio Theatres

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
98
Q

Usually consist of a raised rectangular platform at the end of a room

A

Platform stages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
99
Q

Are similar to circuses and have a central circular arena surrounded by concentric tiered seating

A

Hippodromes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
100
Q

Usually performed in a non-traditional theatre space such as a pub, home or warehouse

A

Site-specific Theatre

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
101
Q

Depends on emotional appeal

A

Persuasive Writing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
102
Q

A subjective response to personal experience

A

Expressive Writing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
103
Q

Conveys specific information about a special subject to a specific audience

A

Technical Writing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
104
Q

Exposes a topic analytically or objectively such as news reports

A

Expository Writing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
105
Q

Content: factual, straight-forward
Audience: specific
Purpose: inform, instruct, persuade
Style: formal, standard, academic
Tone: objective
Vocabulary: specialized
Organization: sequential

EXPECTS A RESPONSE OR ACTION FROM THE READER

A

Technical Writing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
106
Q

Content: imaginative, metaphoric, or symbolic
Audience: general
Purpose: entertain, provoke, captivate
Style: informal, artistic, figurative
Tone: subjective
Vocabulary: general, evocative
Organization: arbitrary, artistic

DOES NOT NECESSARILY EXPECT A RESPONSE OR ACTION FROM THE READER

A

Creative Writing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
107
Q

Properties of Technical Writing

A

-subject matter
-audience
- expression
-style
-arrangement of materials

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
108
Q

What will I write about?

A

Subject Matter

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
109
Q

Who am I writing for? Or who are my intended readers?

A

Audience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
110
Q

Refers to two basic modes in which a technical report has to be delivered — writing it or reading it

A

Expression

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
111
Q

How the material is written

A

Style

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
112
Q

How ideas should be organized in chronological, spatial, or logical order, from general to specific or specific to general

A

Arrangement of Materials

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
113
Q

Five important principles in Good Technical Writing

A
  1. Always have in mind A SPECIFIC READER
  2. EXACT PURPOSE
  3. Use language that is SIMPLE, CONCRETE, and FAMILIAR
  4. Check your writing according to this principle: “First you tell the reader what you’re going to tell him, then you tell him what you’ve told him.”
  5. Attractive report
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
114
Q

Products of Technical Writing

A
  • Business Letter
  • Contract
  • Monograph
  • Printed Action Memo
  • Graphic Aids
  • Instructional Manuals
  • Brochures
  • Proposals
  • Memoranda
115
Q

Written for the purpose of applying for a job, making requests, seeking appointments, etc.

A

Business Letter

116
Q

A written agreement between two people under mutually agreed terms

A

Contract

117
Q

A detailed essay or book on a very specific topic of interest on their specific fields — written by professionals Or academicians

A

Monograph

118
Q

A ready-format memorandum that only requires a checkmark on the appropriate box that contains the message — useful for busy people

A

Printed Action Memo

119
Q

Drawings, sketches, and illustrations that aid the readers in understanding the presented data

A

Graphic Aids

120
Q

Written to guide the readers on how to assemble, maintain, and operate an apparatus, machine, or gadget

A

Instructional Manuals

121
Q

Pamphlets or flyers that endorse a product

A

Brochures

122
Q

Written suggestions on how to make the company or organization more productive and successful

A

Proposals

123
Q

Are inter-office written communication used to disseminate information

A

Memoranda

124
Q

Do’s of Technical Communication

A
  • abide relevant laws
  • abide professional code of conduct
  • tell the truth
  • be clear
  • avoid discriminatory language
  • acknowledge assistance from others
125
Q

Don’ts of Technical Communication

A
  • False Implications
  • Exaggerations
  • Euphemisms
  • Misleading your readers
126
Q

Assuming the outcome of a project or making sweeping generalizations

A

False Implications

127
Q

Expressing situations in extreme proportions

A

Exaggerations

128
Q

Writing about the situation in seemingly good conditions even though they are not

A

Euphemisms

129
Q

Dividing something into groups, classes, categories, etc.

— look for relationships among them and to organize them into groups (similarities or differences)

A

Classification

130
Q

2 methods of defining terms:

A

Simple and Extended Definition

131
Q

Could be formulated by bearing in mind its 3 parts: species, genus, and differentia

A

Simple Definition

132
Q

The term to be defined may be introduced by a determiner

A

Species

133
Q

The class/category where the term belongs is always connected to the species by a linking verb

A

Genus

134
Q

Written to give the characteristics of the term make it different from other terms belonging to the same genus

A

Differentia

135
Q

Example of simple definition:

A

(Species:) Language (Genus:) is a form (differentia:) of communication.

136
Q

Done by stipulation, operation, explication, cause and effect, classification, example and other rhetorical functions.

A

Expanded/extended Definition

137
Q
  • explains how something works, how something is done, or how something is made — sequence, instructions, and procedure
  • use the present passive tense: is, are + v + ed. (ex. Is controlled)
  • use sequence markers (first, second, etc.)
A

Description of a Process

138
Q

An explanation of a system or parts of an apparatus

  • what is it (machines device, apparatus?)
  • what is its function? etc.
A

Description of Mechanism

139
Q

Expository Techniques

A
  • classification
  • definition
  • description of a process
  • description of a mechanism
140
Q

Pointers when defining terms

A
  • never give definitions of a term that include any of its derivatives
  • do not use “is where” or is when to define a term
  • use the simple present tense (active and passive voice)
  • use relative clauses to give additional information
141
Q

Nature: fully personal

Purpose: exchanging personal or
family related affairs and information

Scope: Limited and contains only personal information

Structure: Does not follow any recognized structure

Formality: informal

A

Personal Letters

142
Q

Size: may be concise or large in size

Types: cannot be categorized

Salutation: Dear Friends, my dear x, dear x, etc.

Language: may be easy, poetic, emotional

Copy: may or may not be preserved

Method: Uses only direct method

A

Personal Letters

143
Q

Nature: Impersonal and universal

Purpose: exchanging various business related issues and information

Scope: wide and contains various types of business information

Structure: follows officially organized structure

Formality: maintains formal rules and procedure

A

Business Letters

144
Q

Size: concise and avoids irrelevant matter

Types: can be categorized differently

Salutation: Sir, Dear Sir, Dear Mr. X etc

Language: should be easy and simple

Copy: should always be preserved

Method: uses direct and persuasive method

A

Business Letters

145
Q

Optional Parts of a Business Letter

A
  • attention line
  • subject line
  • identification initials or reference initials
  • enclosed or enclosed reference or enclose notation
  • copy notation
  • mailing notation
146
Q

Used when the letter urgently needs to be received by the best person who can handle it

A

Attention line

147
Q

used in short reports to let the reader know the content of the letter immediately

A

Subject Line

148
Q

This includes the initials of the secretary or typist who took the dictation in lower case and initials of the one who dictated or dictator in upper case placed at the lower left hand corner of the letter two spaces below the last line of the signature part

A

Identification Initials or Reference Initials

149
Q

Composed of the attached materials on the letter

A

Enclosed or enclosed reference or enclosure notation

150
Q

Consists the names or department of other people who also received the letter

A

Copy Notation

151
Q

This notation is indicated on the original copy and all the duplicate copies

ex. cc: Mr. John Paolo Sarce
cc: Human Resource Department

A

Carbon Copy Notation (cc)

152
Q

This is a notation not indicated on the original copy but indicated on all duplicate copies

ex. bcc: Miss Sarah Mae Amata

A

Blind Carbon Copy Notation (bcc)

153
Q

The special postal services such as air mail, special delivery, or registered mail

A

Mailing Notation

154
Q

includes the company name, company mailing address, and company contact numbers; —contain the company logo or symbol of the organization

A

Letterhead

155
Q

Contains the month, day, and year when the business letter was written

A

Dateline

156
Q

Consists of 3-5 lines

  • 1st line: complete name as well as the job title of the receiver
  • 2nd line: complete position of the receiver
  • 4th line: complete division or department of the receiver, and the complete name of the company or organization followed by the complete address of the company or organization
A

Inside Address

157
Q

Composed of the word “Dear” followed by the last name of the receiver of the letter; use the colon (American English) at the end of the salutation or comma (British English)

A

Salutation

158
Q

The message of the writer

A

Body of the Letter

159
Q

Sometimes called CLOSING, the part where the send says goodbye to the receiver of the letter in a formal way

A

Complimentary Close

160
Q

Composed of the complete typewritten name of the writer and his official designation, or the name of the company

A

Signature Line

161
Q

The sender clearly scribing or affixing his specimen signature on the space between the complimentary close and the printed name

A

Written Signature

162
Q

Does not include any punctuation after any part of the letter except body of the letter

A

Open Punctuation

163
Q

The most common style of punctuating a business letter which includes punctuation on salutation and complimentary close only

A

Standard Punctuation

164
Q

Uses comma (British Style) or colon (American Style) after the salutation and uses comma after the complimentary close

A

Mixed Punctuation

165
Q

Sometimes called cover letter; usually accompanied by your resume

A

Application Letter

166
Q

Three Types of Resume

A
  • Chronological Resume
  • Functional Resume
  • Combination Resume
167
Q

Focuses on the employment history of the applicant — ideal for several work experiences showing steady career growth

A

Chronological Resume

168
Q

Focuses on skills rather than on employment history — ideal for fresh graduates seeking for their first job

A

Functional Resume

169
Q

Focuses on drawing the best features or strong points of chronological and functional resume

A

Combination Resume

170
Q

A letter that asks for a particular information or assistance

A

Letter of Inquiry

171
Q

Written in response to a letter of inquiry which directly answers all the inquiries

A

Letter of Reply or Response

172
Q

Commonly used everywhere; its main purpose of this is to request for something you need

A

Letter of Request

173
Q

Written for the purpose of purchasing items that are for sale

A

Letter of Order

174
Q

All parts of this business letter start at the left margin

A

Full Block Style

175
Q

Places the inside address and all paragraphs at the left-hand margin while the heading, dateline, and complimentary close start at the middle part of the paper or #3 on the top ruler of MS Word going to the right margin

A

Modified Block Style

176
Q

Like the block style however it follows the rule of indention to its paragraph — make use of standard punctuation

A

Semi-Block Style

177
Q

Similar to the Full block style, beginning all parts of the letter at the left margin — the heading is placed at the center upper part of the letter — follows the open punctuation and omits the complimentary close

A

Simplified Style

178
Q

Makes use of indentions which have an uneven number of spaces in the various elements of the letter

A

Indented Style

179
Q

The first line of each paragraph is aligned with the inside address and salutation flushed at the left. The lines succeeding the first line are indented five spaces

A

Hanging-Indented Style

180
Q

It deals primarily with the text and not with any of the outside considerations (author, the real world, audience, or other literature)

Meaning is inherent in the text

A

Formalist Criticism

181
Q

Believes that a piece of writing does not have one meaning

A

Deconstructionalist Criticism

182
Q

Relies heavily on the author and his world

A

Historical Criticism

183
Q

Concerned with comparing the work in question to other literature

A

Inter-textual Criticism

184
Q

Concerned with how the work is viewed by the audience (readers)

A

Reader-Response Criticism

185
Q

Seeks to see how well a work accords with the real world

A

Mimetic Criticism

186
Q

Attempts to explain the behavioral underpinnings of the characters within the selection; analyzing the actions and thoughts

A

Psychological Criticism

187
Q

Assumes that there is a collection of symbols, images, characters, and motifs (i.e. archetypes) that evokes basically the same response in all people which seem to bind all people regardless of culture and race worldwide

A

Archetypal Criticism

188
Q

Concerns with the analysis of the clash of opposing social classes in society, namely; the ruling class (bourgeoisie) and the working class (proletariat)

A

Marxist Criticism

189
Q

Rules of Teaching Grammar

A
  • Context
  • Use
  • Relevance
  • Economy
  • Nurture
  • Appopriacy
190
Q

Teachers should guide them in understanding how grammar works in real communicative situations or contexts

A

Rule of Context

191
Q

Teacher should teach grammar for communication’s sake

A

Rule of Use

192
Q

Teacher should make sure that grammar lessons have personal relevance and life relevance

A

Rule of Relevance

193
Q

Teachers should provide manageable and comprehensible input and allocate enough

A

Rule of Economy

194
Q

A teacher is a mentor, a friend, a parent, counselor, and so not just a knowledge dispenser

A

Rule of Nurture

195
Q

Teachers should be able to apply these rules of teaching grammar according to the students differences (age, proficiency level, learning needs, interests, expectations, skills, learning styles, beliefs, attitudes, and values)

A

Rule of Appropriacy

196
Q

Modes of Teaching Grammar

A
  • linguistic mode
  • story-telling mode
197
Q

Grammar Teaching should not only for understanding the rules but also for including the reasons of different sentence formations in different contexts

A

Linguistic Mode

198
Q

It is an effective way to apply what the students learn to real communication

A

Story-telling Mode

199
Q

The 3 Models in Teaching Literature (Carter and Long, 1991)

A
  • Cultural Model
  • Language Model
  • Personal Growth Model
200
Q

Views literature as a source of facts and it is teacher-centered where the teacher passes knowledge and information to the students

A

Cultural Model

201
Q

Integrates language and literature as a source to improve students language proficiency while learning the language

A

Language Model

202
Q

Focuses on developing students’ emotions and personal characteristics; requires students to relate and respond to the themes and issues by connecting them to their personal life experiences

A

Personal Growth Model

203
Q

The Frameworks to Consider in Teaching Literature

A

a. Literary Criticism Theories
b. Genres, Branches, Authors
c. Cultural and historical contexts
d. Models and approaches in Teaching Literature
e. Comprehension Levels in Reading Literature

204
Q

Understanding Vocabulary in the text

  • preview vocabulary before reading the text
    -review vocabulary during or after the text
A

Lexical Comprehension

ex. What does ‘enchanted’ mean?

205
Q

5 types of Reading Comprehension

A
  • lexical
  • literal
  • interpretive
  • applied
  • affective comprehension
206
Q

Answer Who, what, when, where

  • look in the text to find the answers written in the story
  • ask questions from beginning, middle, and end of the story
A

Literal Comprehension

ex. Who was the girl who lost the glass slipper?

207
Q

Answer What if, why, and how questions

  • understand facts that are not explicitly stated in the story
  • illustrations may help to infer meaning
A

Interpretive Comprehension

ex. How did the pumpkin turn into a carriage?

208
Q

Relate story to existing knowledge or opinion

  • challenge children to support their answer with logic or reason
A

Applied Comprehension

ex. Do you think Cinderella was wrong for going to the ball after her stepmother told her she couldn’t go?

209
Q

Understanding social and emotional aspects

  • connect motive to plot and character development
A

Affective Comprehension

ex. What do you do when you’re disappointed because you cannot do something fun? Is that how Cinderella reacted?

210
Q

The 3P’s Plan in Teaching Literature

A
  1. Preparation
  2. Presentation
  3. Performance
211
Q
  • motivating activity
  • reading the poem
  • knowing about the author’s life
A

Preparation

212
Q
  • analyzing the poems form and structure
  • drawing out the images from the poem
  • explaining the literary devices used
  • unveiling the poem’s message
A

Presentation

213
Q
  • comparing the poem with another
  • doing reflective tasks
A

Performance

214
Q

Consists of pre-literary activities that allow students use their linguistic abilities for a meaningful literary experience

A

The Preparatory Stage

215
Q

Allows students opportunities to express, negotiate, and refine their interpretations of the text

A

The Interpretative Phase

216
Q

The final stage; it enables students to view a text as a unique whole

A

The Synthesis Phase

217
Q

1 unstressed syllable — 1 stressed syllable

A

Iamb

218
Q

1 stressed syllable — 1 unstressed syllable

A

Trochee

219
Q

2 unstressed syllables

A

Phyrric

220
Q

2 stressed syllables

A

Spondee

221
Q

2 unstressed syllables — 1 stressed syllable

A

Anapest

222
Q

1 stressed syllable — 2 unstressed syllables

A

Dactyl

223
Q

Main reference for the entire course; contains readings, teaching points, drills, activities, and tasks for everyday lessons

A

Textbook

224
Q

Usually accompanies the textbook; provides exercises and drills

A

Workbook/Skillbook

225
Q

Contains detailed rationale for the textbook

A

Teacher Guide/Manual

226
Q

Combines the features of the textbooks and workbooks

A

Work Text

227
Q

Develops independent study through self-paced instructions

A

Module/Self-Learning Kit

228
Q

Provides general information on various topics (encyclopedia, dictionary, atlas, manuals, etc.)

A

Reference Book

229
Q

Audio and Visual materials like radio, television, and the computer

A

Multimedia Instructional Materials

230
Q

The views and beliefs or theories of language and language learning on which planning is based

A

Approach

231
Q

Coverts the principles in the first level (approach) into more practical aspects of syllabus and instructional materials

A

Design

232
Q

The techniques and management of the classroom itself

A

Procedure

233
Q

Contextual Factors Affecting Materials Preparation

A
  • Learner Factors
  • Setting
234
Q
  • age, interest, level of proficiency in English, mother tongue, preferred learning styles, etc
A

Learner Factors

235
Q

Role of English in the country, role of English in the school, management and administration, resources available, etc.

A

Setting

236
Q

Active Approaches in Language Learning

A
  • inquiry-based learning (IBL)
  • problem-based learning (PBL)
  • project-based learning (PrBL
    -research-based learning (RBL)
237
Q

Involves tasks requiring learners active participation in finding answers to curricular questions

A

Inquiry-Based Learning (IBL)

238
Q

Solving open-ended questions that serve as the main problem that the learners will work on

A

Problem-based Learning

239
Q

An approach but has evolved as a teaching method that engages learners in a series of planned tasks resulting to the generation of solutions to real world problems

A

Project-Based Learning (PrBL)

240
Q

This lets the students follow the lead of the teacher as the entire class engages in one inquiry together.

A

Structure Inquiry

241
Q

The teacher chooses topics and identifies the resources that the students will use to answer questions

A

Controlled Inquiry

242
Q

The teacher chooses topics or questions and students design the product or solution

A

Guided Inquiry

243
Q

Students are allowed to choose their own topics without any reference to a prescribed outcome

A

Open-Ended Inquiry

244
Q

4 types of Inquiry

A
  • structured
  • controlled
  • guided
  • open-ended
245
Q

Open Ended Tools in Facilitating Language Learning

A
  • CyberKids
  • Calameo
  • TikTok
    -Storybird
  • Lulu
  • Flipsnack
  • Penzu
246
Q
  • provide a voice for young people on the internet
  • publish original creative work by kids ages 7-12
A

CyberKids

247
Q
  • use to do magazines
  • perfect for smaller writing projects — brochure, flyer design
A

Calameo

248
Q

-designed for K-6 classrooms
- used to publish digital and printed books of all kinds

A

TikaTok

249
Q
  • students can create storybooks, long chapter books, and poetry books
A

Storybird

250
Q

Great information database for self-publishing

A

Lulu

251
Q
  • flipbook creator
  • simple as uploading a PDF file
A

Flipsnack

252
Q

Focus is on online journaling

A

Penzu

253
Q

A global ecosystem connecting classes throughout the world

A

Belouga

254
Q

Teachers can connect their classes around the world who are interested in collaborating on a special project together

A

Epals

255
Q

Empowers teachers and students to explore the world through experiences that spark curiosity, kindness, and empathy

A

Empatico

256
Q

A rhyme consisting of a single stressed syllable (hat/cat)

A

Masculine

257
Q

Found in 2 rhyming syllables — 1st: stressed, 2nd: unstressed (stranger/danger)

A

Feminine/Double

258
Q

Involves 3 rhyming syllables (mystery/history)

A

Triple

259
Q

Rhyming words where the final consonant sounds is the same ( ill / shell)

or the initial and final consonant sounds are the same — the intervening vowel sound is different (hall / hell)

A

Para Rhyme/Half

260
Q

The rhyme is forced or somehow distorted (tomb / worm, wing / caring)

A

Imperfect

261
Q

Where the similarity is not in the sound — but in SPELLING

(daughter / laughter)

A

Eye

262
Q

abab

A

Alternating/Cross rhyme scheme

263
Q

abba

A

enclosed rhyme scheme

264
Q

AA and bb

A

Couplets

265
Q

A language that departs from what speakers or writers ordinarily use in order to achieve a special meaning or effect.

A

Figurative Language

266
Q
  • to create an artistic image
    -originates from the Greek word “trepein” — to turn, to alter, to change

Can change the USUAL MEANING of words to convey a vivid picture or description

A

Literary Trope

267
Q

Changes word order, pattern, syntax, sounds, or letters instead of altering the meanings of words or phrases

A

Literary Scheme

268
Q

Either the protagonist or antagonist

A

Main Characters (central characters)

269
Q

People who serve as a backdrop to the main characters story; usually the allies of the protagonists who provide support

A

Supporting Characters

270
Q

The most developed character since they have to undergo character transition and changes to respond to their experiences

A

Round/Dynamic Characters

271
Q

Do not show complex emotions or complex motivations

A

Flat Characters

272
Q

Are those who do not change over time; the personalities do not evolve

A

Static Characters

273
Q

exhibit contrasting qualities of the protagonist or another character in the story to highlight the difference

A

Foil Character

274
Q

Those that are usually stereotyped or those that are recognizable and are based on cliches

A

Stock Characters

275
Q

Secondary characters of importance — sometimes close to the main characters and share the same intention with them or play neutral

A

Deuteragonists

276
Q

Help the protagonists to make decisions, handle situations, analyze problems

A

Confidantes

277
Q

Elements of Fiction

A
  • mode
  • tone
  • style
  • persona
278
Q

The emotive atmosphere; emotional impact to the readers

A

Mode

279
Q
  • authors attitude towards a subject that serves as the backdrop of the story (intellectual, hopeful, melancholy, etc )
A

Tone

280
Q

Refers to the author’s selection and placement of words in a sentence, sentences in a paragraph, paragraphs in a story

A

Style

281
Q

The voice chosen by the author

A

Persona

282
Q
  • a french poetic form heavily reliant in REPETITION
  • 15 lines in 3 stanzas: quintet, quatrain, and sestet
  • 2 rhyme sounds repeated throughout the poem
A

Rondeau

283
Q
  • originated in Malaysia
  • any numbers of quatrains — rhyme abab
  • 2nd and 4th lines - 1 quatrain repeating — as the 1st and 3rd lines follow
A

Pantoum

284
Q
  • consist of 5-12 loosely related but self-contained couplets — same length
  • melancholy subject
  • repeat the final words of the 2nd line at the end of all the 2nd lines
  • Persian and Urdu sources
A

Ghazal