ORIGINAL TEXT:

Abstract

The rich countries in the West have a hegemonic grip over the economy, politics, and cultures of the world, including theorizing in general and feminist theorizing in particular. In this paper, I examine the contributions of GABRIELA, a Third-World women’s movement in the Philippines, to both feminist theory and practice which hitherto are unrecognized. This paper combines post-coloniality, critical theory, and feminism to develop a new insight on feminism as women in a Third-World country live it and envision it. This paper deals with how a women’s movement in the Third World work for the construction of a just society by struggling against the constraining social, economic, political and cultural structures. In the countries of the South, male domination and poverty in general cause the oppression and marginalization of women. The study revealed that GABRIELA members in particular struggle against patriarchy, imperialism, corruption, and feudalism as well as struggle for social and national liberation. This paper examines the role of social movements as a learning site which empowers women.

CONVERSION: Trivia

Do you know that…

1.      Gabriela is a Third-World women’s movement in the Philippines

2.      By examining their contribution to the practice of feminist theory, we can learn how they work for the construction of a just society where women are empowered.

3.      A study revealed that members of this movement in particular struggle against patriarchy, imperialism, corruption, and feudalism as well as for social and national liberation.

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The original text is very formal compared to the latter. The first is a paper examining the role and significance of GABRIELA in Philippine society while the latter is a trivia about Gabriela. The first text is long and full of details while the latter is more straightforward. Even though their form and function differs, the same message was successfully convey on both texts.

 ORIGINAL TEXT: The 1987 Philippine Constitution

Article III: Bill of Rights

Section 1. No person shall be deprived of life, liberty, or property without due process of law, nor shall any person be denied the equal protection of the laws.

CONVERSION: Poem                               Equality

Life is precious,

That no one should lose,

Freedom is a treasure,

Especially to the poor.

All that we own,

Let it be known,

No one can get it,

Unless the law allows it.

Equality should prevail,

And should not fail,

To give protection,

Not oppression.

Explanation:

            The original text is only one sentence, a compound sentence. It is composed of two main clauses. On the other hand, the poem is composed of sentences that are cut informally to achieve rhyme. Nouns are dominant and simple words are use in both texts. Since the original text is a section under the bill of rights, it is clear and straightforward to be easily understood by the reader. In contrary, the poem use the adjective “precious” and figurative phrase (freedom is a treasure) to wake the emotions of the readers. Even though the form and function differs, both texts convey the same meaning.

ORIGINAL TEXT: Song

You Can't Hurry Love

by Phil Collins

Songwriters: HOLLAND, BRIAN / HOLLAND, EDWARD JR. / DOZIER, LAMONT

I need love, love 
Ooh, ease my mind 
And I need to find time 
Someone to call mine; 

My mama said 
You can't hurry love 
No, you'll just have to wait 
She said love don't come easy 
But it's a game of give and take 
You can't hurry love 
No, you'll just have to wait 
Just trust in a good time 
No matter how long it takes 

How many heartaches must I stand 
Before I find the love to let me live again 
Right now the only thing that keeps me hanging on 
When I feel my strength, ooh, it's almost gone 

I remember mama said 
You can't hurry love 
No you'll just have to wait 
She said love don't come easy 
It's a game of give and take 
How long must I wait 
How much more must I take 
Before loneliness 
Will cause my heart, heart to break? 
No, I can't bear to live my life alone 
I grow impatient for a love to call my own 
But when I feel that I, I can't go on 
Well these precious words keep me hanging on 

I remember mama said 
You can't hurry love 
No, you'll just have to wait 
She said love don't come easy 
Well, it's a game of give and take 
You can't hurry love 
No, you'll just have to wait 
Just trust in a good time 
No matter how long it takes, now break! 

Now love, love don't come easy 
But I keep on waiting 
Anticipating for that soft voice 
To talk to me at night 
For some tender arms 
Hold me tight 
I keep waiting 
Ooh, till that day 
But it ain't easy (Love don't come easy) 
No, you know it ain't easy 

My mama said 
You can't hurry love 
No, you'll just have to wait 
She said love don't come easy 
It's a game of give and take...

CONVERSION: Essay

           

All of us need love. Some people already found the love of their lives while others are still waiting. It is really sad to be one of the latter. We all want someone that we can call our own.

Back to our teenager days, our mothers kept telling us that we can’t hurry love and that we need to wait patiently for it. They told us that our own time will come no matter how long it takes. Despite these words, we keep asking ourselves the same questions every day: How long must we wait? How much heartache do we need to experience before finding our own true love?

It’s hard to live alone and most of us can’t bear it. We grow more impatient each day but when we feel like giving up, let us remember those precious words our mothers said. Remember? Mother knows best. J

Explanation:

            In the song, nouns and pronouns are in singular form (I, me, my, mine, you, she, mother) and these help to focus the message of the song in the personal experience of the singer/composer. On the other hand, when I convert the song into an essay, I changed the nouns and pronouns in plural form (we, us, our, mothers, they). I did this to change the perspective of speaking from one experience only (which in the case of an essay is the writer) into a general perspective that is possibly shared by everybody. By changing the form of the nouns and pronouns, I was able to generalize the experience and message of the text. Besides changing the form, almost all the words in the song are also use in the essay. Thus, lexical and grammatical cohesion were maintained.

In terms of tenses, just like how the song shifts from present to past then present progressive, the same goes in the essay. It helps to convey the message that just like the singer, others are also experiencing the same process: from being impatient, remembering the advice of their mothers and in the end still waiting for love. Therefore, both texts share the same meaning.

Even though both texts achieve the purpose of conveying the same message to the listeners/readers, the song can be more entertaining to a larger number of people. However, the objective of the first sentence in the first paragraph of the essay is to attract potential readers. Since essays are more straightforward than songs, there is no need to repeat lines/stanzas as long as the necessary information is provided.

Source: http://www.lyricsfreak.com/p/phil+collins/you+cant+hurry+love_20108022.html

Project Proposal

I.                   Proposed Title

Mobictionary: The Complete English Dictionary for Regular Mobile Phones

II.                Development Problem

Not all of us own a Smartphone that can download applications like the electronic version of Webster’s dictionary. Most Filipinos in the lower class level are still using regular mobile phones with no internet feature. With this dilemma, it is essential to offer a new VAS (Value Added Service) in a form of a text message based dictionary for regular mobile phone users. This is also for those who have Smartphones but have a slow internet connection or totally no internet access (e.g. for those who live or travel in far rural places).

III.             Objectives

1.      To offer an affordable yet reliable and educational value added service for regular mobile phone users.

2.      To provide a text message based dictionary for ESL (English as Second Language) students who are always on the go.

IV.             Description of Beneficiaries or Stakeholders

This is for ESL students who use regular mobile phones with no internet feature. This is also beneficial for Smartphone users who need a mobile dictionary but has no application of it and has no internet connection or Wi-Fi. This is useful for those who always travel in far places and experiencing slow internet connection due to network failure and other reasons.

V.                Brief Description

In this value added service, the user just need to text the word in the assigned 4 digit # (e.g. 1111) and after a while he will receive a message with the meaning of the word just like how it can be seen in a regular paper bound dictionary. The sender will be charged 1 peso for every transaction. This service can also offer an unlimited promo, just send the keyword UNLI MOBD in the assigned 4 digit # (e.g. 1111), and for 10 pesos the user can enjoy unlimited service of the Mobictionary for 1day.

This VAS can only cater English words and when the customer sent a wrong spelling word he/she will be charged one peso. However, the system will send a message informing the customer of the possible words he/she is asking and it is free of charge. The customer only needs to choose the correct word and send it again on the assigned 4 digit number. However, he/she will again be charged of one peso but if he/she is enrolled in the unlimited service, as long as he/she send the correct spelling of the word it will be covered and he/she will not be charged of any amount beside the registration fee. The customer can ask/send for the same word infinitely.

VI.             Project Methodology

The conduct of the research will be done in three phases.

1. Preparatory Stage of the product, this is where the project proposal will be finalized by the designated team.

2. The actual design and production of the value added service. The technical aspect of the project will be handled by the representatives from the Technical Department.

3. The third phase will deal with a comprehensive process and summative evaluation of the study.

The maximum time for this activity is one month.

VII.          Project Evaluation

Evaluate the effectiveness of the product by trial and error survey to the target users. We will visit at least 5 public state colleges in nearby provinces outside Metro Manila. We have one month to finish this task. Comments and suggestions from the target users will be documented for the final stage of the study.

Prepared by:

Bautista, Lablynn Yvette F.

*Smartphone- is a mobile phone built on a mobile operating system, with more advanced computing capability and connectivity than a feature phone

*Wi-Fi- popular term for a high-frequency wireless local area network (WLAN) technology

NON VERBAL GAME

I.                   Objectives

1.      To promote camaraderie among participants and to establish rapport between new acquaintances

2.      To serve as a form of entertainment or as a form of an activity before starting a lesson or presentation about non verbal communication and other related topics.

3.      To exercise keen observation and non verbal communication skills of the participants

II.                Materials

Mobile phone or a small whiteboard or chalk board where the number will be shown

III.             Participants

1  Facilitator

2  or more teams, equal number of players (e.g. 10 each)

IV.             Estimated Duration

Estimate the designated time for the game. If it is only for 5-10 minutes, 3-5 non verbal actions are enough and give a 3-4 digits number only to be guess by the participants. The age and educational level of the participants should also be taken to consideration.

V.                Instructions

1.      Divide the class in two or more groups. Each group should have the same number of members. They need to line up inside the classroom/venue of the activity. The facilitator will now explain the rule of the game. The following are non verbal actions and each action is equivalent to a certain number. No one is allowed to speak during the game. If someone is caught by anyone, their group will be subject to automatic disqualification.

·         Roll your eyes = 1

·         Thumbs up= 10

·         Thumbs down= 100

·         Smile= 1,000

·         Move your hips from left to right = 10,000

·         Jump= 100,000

·         Otso- otso move= 1,000,000 (1M)

2.      After the explanation, all participants will be given a particular time (e.g. 5 minutes) to practice the non verbal actions. Then, the facilitator will request all the participants to face the back of the classroom/venue except the first member in the lines. The facilitator will show a number to those who are in the front (e.g. 1, 978, 352 or 1,634). The facilitator will tell everyone that they need to pass the non verbal actions until it reach the last member of the line. The first one to provide the correct answer to the facilitator is the winner. The facilitator can also change the non verbal actions and its meaning, but he/she need to plan it before the game/second round. Of course, he/she needs to inform these to the participants.

.

3.      The facilitator will give a signal to start the game.

SYNOPSIS: Styles in Text

We already know that a text has texture, tie and cohesion. After knowing this, we should now discuss the nature of a text and its relation to a context of situation. Whenever we are analyzing a text, consciously or unconsciously, we don’t only give importance to linguistic clues but to situational clues as well.

Linguistic clues can be divided into two: (1) relations within the language (2) relations between the language and the relevant features of the participants. Under the linguistic system, there are three main components which show where cohesion comes in relation to the rest. The ideational component is concerned with the language’s content. The interpersonal component is about the language and speaker’s social, expressive and conative functions. The last is textual component which forms the text in the linguistic system.

Situational clues are the extra-linguistic factors which can affect the text. These external factors affect the speaker or writer’s choice of words. To further elaborate the relation of situational context in the nature of the text, there are eight components of speech situation categorized by Hymes. These are: form and content of text, setting, participants, ends, key, medium, genre and interactional norms. In contrast, Halliday et. al proposed three headings which is a basis for deriving the text’s features from the features of the situation. Firstly, field is the total event in which the text is functioning together with the speaker or writer’s purposive activity. Secondly, mode is the function of the text in the event including both the channel taken by the language and its genre or rhetorical mode. Lastly, tenor refers to the type of role interaction, the set of relevant social relations among the participants involved.

These linguistic and situational features constitute a register. Register is the set of meanings that is associated with situational context while cohesion is concern on how the text is constructed as a set of meaning, these two together effectively define a text. Thus, in analyzing a text it is important to give equal importance to its linguistic and situational context.

Reference: Halliday, MAK (1976). Cohesion in English. photocopied material.pp. 1-30

Synopsis: The Grammar of Language

         Some people learn best through personal experience or application while others stick to the book and standard rules. Learning English as a second language can be a tough job for anyone, there are people who have a natural aptitude for acquiring languages but there are also who find it really difficult.

            
           English grammar has three dimensions which are morphosyntactic, semantics and pragmatics. In simple terms they can be labelled as form, meaning, and use. Form is about accuracy and how a particular grammar structure is constructed. With semantics, we want to know what does a particular grammar structure means and what contribution it makes whenever it is used. On pragmatics, we are interested on when and why a particular grammar structure has been used instead of another structure with the same meaning. There are students who are good in identifying the form or structure of the language while others are better in meaning and there are also those who are best in usage. However, these three are of equal importance to achieve proficiency both in grammar and communication.

       
       Each student has a different learning process. For this reason, there are two approaches to teaching language. The first one focuses primarily on language use and the second focuses on language form or analysis. Under these approaches, grammar operates at three levels: the subsentential or morphological level, the sentential or syntactic level, and the suprasentential or discourse level. Subsentential level is the level below that of the sentence; it has three criteria which are semantic (standard definition), structural (position in a sentence) and functional (grammatical function in a sentence). Sentential level describe the word order of the English sentence, it has three terminologies which are simple, compound and complex sentences. Suprasentential level is where an analysis of how morphology and syntax are deployed to effect certain discourse purposes. Terminologies used under this level are cohesion (structure), register (level of formality of language), genre (linguistic variation due to the communicative purposes to which the language is put), given information (assumed by the writer to be known by the reader), and new information (newsworthy).

         After understanding these things, we should be able to use grammatical structures accurately, meaningfully and appropriately.

References: Celce- Murcia, M. & Larsen- Freeman, N. (2008). The grammar book. Singapore: Heinle- Thomson Learning Asia. pp. 2-5, 13-15, 161-175

SYNOPSIS: Discourse and Style Part A

            Text refer to any passage, spoken or written, of whatever length, that does form a unified whole. In order to say that a text has a unified whole, cohesion is necessary. Cohesion is defined as a semantic one, which means the interpretation of some elements in the text is dependent on that of another. To further understand the importance of cohesion in a text, let us have a simple example:

            [1.1]Wash and core six cooking apples. Put them into a fireproof dish.

            The word “them” in the second sentence refers to the six cooking apples in the first sentence. We were able to understand the second sentence because of the information provided earlier in the text. In simple terms, cohesion involves context clues or the relation of each word to one another. This is also the reason why the text above has a texture since it has a unity with respect to its environment. Another point in the example above is the relation between them and six cooking apples, which shows how the text constitutes a tie or the single instance of cohesion.

            There are two major categories in which we can achieve cohesion. The first one is lexical cohesion. Under this category, cohesion can be achieved in the following manners: repetition of words, use of synonym or similar words, hyponymy or the sense of inclusion between and among the terms used, opposites and collocation or words that are associated with each other in a particular context.

            The second major category is grammatical cohesion which involves grammatical structures and signals within the sentence. The first way to achieve grammatical cohesion is through reference, it is the use of substitute words which refer to something else in the text for their significance. These include personal pronouns, demonstrative pronouns, determiners, adjectives and adverbs of comparison. Reference can be anaphora or cataphora. It is anaphora if it points to the preceding text and cataphora if it refers to the text that follows. The word them in example 1.1 is anaphora. The second way is through substitution, it is the replacement of one grammatical item by another. Words like one, ones, same, do and all its forms, so and not are used to fill in for noun phrase, verbal clause and clauses that report, express condition, or express modality. The third way is through ellipses or when something is left unsaid but understood. The fourth way is through conjunction. It involves connecting sentences through a particular semantic relationship between them by means of connectives that signal that relationships. Conjunction can be enumerative, explicative, illustrative, additive, contrastive, in logical consequence, transitional and summative.

            Thus, it is important to remember that within a text, the meaning of each sentence depends on its environment, including its cohesive relations with other sentences.

References: Dadufalza, C.D. (1992). Reading into Writing 1. Makati: Bookmark Inc. pp-205-233

                    Halliday, MAK (1976). Cohesion in English. photocopied material.pp. 1-30

2nd Analysis: Song

Can't Take That Away From Me by Mariah Carey

They can say anything they want to say.
Try to bring me down,

but I will not allow anyone to succeed hanging clouds over me.
And they can try hard to make me feel that I don't matter at all,

but I refuse to falter in what I believe or lose faith in my dreams.

Cause there’s, there's a light in me that shines brightly.
They can try but they can't take that away from me.
From me...

No nonooo...
Oh they, they can do anything they want to you.
If you let them in but they won't ever win,

if you cling to your pride and just push them aside.
See I, I have learned, there's an inner peace I own. 
Something in my soul that they cannot possess.
So I won't be afraid and the darkness will fade.

Cause there's, there's a light in me that shines brightly.

Yes, they can try, but they can't take that away from me.

No oh oh...
They can't take this precious love I'll always have inside me. 
Certainly, the Lord will guide me where I need to go.

Woah, woah...
They can say anything they want to say.
Try to bring me down but I won't face the ground. 
I will rise steadily, sailing out of their reach. 
Oh Lord they do try hard to make me feel that I don't matter at all

but I refuse to falter in what I believe or lose faith in my dreams.

Cause there's a light in me that shines brightly

Yes, they can try but they can't take that away from me
From me...
No nono...

2^nd Analysis: Song

                Simple words were used in the song. The song is full of verbs. Positive words composed of adjectives and nouns like “inner peace” and “precious love” contributed to the inspiring mode of the song. It is also composed of compound and complex sentences. As a literary piece, there are words with rhyming sounds in the end like afraid and fade. These words gave a good audio impact to the listeners.

            Cohesion was achieved through lexical and grammatical meanings. Like other songs, some stanzas and words are repeated. The word “they” was mentioned 16 times while the title and the line “cause there’s a light in me that shines brightly” were repeated thrice. This repetition contributes in conveying the song’s message to the listener.Identical words like light-shines, believe-faith, succeed-win, own-possess, down-ground also helps to emphasized the “never give up” theme of the song. There was also a sense relation in the words Lord-faith-soul that stressed God’s guidance. This song is also rich in opposites (cling-push, pride-peace, rise-down, win-lose, faith-afraid, hanging-sailing, light-darkness) which highlighted the composer’s own experiences in life.

            In terms of grammatical cohesion, forward reference can be seen in the first stanza. The word “they” refers to anyone which was mentioned in the following sentence. In the second stanza, “that” refers to light which means the hope inside us. In some stanzas, something is left unsaid in the line “they can try”, it could be “they can try to bring me down” or “they can try to get it”. Simple conjunctions like “and” and “but” were used to connect ideas.

            The first stanza is in present tense except for the line “but I will not allow...”showing the composer’s determination not to give up despite what others say or do to her. The following stanzas are parallel in tenses except for some shifting in the lines beginning in “I” like “I have learned..” and “I will rise...”.

            Through lexical and grammatical cohesion, the song achieved its purpose in inspiring the listeners. Everyone who feels down can relate to the song. Figurative words like light and darkness are also comprehensible even for those who are not that good in English comprehension.

3rd Analysis: Weather Forecast

            In form, this text is full of nouns and adjectives. These nouns are the locations that were specified for public awareness. The adjectives were used to provide visual explanation to the public as well. It is also rich in compound sentences, showing the need to complete all the necessary information.

            In terms of lexical and grammatical meaning, cohesion was achieved through the following ways. First is through repetition, the word country was mentioned twice and since this is a weather forecast from the Philippine Atmospheric, Geophysical and Astronomical Services Administration (PAGASA) we can all assume that the country refers to the Philippines. “Moderate” and “region” were also repeated twice to emphasize the description of the weather and the location involved. Second is through the use of semi-identical words like strong-rough and weather-temperature. Third is the sense of relation in the words “country-region-province”. Fourth is through opposite words such as east–northeast, whole-isolated which was translated in Filipino as “buo” and “pulo-pulo” and the adjectives moderate-rough which refers to the condition of our coastal waters. Last is the association to each other of the words “rainshowers-thunderstorms” and “winds-cloudy”. In addition to grammatical cohesion, the conjunction “and” was used to connect words and ideas in this forecast.

            The whole text is in the future tense since this is a forecast for the whole day that is yet to happen. Compared to the weather news in the newspaper, radio and television there is no entertaining dialogues nor any side comments and suggestion. It is expected to be direct to the point since it is a formal report intended for the general public.

            

1st Analysis: The Limits of Equality by Dr. Cordelia Fine

            In the first sentence of this article, the phrase “Australia’s first female prime minister” immediately catches my attention.  The form of possessive is /Əz/ which indicates possession and is used to highlight the country where Julia Gillard became the first minister. Since Australia is a well-known country, this is a better introductory sentence to catch the reader’s attention rather than just saying that another woman became a prime minister.

Another observation was for the phrase “there are always people who think”, which the author used instead of “there are people who always think”. The first one emphasized the “existence or the number” of these people while the latter stressed the “intensity or way of thinking” of these people. I could only think that the author would like to convey the first message rather than the second. However, it could mean differently based on the reader’s perception. In addition, compound and complex sentences can be seen in the whole article which showed the perspective of the author about limits of equality in relation to her field of expertise.

            This article is a celebration of women’s empowerment and other topics related to gender equality. The use of words in this article helped to convey these messages. Lexical cohesion was achieved through the following ways. First was through the repetition of the words “female” and “women” which showed the main theme of the article. Second, through the use of identical words like fecklessly, ill-advised and ill-equipped which were used to described women’s rights and capabilities before. Third was through inclusion among the terms like prime minister-politics-voting and research-experiments-discovered-evaluated. Fourth was through opposites like heavy-light and people-objects. Last was the association of words like book and sheet that can be seen in the last paragraph of the article where the author sort of advertised her new book.

            For grammatical cohesion, backward reference can be seen in the second sentence of the first paragraph. The word “this” refers to Julia Gillard’s accomplishment. Another two anaphora are the words “they” and “those” of the fourth sentence in the third paragraph. The first refers to the photographed women and the latter refers to the participants mentioned in the preceding sentence. However, CV (curriculum vitae) doesn’t have any reference in the preceding or following text and there is a possibility that some readers may not be aware of its meaning. For conjunction, the phrase “in light of this” in the first paragraph was used to relate the second sentence to the first one. The author also used the interjection “alas” to introduce a research about women’s clothing in the third paragraph.

            In terms of tenses, the first paragraph is in the past tense from the beginning until the end. However, through linguistic clues like “a few months ago” and “a century ago” the time difference of the first, second and third sentence was clarified. On the other hand, the tense of the following paragraphs shifted from one point to another depending on the change of topic by the author. She ended her fourth paragraph using present progressive, this is when she mentioned her new book.

            Since this magazine is more on psychology and the writer herself is a psychologist, all the information provided in this article are all related to science and research. However, to cater the general public, simple words were used instead of highfaluting psychological terms. In sum, this article conforms to the definition of a text since it has a unified whole in terms of register and cohesion.