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Submitted by: Vince Nathaniel Morgia
Q. Compare how the writers of Text One and Text Two present ideas and perspectives about
teaching.
Answer:
The writer of article one and article two presented his ideas and perspectives on teaching in the same
manner. In accordance of the narration tone, both articles used mixed narration that consists of first-,
second- and third-person point of view. The writer offered first-person narration to share the readers
about his own personal experience as a teacher that lead into obtaining his goals. By using second-
person point of view, both articles are aiming for the readers to get drawn into the character of a
teacher or student to decide if all the points mentioned in the article were true and effective. Lastly,
since the author had the first-hand experience on different teaching techniques, he can advise about
the necessary points from any characters’ point of view, may it be as a student or a teacher, by using
third-person narration.
The theme of article one was about the ways to motivate the students to create an effective and lively
classroom whereas, the theme of article two was about the steps to create an innovative classroom
to motivate the students. Text one emphasized more about motivation as a tool to create an effective
classroom and be a successful teacher by knowing how to motivate a student, “As a teacher, you are
preparing a nation, a new world which will rule you and the earth very soon.” Text two emphasized
the importance of being a valuable teacher who can create an innovative classroom to actively
motivate the students, "A good teacher teaches, a better teacher facilitates, and the best teacher
promotes."
The author conveyed his ideas throughout both of the articles in optimistic way. He showed and
described the ways to fulfill all the ideas of motivating the students and having innovative classrooms
into reality by having confidence and positive attitude.
Both the articles have sub-headings which the author used to reveal all the important techniques and
methods regarding motivation and classroom management for the readers to comprehend each
section clearly.
The author used informal language structure in both articles one and two to communicate to the
readers in more casual way. The tone, the choice of words and the way the words are put together is
more personal like when communicating with friends or family. For examples, the use of contraction
“Don’t” and abbreviation “apps” for application.
In addition, the writer utilized the uses of punctuation marks such as quotation and question marks in
first article while in the second article; he used hyphens, single and double quotation marks and
question marks. By using quotation marks, the author emphasize a word or a phrase to the audience
to express his own ideas, definition and characteristics of a teacher should have and should do in
order to achieve the goals of motivating the students and creating functional classrooms. Moreover,
the purpose of using question marks by the author was to engage the readers’ interest about the
points that the writer wanted to deliver and for him to explain in details the concept of the articles.
Regarding the descriptive languages, the writer described both article one and two about his
experiences as a teacher who wanted to share his ideas, tips, and methods on how to motivate the
students and create innovative classrooms. In article one; he used the word “barrier” to describe fear
as an obstacle for the students that can hamper their participation in the classroom. He also used the
word “novelty” to describe how the brain will react quickly by the change of classroom environment.
In second article, the writer used the word “fresh” to describe the feelings of the students towards
the suggested teaching technique of discussing hobbies and having class outside the classroom. The
writer also used the words “real-world and real-life” to describe the experiences and situations that a
teacher should introduce to the students for them to be involved dynamically.
About the figures of speech, this is where the writer differs slightly because of the choices he used.
The first article used repetition, simile, alliteration and metaphor while in the second article; the
writer used repetition, simile, rhetorical question and personification. He used repetition in both
articles to highlight the significance of improved teaching method to reach the objective. Regarding
simile, the writer used it in first text to support and understand the students like a friend, “Be like a
friend...” and in second text he used it to state the fact that teaching is a complicated job but not
complex like building programs for computers, “...not like building android apps”. Now, the different
choices of figures of speech he used in both texts are as follows: alliteration and metaphor in text one
and rhetorical question and personification in text two. In text one, alliteration was used to create a
rhythm to draw the readers’ attention, “…sit on your seat” and metaphor, “...antidotes of the
obstacles”, to clearly expressed his ideas as a solution for any obstacle that a student may encounter.
On the other hand, in text two, rhetorical question was used by the author not to expect an answer
but in order to get the audience into thinking the important things to create a better classroom and
engage the students in most effective way. The personification was used to clarify to the readers
about unwelcoming stress to not hinder, like a wild animal, the teaching quality of a teacher.
In terms of ending, both articles ended successfully in sharing the writer’s tips and ideas. Both articles
have the same end-goals which were to acquire the best environment for the students in order for
them to participate enthusiastically and for teacher to be valuable and successful by upgrading their
skills and techniques to encourage the students and create innovative classroom since students are
inspired. The writer gave all the important points necessarily to convince the audience, based from his
experience, the effectiveness of all these things.

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