Purposive Communication - Learning Module

Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

OFFICE OF THE VICE PRESIDENT FOR BRANCHES AND Satellite CAMPUSES
BATAAN BRANCH
Course Title: PURPOSIVE COMMUNICATION
Course Code: GEED 10063
Number of Units: 3 units
Course Description:
Purposive Communication is about writing, speaking, and presenting to different
audiences and for various purposes. It is a three-unit course that develops students’
communicative competence and enhances their cultural and intercultural awareness
through multimodal tasks that provide them opportunities for communicating effectively
and appropriately to a multicultural audience in a local or global context. It equips students
with tools for critical evaluation of a variety of texts and focuses on the power of language
and the impact of images to emphasize the importance of conveying messages
responsibly. The knowledge, skills, and insights that student gain from this course may be
used in their academic endeavors, their chosen disciplines, and their future careers as they
compose and produce relevant oral, written, audio-visual and/ or web-based output for
various purposes.
Course Outcomes:
At the end of the semester, the student should be able to:
KNOWLEDGE
1. Describe the nature, elements, and functions of verbal and non-verbal communication
in various and multicultural contexts
2. Explain how cultural and global issues affect communication
3. Determine culturally appropriate terms, expressions, and images
4. Evaluate multimodal texts critically to enhance receptive (listening, reading, viewing)
skills; and
5. Summarize the principles of academic text structure
SKILLS
1. Convey ideas through oral audio-visual and/ or web-based presentations for different
target audiences in local and global settings using appropriate registers.
2. Create clear, coherent, and effective communication materials
3. Present ideas persuasively using appropriate language registers, tome, facial
expressions, and gestures
4. Write and present academic papers using appropriate tone, style, conventions, and
reference styles
VALUES
1. Adopt cultural and intercultural awareness and sensitivity in communication of ideas

2. Appreciate the differences of the varieties of spoken and written language.
3. Adopt awareness of audience and context in presenting ideas
4. Appreciate the impact of communication on society and the world.
Course: PURPOSIVE COMMUNICATION

Prepared by: Ms. Mary Lyka M. Rotairo, LPT
BATAAN BRANCH
Course Outline:
Module 1- Communication Process, Principles, and Ethics

Module 2- Communication and Globalization
Module 3- Local and Global Communication in Multicultural Context
Varieties and Registers of Spoken and Written Language
Module 4- Evaluating Messages and/ or Images of different types of texts
reflecting different cultures
Module 5- Communication Aids and Strategies Using Tools of Technology
Module 6- Communication for Various Purposes
Module 7- Communication in the Workplace
Module 8- Communication for Academic Purposes

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MODULE 1: COMMUNICATION PROCESS, PRINCIPLES, AND ETHICS
Overview:
This module presents the communication process. It describes the basic elements
of communication process and defines concepts. It also sheds light on forms of
communication and basic characteristics of each form.
Our ability to communicate and the different forms our communication takes are
very often taken for granted. The communication process is fundamental for human
survival. It is essential to the development of the individual, to the formation and continued
existence of groups and to the interrelations among groups.
Module Objectives:
 Describe the nature, elements, and functions of verbal and non-verbal
communication in its various and multicultural contexts
 Illustrate the process of Communication
Course Materials:
What is communication?
We define COMMUNICATION as the process of sharing meaning in any context. In
addition, Wood (2003), in her book “Communication in our Lives”, defined communication
as systematic process in which people interact with and through symbols to create and
interpret meanings.
Watch:
https://www.youtube.com/watch?v=JdbL7jJb3JE
Verbal vs. Nonverbal Communication

Verbal communication is the use of language to transfer information through
speaking or sign language. It is one of the most common types, often used during
presentations, video conferences and phone calls, meetings and one-on-one
conversations. Verbal communication is important because it is efficient. Verbal
communication could be in two forms: ORAL and WRITTEN.

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Non-verbal communication, on the other hand, does not involve the use of words. It
is the use of body language, gestures, and facial expressions to convey information to
others. It can be used both intentionally and unintentionally. For example, you might smile
unintentionally when you hear a pleasing or enjoyable idea or piece of information.
Nonverbal communication is helpful when trying to understand others’ thoughts and
feelings. The 7 aspects of non-verbal communication include: facial expression, eye
contact, body movements, posture, para language, proxemics, and physiological changes.
Watch:
https://www.youtube.com/watch?v=Nhg1_6NdDfo
Oral vs. Written Communication
Oral Communication is the process of conveying or receiving messages with the

use of spoken words. Oral communication can either be in the form of direct conversation
between two or more persons like face to face communication, meetings, seminars, or
indirect conversation like telephonic conversation, video call, voice call, etc.
The communication in which the message is transmitted in written or printed form

is known as Written Communication. It is the most reliable mode of communication, and it
is highly preferred in the business world because of its formal and sophisticated nature.
Elements of Communication
 Sender
➢ Sender is the one who begins the communication process.
➢ Sender is also called speaker, encoder, or source.
 Message
➢ It is the information being sent by the sender to the receiver.
 Encoding
It is the process of putting the ideas together to compose an understandable
message.
 Channel
➢ It refers to any instrument being used to transfer the message.
 Receiver
➢ Receiver is responsible for interpreting and providing response to the message.
 Decoding
➢ It is the process of interpreting the message by breaking down the message for
the mind to absorb and understand.
 Feedback
➢ It is the response of the receiver to the message of the sender.
 Noise
➢ Noise or “Barrier” refers to any interference, interruption, or distraction during
the communication process.
➢ Noise is of three (3) types: External, Internal, and Semantic

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 Context
➢ Context is the setting where communication occurs.
➢ This could be physical, social, historical, psychological, and cultural
Watch:
https://www.youtube.com/watch?v=4Z1BIeje_ko
Levels of Communication
1. Intrapersonal Communication
➢ It occurs within oneself. This is sometimes referred to as “cognitive or personal
communication, or self-talk”.
2. Intrapersonal Communication
➢ It refers to communication between two or more people. It has four forms: Dyadic,
Small Group, Public, and Mass Communication.
Functions of Communication
 We communicate to meet needs.

 We communicate to enhance or maintain our sense of self.
 We communicate to fulfill our social obligations
 We communicate to develop relationship.
 We communicate to exchange information.
 We communicate to influence others.
Principles of Communication
 Communication is purposive.
 Communication is continuous.

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 Communication messages vary in conscious encoding.

 Communication is relational.
 Communication has ethical implications.
 Communication is learned.
What is ethics?
ETHICS are values that have been instilled in us. We have knowingly or unknowingly
accepted them and govern our actions. Our ethical values system is our basis for our
decision-making and our basis for communication ethics.
Communication Ethics (Berko, 1995)
1. Speaks with sincerity.

2. Does not knowingly expose an audience to falsehood of half-truths that can
cause significant harm.
3. Does not premeditatedly alter the truth.
4. Presents the truth as he or she understands it.
5. Raises the listeners level of expertise by supplying the necessary facts.
6. Employs message that is free from mental, as well as physical coercion.
7. Does not invent or fabricate information.
8. Gives credit to the source of information.
Enrichment:
Did you know?
There are 6 C’s to Effective Communication:
▪ Correctness- It is considering proper grammar, punctuation, tone,

or format in communicating messages.
▪ Conciseness- It is stating the message briefly or direct to the point,
▪ Clarity- It is making sure that the message is clear by providing complete details
to avoid confusions or misinterpretations.
▪ Concreteness- It is communicating with specific details rather than general
ones.
▪ Courtesy- It means being polite in communicating with others,
▪ Consideration- It is considering the feelings of the others with whom you
communicate with.

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Assessment:
After having read and learned the content discussion about the
communication process and elements, create your own comic-style illustration to
be able to show how communication happens. You may use the available digital tools
you have in your device. A short description may be included to explain the content
of your work.
Below is the criteria for scoring your output:
▪ Creativity- 15 points
▪ Content- 15 points
___________
30 points
Save your work in PDF format then upload it on the posted classwork in
google classroom.
References:
▪ Agustin, Racquel, et.al. Communication in Multicultural Contexts: Meanings and

Purposes. Panday-Lahi Publishing, Inc. 2018
▪ Wakat, Geraldine S. et.al., Purposive Communication. Lorimar Publishing, Inc.,2018
▪ www.healthknowledge.org.ul/publichealth
▪ http://promeng.edu/downicads/training-material
▪ Chase, R. & Shamo S. (2013) Elements of Effective Communication, 4th ed.

Washington, Utah: Plain and Precious Publishing.
▪ Video “What is Communication?” https://www.youtube.com/watch?v=JdbL7jJb3JE
▪ Video “Verbal and Nonverbal Communication

https://www.youtube.com/watch?v=Nhg1_6NdDfo
▪ Video “Communication Cyclehttps://www.youtube.com/watch?v=4Z1BIeje_ko

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MODULE 2: COMMUNICATION AND GLOBALIZATION
Course Objectives:
 Explain how cultural and global issues affect communication
 Appreciate the impact of communication on society and the world
Overview:
This module talks about intercultural communication and globalization. It defines

globalization and its types, the strategies to become effective communicator, ethics across
cultures, communication approach to intercultural communication, barriers to
intercultural communication, and characteristics of intercultural communication.
Communication has since been increasingly global, blurring national boundaries.

The ability to communicate effectively in a global context, a general understanding of the
differences in conducting communication from one country to another or from one culture
to another helps avoid miscommunication.
People’s beliefs and experiences influence their view of the world and the values,
beliefs, and behavior patterns assumed to be good.
Watch:
https://www.youtube.com/watch?v=t7Xr3AsBEK4&t=339s
Course Materials:
What is Globalization?
It is the communication and assimilation among individuals, ethnicities, race,
institutions, governments of various nations supported by technology and compelled by
international trade.
Due to globalization, the more you become exposed to diversity--- the valuing of
uniqueness of differences in gender preference, color, age, religion, affiliation, ethnicity,
education, social, economic status, and political beliefs.
Watch:
https://www.youtube.com/watch?v=JJ0nFD19eT8

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Types of Globalization
1. Financial Globalization
2. Economic Globalization
3. Technological Globalization
4. Political Globalization
5. Cultural Globalization
6. Sociological Globalization
7. Ecological Globalization
8. Geographical Globalization
Strategies to Become Effective Communicator
 Review communication principles.

 Analyze the message receiver
 Be open to accepting other’s culture.
 Learn about cultures and apply what is learned.
 Consider language needs
Ethics Across Cultures (Kale, 1997)
❖ Ethical communicators address people of other cultures with the same

respect that they would like to receive themselves. Intercultural
communicators should not demean or belittle the cultural identity of others
through verbal or non-verbal communication.
❖ Ethical communicators seek to describe the world as they perceive it as

accurately as possible. What is perceived to be the truth may vary from one
culture to another, truth is socially constructed. This principle means that
ethical communicators do not deliberately mislead or deceive.
❖ Ethical communicators encourage people of other cultures to express

themselves in their uniqueness. This principle respects the right of people to
expression regardless of how popular or unpopular their ideas may be.
❖ Ethical communicators strive for identification with people of other cultures.

Intercultural communicators should emphasize the commonalities of cultural
beliefs and values rather than their differences.
Communication Approach to Intercultural Communication
 Personality Strength
➢ The main personal traits that affect the intercultural communication
are self-concept, self-disclosure, self-monitoring, and social
relaxation.

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 Communication Skills
➢ Individuals must be competent in verbal and non-verbal behaviors.
Intercultural communication skills require message skills,
behavioral flexibility, interaction management, and social skills.
 Psychological Adjustment
➢ Effective Communicators must be able to acclimate to new
environments. They must be able to handle the feelings of “culture
shock” such as frustration, stress, and alienation in ambiguous
situations caused by new environments.
 Cultural Awareness
➢ To be competent in intercultural communication, individuals must
understand the social customs and the social system of the host
culture. Understanding how people think and behave is essential for
effective communication with them.
Barriers to Intercultural Communication
 Anxiety
➢ When you are anxious because of not knowing what you are expected
to do, it is only natural to focus on that feeling and not be totally
present in the communication transaction.
 Assuming Similarity instead of Differences

➢ Each culture is different and unique to some degree. Boucher
(2004), as stated by Jandt (2010), has shown how cultures differ as
to whom it is appropriate to display emotions. If you assume the
display of emotions is similar to your culture, you might see people
of different cultures in certain circumstances as lacking emotions
inappropriately.
 Ethnocentrism
➢ It is negatively judging aspects of another culture by the standards of
one’s own culture.
 Stereotyping
➢ The term “stereotype” is the broader term commonly used to refer to
negative or positive judgments made about individuals based on any
observable or believed group membership.
 Prejudice
➢ Prejudice refers to the irrational dislike or hatred of a particular

group, race, religion, or sexual orientation (Rothenerg, 1992). Persons
in the group are viewed not in terms of their individual merit but
according to the superficial characteristics that make them part of
the group.

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Characteristics of Intercultural Communication
 Motivation
➢ The desire to communicate successfully with strangers is an
important start. For example, people high in willingness to
communicate with people from other cultures report a greater
number of friends from different backgrounds than those who are
less willing to reach out. Having the proper motivation is important in
all communication, but particularly so in intercultural interactions
because they can be quiet challenging.
 Tolerance for Ambiguity

➢ Communicating with people from different backgrounds can be
confusing. A tolerance for ambiguity makes it possible to accept, and
even embrace, the often equivocal and sometimes downright
incomprehensible messages that characterize intercultural
communication
 Open-mindedness
➢ Principled communicators are not likely to compromise deeply held
beliefs about what is right. At the same time, competence requires an
attitude that recognized that people who behave differently are most
likely following rules that have governed their whole lives.
 Knowledge and Skill

➢ Communication Theorist Charles Berger outlines three strategies
for moving forward to a more mindful, competent style of
intercultural communication:
• Passive Observation
• Active Strategies
• Self-disclosure
Enrichment:
Did you know?
Although you may think of stereotypes as being negative judgments,

they can also be positive. Some people hold positive stereotypes of other
individuals based on their professional group membership. For example,
some people assume that all doctors are intelligent and wise.

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Assessment:
Watch the video:
"Wiring a Web for Global Good"
Link:
https://www.youtube.com/watch?v=y7rrJAC84FA
Study the speech. In a form of reaction paper, answer the following questions:
a.) What global issues have emerged because of miscommunication?

b.) How can effective communication and language contribute to creation of a truly
global society?
Below is the format for the reaction paper:

▪ Font style: Arial
▪ Font size: 12
▪ Margin: 1 inch in all sides
▪ Spacing: 2.0
Save your work in PDF format then upload it on the posted classwork in google
classroom.
References:
▪ Agustin, Racquel, et.al. Communication in Multicultural Contexts: Meanings and

Purposes. Panday-Lahi Publishing, Inc. 2018
▪ Wakat, Geraldine S. et.al., Purposive Communication. Lorimar Publishing,

Inc.,2018
▪ Article "Communication and Globalization- A Challenge for Public Policy" by

Marc Raboy
▪ Eight Types of Globalization https://slideplayer.com/slide/15024256/
▪ Video "Connected but Alone?" in TED Talk

https://www.youtube.com/results?search.query=connected+but+alone
▪ Video “Globalization” https://www.youtube.com/watch?v=JJ0nFD19eT8

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MODULE 3: INTERCULTURAL COMMUNICATION
VARIETIES AND REGISTERS OF

SPOKEN AND WRITTEN LANGUAGE
Course Objectives:
 Determine culturally appropriate terms, expressions, and images (sensitivity
to gender, race, class, etc.)
 Adopt cultural and intercultural awareness and sensitivity in communication of
ideas
Overview:
This module talks about intercultural communication as well as the varieties. It

talks about the forms of intercultural communication, improving intercultural
competence, varieties of language, characteristics of spoken and written language, forms
or types of spoken language, types of words, ways on how to choose appropriate language
political correctness, and culturally (in)appropriate images.
Living in a globalized world, you encounter people with diverse cultural

backgrounds. Such interaction occurs in social, educational, political, and commercial
settings. Hence, in today’s era of increased global communication, it is imperative to
understand intercultural communication for us to enhance our intercultural awareness
and competence. Intercultural competence is essential for us to live harmoniously despite
our difference in culture.
Course Materials:
What is Intercultural Communication?
Jandt (1998) introduced the intercultural and intracultural communication.

Intercultural Communication refers to interaction with people from diverse culture. On the
other hand, Intracultural Communication is the interaction between or among members
of the same racial or ethnic group or co-culture.
Forms of Intercultural Communication

 Interracial Communication
➢ It refers to the interaction of people belonging to different races.
 Interethnic Communication
➢ It is the interaction among people of different ethnic origins.
 International Communication
➢ It is the interaction between representatives from different nation.

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Improving Intercultural Competence

The following guidelines may help you enhance your ability to communicate
effectively across cultures (Gamble & Gamble, 2008).
1. Recognize the validity and differences of communication styles among
people.
2. Learn to eliminate personal biases and prejudices.
3. Strive to acquire communication skills necessary in a multicultural world.
Varieties of Language
Lin (2016) presents the following nature of language variation as prescribed by
most linguists based on the ideas of Mahboob (2014).
1. Language varies when communicating with people within (local) and outs
(global) our community.
2. Language varies in speaking and in writing.
3. Language varies in everyday and specialized discourses
Characteristics of Spoken Language
 The situation in which the spoken variety of language is used and in which it
develops presupposes the presence of an interlocutor.
 The spoken language is mostly maintained in the form of a dialogue
 The spoken language utilizes the human voice and all kinds of gestures which
give additional information.
 The spoken language is spontaneous but momentary. It vanishes after having
fulfilled its purpose, which is to communicate the thought, no matter how
trivial or important.
 The spoken language cannot be detached from the user of it.
 The spoken language widely uses intensifying words. These are interjections
and words with strong emotive meanings, as oaths, swear-words, and
adjectives which have lost their primary meaning.
 The spoken language is characterized by the insertion into the utterance of
words without any meaning, which are called “fill-ups” or empty words such
as “well”, “and all”, “so to say”, “whatever”, etc.
Varieties of Spoken Language
There are five types of spoken language. These are followed by situations that
illustrate each category.
 INTERACTIONAL
➢ It is used for having social function. This makes use of informal type of
speech which aims to develop relationships between interlocutors.
Example:
A: Hi! How are you today?

B: I’m good. You?
A: I’m ok.

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 REFERENTIAL
➢ It is providing the listener some information referring to objects or
abstract concepts. The speaker assumes that the listener has
knowledge on the matter at hand. In return, the listener has to know
the context before they can understand the references.
Example:
The mobile phone unit has been sent via door-to-door at 10 o’clock. Please notify the
office once you have received it.
 EXPRESSIVE
➢ It is showing the speaker’s judgments or feelings about a person,
event, or situation.
Example:
It’s truly unbelievable! How could she do such a terrible thing?
 TRANSACTIONAL
➢ It is used for getting information or making a deal. It has a
specific purpose and is driven by needs and wants rather than
sociability. Unlike interactional language, transactional spoken
language has its intention to achieve a give-and-take relationship
between the speaker and the listener. Here, a specific query is a given
specific answer.
Example:
A: May I know how much this parcel costs?
B: You can give me Php 100.00
 PHATIC
➢ It means engaging in small, plain talk. The speaker and listener use
minimal amount of language to engage in the conversation. This
spoken language variety poses familiarity of topic and context
between the speaker and the listener.
Example:
A: Coffee?
B: Yes, black.

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Characteristics of Spoken Language
 The written variety presupposes the absence of an interlocutor.

 The written language is mostly maintained in the form of a monologue.
 The written language is more carefully organized and more explanatory. Most
often, the word choice is more deliberate.
 The written language is able to live forever with the idea it expresses.
 The written language can be detached and objectively looked at. The writer
has an opportunity to correct and improve what has been put on the paper.
 The written language bears a greater volume of responsibility than its spoke
counterpart.
Spoken and Written Language
Both varieties, however, may be different in terms of their phonetics, morphology,

lexicon, and syntax. Yet, most striking difference between the spoken and written
language is in the vocabulary used. There are words and phrases typically colloquial, on
one hand, and typically bookish, on the other hand. If colloquial words and phrases find
their way in the written language, they immediately produce a marked stylistic effect and
can be used for the speech characterization.
Types of Words
COLLOQUIAL NEUTRAL LITERARY
daddy father parent
get out go away retire
go on continue proceed
guys friends associates

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Forms/ Types of Spoken and Written Language
SPOKEN WRITTEN
Face-to-face Reports
Telephone Memos
conversation
Virtual Emails
Conferencing
Group Fax messages
discussions
Meetings Business
correspondence
Speech Illustrations
Culturally Responsive, Engaging, and Appropriate Language
“Calling an illegal alien an undocumented immigrant is like calling drug dealer an

undocumented pharmacist.” - Anon
The choice of words is a powerful strategy in communication. When Confucius said,

when words lose their meanings, people lose their freedom”, the control of language is an
essential tool for an engaging and responsive communication. Hence, cultural
appropriateness of language is conforming to a culture’s acceptable expressions and
standards of behavior and thoughts. This is referred to as “POLITICAL CORRECTNESS”.
Ways on How to Choose Appropriate Language
❖ Notice and reflect on disrespectful language, thoughts, and actions.

❖ Respect people of different races.
❖ Use language that includes the LGBTQIA+ people.
❖ Avoid exclusionary, gender-specific language.
❖ Avoid using explicitly religious terms in mixed-religious company.
❖ Avoid expressions that devalue people with physical or mental disabilities.
❖ Refrain from language that groups people into one large category.
Political Correctness
Political correctness has an important purpose: it promotes equality by

demonstrating an understanding that all people and groups are valuable to society
regardless of race, culture, religion, gender, or sexual orientation.

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NON-POLITICALLY POLITICALLY
CORRECT CORRECT
Housewife Domestic Engineer
Global Warming Climate Change
Broken Home Dysfunctional Family
Slum Area Economically Deprived

Area
Wanted Criminal Person of Interest
Lazy Motivationally Deficient
Dustman Sanitation Engineer
Insane Reality Challenged
Caretaker Site Engineer
There’s more!!!
NON-POLITICALLY POLITICALLY CORRECT

CORRECT
Stupid Intellectually Impaired
Chairman Chairperson/ Chair
Mother/ Father Parent
Husband/ Wife Partner
Immigrant Newcomer
Jungle Rain Forest
Shoplifting Irregular Shopping
Unemployed Economically Inactive

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Culturally (In)Appropriate Images
Cultural Appropriation of images is the adoption of the iconography of another

culture, and using it for purposes that are unintended by the original culture or even
offensive to that culture’s mores. This poses deeper concerns and issues of
communication in which the origin of that particular culture gets offended.
How well can you detect culturally inappropriate images and illustrations? Take a
close look at the images below.
What are your observations on the images presented above?
Cultural Sensitivity
Cultural Sensitivity is an attitude and way of behaving in which you are aware of and
acknowledge cultural differences. This is crucial for effective interpersonal
communication (Franklin & Mizell, 1995). If you can tell how the above pictures pose
insensitivity to those who made them, then you are sensitive enough.
Enrichment:
Did you know?
“Politically correct” is not about being right; it is more of being

respectful and considerate. Being politically correct means that you avoid
expressions and actions that may exclude, marginalize, or offend a particular
group of people. The term first became popular during the 1970s and 1980s.

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Assessment:
Create short dialogues considering ethical standards and political

correctness in the following intercultural communication scenarios:
▪ A tourist, who is a Korean, asks you for the directions going the tourist
spot he is about to visit.
▪ It is your first day of class and you noticed one of your classmates, who is a
Muslim, sitting silently on his/her chair while the others are getting to know each
other.
▪ Supposed you are a hiring manager in a company and a member of LGBT
community applied for a position in a job.
Save your work in PDF format then upload it on the posted classwork in
google classroom.
References:
▪ Agustin, Racquel, et. al. Communication in Multicultural Contexts: Meanings and

Purposes. Panday-Lahi Publishing House, Inc. 2018
▪ Wakat, Geraldine S. et.al, Purposive Communication. Lorimar Publishing, Inc. 2018

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MODULE 4: EVALUATING MESSAGES AND IMAGES
Course Objectives:
 Evaluate multimodal texts critically to enhance receptive (listening, reading,
viewing) skills
 Convey ideas through oral, audio-visual, and/or web-based presentations for
different target audiences in local and global settings using appropriate
registers
 Adopt awareness of audience and context in presenting ideas
Overview:
This module talks about evaluating messages and images. It discusses the different
components in evaluating messages such as identifying the what is the message, its
purpose, ways used to covey messages, and target audience.
Nowadays, the communication world continually requires us, sources of messages

to decide quickly and send messages rapidly. According to Brantley and Miller (2007),
research has shown that people who prepare and send effective messages are able to:
understand the importance of the communication cycle; incorporate the principles of
effective communication into their responses to other people’s messages.
Therefore, the true secret in sending messages effectively relies on how the source
conveys his ideas using different platforms that will suit his target audience, whether in
local or global settings. Moreover, he should embrace awareness as to the context in
presenting his ideas to achieve willingness and enhance the listening, reading, and
viewing skills of his audience.
Course Materials:
What is the Message?

In communication cycle, message is one of the elements that gives information and
ideas to its intended receiver or audience. In rhetorical studies and communication studies,
the message is the information conveyed by: (a) words (in speech or writing, and/or (b)
other signs and symbols (Nordquist, R., 2017). Therefore, message whether verbal or non-
verbal, or both, makes up the content of the communication process. The source or sender
starts the process by conveying the message to a receiver (cited in Nordquist, Richard
“message communication”).

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❖ Verbal and Non-verbal Content

A message may include verbal content (i.e., written or spoken words, email, text
messages, phone calls, snail mail, sky-writing, etc.) and will include non-verbal
content (meaningful behavior beyond words: e.g., body movement and gestures, eye
contact, artifacts, and clothing, vocal variety, touch, timing, etc.) Intentionally or not,
both verbal and non-verbal content is part of the information that is transferred in a
message. If non-verbal cues do not align with the verbal message, ambiguity is
introduced even as uncertainty is increased.” (John O. Burtis and Paul D. Turman,
Leadership Communication as Citizenship. Sage, 2010)
❖ Messages in Classical Rhetoric

“Both Cicero and Quintilian accepted the Aristotelian Notion that a rhetorical
message consists of effective use of logical (logos), ethical (ethos), and pathetic
proof (pathos). The rhetor who has command of these three persuasive strategies,
the held, is in a good position to motivate an audience.” (J.L Golden et.al., The Rhetoric
th
of Western Thought, 8 ed. Kendall Hunt, 2003)
❖ Messages in the Media
“A well-defined message has two key components. First, it is simple, direct, and
concise. Second, it defines the issues on your own terms and in your own words.
(Peter Obstler, “Working With the Media”. Fighting Toxics: A Manual for Protecting
Your Family, Community, and Workplace, ed. By Gary Cohen and John O’Connor. Island
Press, 19990)
“People who are highly media literate are able to see much more in a given message.
They are more aware of the levels of meaning. This enhances understanding. They are
more in charge of programming their own mental codes. This enhances control. They
are much more likely to get what they want from the messages. This enhances
appreciation. Thus, people operating at higher levels of media literacy fulfill the goals
of higher understanding, control, and appreciation”.
th
(W. James Potter, Media Literacy, 4 ed. Sage, 2008)
What is the Purpose of the Message?

According to Jennifer Lombardo, MUD school instructor and freelance artist,
“determining the purpose of your message is the first step in deciding what you want to
say and how you want to say it. Once you have the goal selected, it is then easy to tailor
the message in order to reach you audience. It is essential to choose whether to inform,
persuade, or offer goodwill via a message in the workplace”.
❖ Informative Message
These can be used to share or convey information, usual, repetitive, everyday tasks,
directions, codes, processes and procedures in the workplace. The message should
be very clear, straight to the point, and easy to understand.
Informative messages are designed to influence understanding; to make it clearer
or more developed. They are not designed to change or reinforce opinions, through
sometimes that occurs as a side

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effect(www.uta.edu/faculty/mputnam/COMS3312/Notes/Ch10.html). Examples of
informative messages are State of the Nation Address (SONA) of the president,
orientation of newly hired employees, organization and committee meeting, etc.
❖ Persuasive Message
These occur when a person tries to convince another person or group to take certain
specific actions. It should be as specific as possible and the purpose should be
observable and measurable.
A persuasive message follows a persuasive strategy AIDA (Attention, Interest,
Desire, and Action).
It explains how the receiver benefits from fulfilling a request- before the request is
made (Brantley & Miller, 2007).
❖ Goodwill Message
These are used to show a sense of kindness, friendliness, gratitude, regret,
sympathy, congratulations, invitations, and appreciation.
According to Mary Ellen Guffrey (1998), goodwill messages carry good wishes,
warm feelings, and sincere thoughts to friends, customers, and employees. Example
of goodwill messages are messages of appreciation, congratulations, symphaty, etc.
The Reader and the Audience

Both reader and audience are receivers of message. However, they differ on the
source and the way they receive messages. A reader interprets written messages by
reading aloud or by eyes. On the other hand, audience receive message my listening to
oral messages.
The reader of any text plays a vital role of providing interpretations concerning what
has been read. By definition, a reader is someone who reads a particular newspaper,
book, or magazine with a particular skill
(www.mamillandictionary.com/us/dictionary/american/reader).
Interpretation of the text is done through seeing relationships of the elements
presented. You may accept or reject a text depending on its effect on you. There are
instances that you respond based on your emotions and some would do this based on
their intellect.
Reading comprehension requires readers to know and understand the text being
read. One’s excellent decoding skills would not be enough. More than skills like this
would be understanding of the written text. Reading comprehension is not a single step
or easily acquired skill. By Prado and Plourder (2005) in Harvey (2010), it is a process that
involves thinking, teaching, past experiences, and knowledge.
One of the factors that affect one’s reading comprehension is the process of reading
being practiced using the text being read. There are 3 processes of reading and it include:
BOTTOM UP, TOP DOWN, and INTERACTIVE.

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❖ Bottom-up
This is the process of reading from TEXT TO MIND in which the reader only interprets
what he or she understands from the material. This is used when the reader doesn’t have
an idea yet about the topic and that all the understanding comes from the text.
❖ Top-down
This is the process of reading from MIND TO TEXT in which the reader incorporates
his or her prior knowledge to the text he or she is currently reading. This is used when the
reader already has a background idea about the topic of the text.
❖ Interactive
This is the combination of bottom up and top down processes. How does this
happen? This process is commonly used when the reader already has a prior knowledge
about some parts of the text that he is able to interpret it from mind to text. Moreover, the
reader is still able to gain new knowledge from which he is able to use the bottom up
process.
What Do We Do with Messages?

Messages come from the texts being read. These could be evaluated by the readers
in different ways; hence, they begin to have different levels of reading comprehension.
Messages may also come from different materials such as printed texts (i.e.,
magazines, articles, newspapers, journals, researches, books, and the like) and online
texts. These may be shown in different ways and may be given various interpretations
based on their presentations.
But how do culturally diverse learners respond to these texts?
Hamp-Lyons (1998) in Kroll (2003) found that essay readers from different cultures
responded to essays in different ways. This appeared to be a partial attribute to their
linguistic/ rhetorical backgrounds. This becomes an issue, then.
Factors Affecting Varied Interpretation of Texts
▪ Social Environment
▪ Home Environment’
▪ Cultural Environment
▪ Experiences
▪ Intellectual Level
▪ Language Differences
Ways Used o Convery Messages from Various Texts Read

There are different ways by which we can interpret messages from various texts
and these ways may also vary based on our level of understanding. For example, kids
would interpret the meaning of a story based on images that they see from the text. In this
time that everybody has been facing globalization, kids normally look for pictures, graphs,
charts, or symbols since most them are visual/ global learners. Hence, the use of images
would be very useful in writing to elicit a number of responses from them.

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This also applies to students in the higher level. Sometimes, they prefer to see and
get meaning of a text through images. These students are considered global learners-
those who can analyze things through illustrations.
They would probably choose reading materials which are presented below:
In addition, readers may also use images as symbols of how they understand the
meaning of a text. They give responses through pictures. When we ask them to describe
their families, one of them may get a family picture to tell us how his/her family looks like.
For youngsters who are inclined of using social media, one way by which they can
interpret a text, or any observation is through their own stories.
Stories can help clarify key values and also help demonstrate how certain tasks are
performed within an organization. With this, their interpretations of things may also be sent
and delivered to other people through social media sites. There are instances that they
include a photo to give emphasis.
People use images of objects which they want to emphasize or sometimes, things
that they want to advertise. Visual narratives are also being created by many of these
readers/ interpretations/ presenters. These have also been used in Semiotics, as
mentioned by Molnar (2011).

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The Target Audience

We normally consider our audience whenever we write a letter, a book, or any
scholarly materials. Yes, we find it difficult to begin writing due to lack of appropriate
vocabulary of terms to be used but this would be easier if we become specific of our
target audience.
As cited by Kranz (2007), knowing the audience will also help to determine the
degree of formality with which we should write. He added that knowing who we are
writing for should dictate whether to use conventions like contractions for informal
writing or those mechanics for formal/ technical writing.
The messages which we would like to deliver should fit the target audience of the
material. With this, we should have knowledge about their backgrounds; hence, they
would understand the material which we prepared.
Love your audience:
Different ways to help them understand your message
(Everse, 2011)
▪ Keep the message simple, but deep in meaning.

▪ Inspire, educate, and reinforce them.
▪ Use 21st century media and be unexpected.
Key Concepts of Media Literacy

The Key Concepts of Media Literacy framework serves as a basis for developing
critical understanding of the content of mass media, the techniques used, and the impact
of these techniques . Also, the Key Concepts of Media Literacy can be very helpful in the
construction of media texts for different purposes.
The term “text” includes any form of written, spoken, or media work conveying
meaning to an audience. Text may use words, graphics, sounds, and images in presenting
information. It may be in oral, print, visual, or electronic form.

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KEY CONCEPTS GUIDE QUESTIONS IN MEDIA TEXT ANALYSIS
1. All media messages are constructed. a. What is the message of the text?
b. How effectively does it represent
reality?
c. How is the message
constructed?
2. Media have embedded values and points a. What lifestyles, values, and
of view. points of view are represented in
the text?
b. Who or what is missing?
3. Each person interprets the message a. What message do you perceive from the
differently. text?
b. How might others understand it
differently? Why?
4. Media have commercial, ideological, or a. What is the purpose of the text?

political interests. b. Who is the target audience of the text?
c. Who might be disadvantaged?
d. Who created the text and why?
5. Media messages are constructed using a. What techniques are used and why?
a creative language having its own rules. b. How effective are the techniques in
supporting the messages or themes of
the text.
c. What are the other ways of presenting
the message.
Enrichment:
Here are some tips!
Tips on How to Deal with Audience (David, n.d)
1. Learn about audience. Korean readers differ from Chinese Readers

and so as Puerto Ricans who differ from Mexican readers. Do not assume
all readers of any one ethnic group are alike. Hence, they all give different
interpretations
2. Read books on body language and cultural communications. Different people
would interpret things based on what they already know and from where they embraced
those things.
3. Use slang that is being used by the audience; hence, there will be no mismatches.

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Get to know more about Key Concepts of Media Literacy!
Try to visit the link below to view an example of media analysis using
the key concepts of media literacy.
https://globalessenceofcommunication.wordpress.com/2019/01/06/evaluating-
messages-and-or-images-of-different-types-of-texts-reflecting-different-cultures/
Assessment:
Choose an advertisement (image or video) then make a media analysis of it using the
key concepts of media literacy.
Follow the format below:
KEY GUIDE
CONCEPTS QUESTIONS ANALYSIS
In the first column, type all the 5 key concepts in each row. Guide questions for each
key concept will be put in the second column. On the other hand, your analysis, which are
your answers to the guide questions will be but on the third column.
Include the image of the advertisement you have analyzed before the table of
analysis. If you have used a video advertisement, include a screen capture of the video
followed by its link.
Below is the format for the output:

▪ Font size: 12
▪ Spacing: 2.0
classroom.

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References:
▪ Agustin, Racquel, et. al. Communication in Multicultural Contexts: Meanings

and Purposes. Panday-Lahi Publishing House, Inc. 2018
▪ Wakat, Geraldine S. et.al, Purposive Communication. Lorimar Publishing, Inc.

2018
▪ https://mindspaceintuition.files.wordpress.com
▪ https://globalessenceofcommunication.wordpress.com/2019/01/06/evaluatin
g-messages-and-or-images-of-different-types-of-texts-reflecting-
different-cultures/

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MODULE 5: COMMUNICATION AIDS AND TECHNOLOGY
Course Objectives:
 Convey ideas through oral, audio-visual, and/ or web-based presentations for
registers
Overview:
This module talks about communication aids and technology. It discusses

about the role of technology in communication, the evolution of human communication, the
relational technology and identity construction, media and technology generations, online
communication, online content creation and identity, mediated communication and its
impact on personal relationships, competence and challenges in mediated
communication, social media etiquette, and multimodal advocacy.
Communication with others plays a big part in people’s lives today. It is hard to think
of a single activity that people engage in that does not involve communication is some way.
Communication becomes even more effective when tools and strategies are employed to
help communicators better understand one another. Communication has become a little
different because of the emerging technology that has become part of the communicator’s
toolbox. In other words, it is among the resources that communicators use to help facilitate
understanding.
Technological tools and strategies have changed drastically over recent decades.
The increasing variety and accessibility of technology has expanded the toolbox and the
opportunities for communicators. The simple Source-Message-Channel-Receiver
process has developed and evolved because there are more pathways available for the
message to travel through.
Course Materials:
What is the Role of Technology in Communication?
Communication and Technology have become essential in today’s generation. All

around the world, government, education system, researchers, community leaders,
teachers, and parents consider technology to be critical part of child’s communication
competence and skills development. These advances in technology have influenced the

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way people create, share, use, and develop information in society, and young people need
to be highly skilled in their use of information and communication technologies
Technology-assisted communication or machine-assisted interpersonal

communication combines characteristics of both interpersonal and mass communication
situations (Dominick, 1999). In this setting, one or more people are communicating be
means of a mechanical device or devices with one or more receivers. One of the important
characteristics of technology-assisted communication is that it allows the source and the
receiver to be separated both by time and space.
Learning the history of communication is very significant because knowing what

happened many years ago will help people understand what is going on now. Modern
communicators needed to trace human civilization to better appreciate the tools of
communication they are currently using. Human’s early ancestors must have had some
means of non-verbal communication long before they have learned and eventually
developed the spoken language.
Seven Milestones in the Evolution of Human Communication
1. Language
2. Writing
3. Printing
4. Telegraphy and Telephony
5. Photography
6. Radio and Television
7. Computer and Internet
With the evolution of the seven milestones of human communication and
technology, in general, it is difficult to predict the ultimate shape of a new communication
medium. It appears that the emergence of a new communication tool changes but does not
extinct those advances that came before it. Each advance in communication increases the
power to convey and record information, and each has played a significant role in creating
the culture and society that people have nowadays.
The Meaning of Relational Technology
Technological devices play a vital role in the way people communicate nowadays.
Personal and relational identities are created and maintained through the use of these
technologies. Duck and McMahan (2009) refer to cellphones, Ipods, and other
technological devices as relational technologies to emphasize the relational functions
and implications of their use is society and within specific groups.
Media and Technology Generations
The progress of technology plays a major influence in identifying the perceptions

and experience of generations. Media scholars Gary Gumpert and Robert Cathart (1995)
have maintained that the traditional notion of separating generations according to time
can be replaced by separating generations according to their media experience.
What separates generations is not just the chronological era in which they were
born but also the media and technology that encompass their world. Media generations

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(Duck and McMahan, 2010) are differentiated by unique media grammar and media
consciousness based on the technological environment in which they were born.
Online Communication
Experts say online communication is the new face to face communication. Upper
and lower cases of text messages and emojies have carried almost similar meanings and
intent as in a face-to-face communication. The advent of computer-mediated
communication has given man greater freedom and heavier responsibility to survive in an
online environment. While communication is easy, online environment arise from the fact
that cyber communication has also expanded opportunities for online users to hide under
different and fraudulent identities.
Several factors contribute to the construction of identities by communicators in an
online setting. They help shape communication styles that take place in the internet (Duck
& McMahan, 2010)
Screen Names
Identity development is accompanied in part through the selection of screen names

which are frequently selected when participating in chat rooms but are also evident when
playing games, uploading videos, leaving online comments, and evaluations, and even
selling items online. A person is sometimes known to others by his or her screen name,
which may or may not provide an accurate presentation of the person behind the screen.
Users may select screen names based on genuine perceived characteristics of the
self or uncharacteristic traits they wish to establish online. Such screen names as
“shyguy21” or “toughgirl17” may be used by those who view themselves as outgoing or
aggressive, as well as by those who see themselves as introverted or passive offline but
wish to create a unique online persona. People may select a screen name based on
genuine characteristics as a neutral extension of the self-but they may choose
unrepresentative traits as way to develop untapped aspects of the self and to test these
characteristics in what may be an anonymous and nonthreatening environment.
E-mail Addresses
Also connected to identity instruction, e-mail addresses have these main parts, all
of which can convey personal information to others: the username (sometimes a person’s
screen name), the domain name, and the top-level domain. The username comes before
the @ symbol; the domain name comes immediately after the @ symbol. And the top-level
domain follows the dot (.).
Much of what has been discussed about screen names also applies to usernames.
You can convey multiple aspects of the self through the selection of a username, and other
people form impressions of you based on the name you select. Screen an usernames may
also create undesired impressions.: “2Sexy4U” or “YourKindOfGuy”, for example, may be
fine with corresponding and interacting with friends online but not in professional
situations. Keep this in mind when creating your resume. Potential employers may reject
a job candidate whose contact information includes an e-mail address like “LazyBug93”.

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The domain name can reveal service provider, profession, or affiliations. Domain
names often display a person’s Internet service provider which may be selected based on
how people wish to portray themselves to others. For instance, some people may select a
relatively small and unfamiliar internet provider as opposed to a large and recognizable
one in an effort to be unique or to display disapproval of large corporations. Individuals
wishing to convey internet experience and capability may use high-speed internet e-mail
addresses with pride. Many of you reading this may have an e-mail account through a
school that connects you symbolically to that institution. Many university alumni
organizations allow former students to retain their college e-mail addresses after
graduation to signify their association with their alma mater.
The top-level domain material spearing at the end of the e-mail addresses also
reveals personal information to others. Such codes as .edu, .gov, .mil, .org may also
indicate to others a connection to an environment with education, government, military, or
an organization. E-mail addresses originating in countries other than the United States
come with a two-digit country code, such as .ph, .uk, which provides further information
about their owners.
Online Content Creation and Identity
The internet has been become both an instrument and a site for social expression ,
especially for younger generation. Personal web pages, blogs, and the posting of share
and display of their thoughts, interests, talents, and other characteristics of the self. While
internet users of all ages perform these activities, younger people use the internet for
self-expression more than adults. In fact, more than half of online teenagers are
considered content creators, internet users who have developed or maintained a Web site
or blog or shared creative work online. (Lenhart and Madden, 2005 as mentioned in Duck
& McMahan, 2010).
Personal Web Pages and Blog
The material and information on personal Web sites and blogs are usually provided
for specific reasons. People may incorporate content specifically for personal expression
and a desire to share it with others, for example, and they frequently use personal Web
pages o maintain connections with their social networks by providing information about
the latest events in their lives. The majority of bloggers cite expressing themselves
creatively as the primary reason for maintaining a blog, with documenting and sharing
personal experiences a close second (Lenhart & Fox, 2006).
Social Networking Sites
Social Networking Sites such as Skype, Twitter, Instagram, Facebook, and

Messenger allow people to connect with friends, families, and others in an existing social
network while establishing new connections and forming relationships with people from
around the world. Equally, important as establishing and maintaining connections with
others, social networking sites are becoming important tools in the display and creation of
personal and relational identities, as well as the disclosure of personal information.
Mediated Communication and its Impact on Personal Relationships
A closer look at the pace of technology has revolutionized communication says a lot
about human relationships. Kraut, Bryanin, and Kiesler (2006) as mentioned in Dave and

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McMahan (2009) revealed that “on one level, changes in technology simply allow people to
achieve relatively stable relational goals in new ways.” Cards and small mails have been
replaced by e-cards and e-mails. Correspondence takes place through phone calls rather
than letters. These authors also maintain, however, “that more than simply altering how
traditional goals are met, technological transformation also changes what can be
accomplished, creating new relational goals and norms.
Cellphones and Personal Relationships
Cell phones have come to represent constant connection to those who possess your
number, and how freely people give out of their cell phone numbers varies.
Giving or denying someone access to your cell phone number establishes both the
boundaries and the degree of closeness desired ad expected within the relationship.
Limiting the availability of contact with a person establishes specific relational
boundaries. How that person views and evaluates such limits depends on your
relationship. Refusing to provide a cell phone number to a friend may be viewed as
legitimate (Duck & McMahan, 2009).
On the other hand, providing another person with your cell phone number suggests
a desire for connection with that individual and perhaps an indication of the type of
relationship you wish to establish. For instance, making your number available to an
acquaintance could imply a desire to develop a closer type of relationship. The evaluation
and meaning of providing an acquaintance your number generally depends on your
relationship with that person.
Connection and Availability
Cell phones allow people to be in “perpetual contact” with others (J. Katz & Askhus,
2002). The ability to make instant contact with another person regardless of geographic
location creates a symbolic connection unlike the one created by any previous
communication technology. If you have your cell phone with you, you have your social
networks as well (Duck, 2007). This constant connection with others can provide comfort
and security in a relationship or can lead to challenges. Relationships require connections
between people, as well as autonomy and independence (Baxter & Montgomery, 1996).
While the feeling of constant connection made possible through cell phones can be
beneficial, it may decrease feelings of autonomy, equally important and necessary in
relationships.
Shared Experience
Shared experience can be derived from the use of cell phones. First, the actual use
of cell phones constitutes shared technological experience. Especially when people
correspond through text messages, the engage in the use of the same technology.
Particular groups assign great significance and meaning to the use of particular
technology, and younger generations adapt more quickly to changing technology. More
than simply transmitting information, the act of sending and receiving text messages both
announces and establishes shared membership an acceptance into a group.
Personal Relationships and Social Network
Online communication enables people to maintain existing relationships, enhance

existing relationships, and create new relationships, and is dramatically changing social

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networks (Boase, Horrigan, Wellaman, & Rainie, 2006). Contrary to fears that the internet
will hinder personal relationships, the majority of the internet users indicate that it has
improved the quality of their relationships (Howard, Rainie, & Jones, 2002). In fact,
increased use of internet allows for increased interaction with friends and family not only
online but also face-to-face and over the telephone.
Online communication is dramatically changing the construction and nature of

social networks. Boase, Horrigan, Wellman, & Rainie (2006) have examined online
communication’s impact on social networks and the development of social capital, or the
availability of other people to fulfill the needs and provide assistance. Their findings
indicate that massive changes in the size and the configuration of social networks are
taking place as a result of online communication.
One consequence of online communication is the ability to maintain larger social

networks. Internet users report over-all larger numbers of people in their social
networks than non-users, made possible in part by how easily contact can be maintained
through online communication. As part of their study, Boase, Horrigan, Wellman, & Rainie
(2006) distinguished two types of connection in social networks: Core ties and Significant
ties.
CORE TIES include people with whom you have a very close relationship and are in
frequent contact. You often discuss important matters in life, with core ties, and you often
seek their assistance in times of need.
SIGNIFICANT TIE though more than mere acquaintances represent a somewhat

weaker connection. You make less contact with significant ties and are less likely to talk
with them about important issues in your life to seek help from the, but they are still there
for you when needed.
Competence and Challenges in Mediated Communication
❖ Leaner Messages
Social scientists use the term richness to describe the abundance of non-
verbal cues that add clarity to a verbal message. Face-to-face communication is
rich because it abounds with nonverbal cues that give communicators cues about
the meanings of one another’s words and offer hints about their feelings. By
comparison, most mediated communication is a much leaner channel for
conveying information. Because most mediated communication are leaner that
the face-to-face variety, they can be harder to interpret with confidence. Irony and
attempts at humor can easily be misunderstood, so as a receiver, it is important to
clarify interpretations before jumping to conclusions. As a sender, think about how
to send unambiguous messages so you aren’t misunderstood.
❖ Disinhibition
Sooner or later, most of us speak before we think, blurting out remarks that
embarrass ourselves and offend others. The tendency to transmit uncensored
messages can be especially great in online communication, where we don’t see,
hear, or sometimes even know the target of our remarks. This disinhibition can
take two forms.

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Sometimes, online communicators volunteer personal information that they

would prefer to keep confidential from at least some receivers. Consider the
example of social networking sites like Facebook, Twitter, and Instagram. A quick
scan of home pages there shows that many users post text and images about
themselves that could prove embarrassing in some contexts.
Examples:
“Here I am soon after I got drunk.”
“This is me in Boracay after a long break from work.”
This is not the sort of information most people would be eager to show
their prospective employers or certain family members.
A second form of disinhibition is increased expressiveness. A

growing body of research shows that communicators are more direct- often in a
critical way- when using mediated channels than in face-to-face contact.
Sometimes, communicators take disinhibition to the extreme, blasting-off angry-
even vicious- e-mails, text messages, and website postings. The common term for
these outbursts is flaming.
❖ Permanence
Common decency aside, the risk of hostile e-messages- or any

inappropriate mediated messages- is their permanence. It can be bad enough to
blurt out a private thought or lash out in a person, but at least there is no permanent
record of your indiscretion. By contrast, a regrettable text message, e-mail, or web
posting can be archived virtually forever. Even worse, it can be retrieved and
forwarded in ways that can only be imagined in your worst dreams. The best advice,
then, is to take the same approach with mediated messages that you do in person:
Think twice before saying something you may later regret.
SOCIAL MEDIA ETTIUETTE: WHAT’S SAFE TO SHARE ON SOCIAL NETWORKS?

By Scott Steinberg
Social networks- self-contained online forums where users can share their lives
and careers and engage in ongoing dialogue with others in the forum of text, photos,
videos, comments, and other forms of high-tech communication- have grown by leaps
and bounds over the past decade. Billions of people worldwide now regularly turn to social
networks to provide friends and strangers alike with snapshots and updates of their daily
life and, in turn, wee what friends, family, and acquaintances are doing at any given
moment. In fact, it’s fair to say that today, we’re juggling two lives: real and virtual. But what
do basic rules of online etiquette look like, and which information and viewpoints are OK to
share on these most public of forums? As we note in the new book Netiquette Essentials:
New Rules for Minding Your Manners in a Digital World, answers are often hard to come
by.
Read more:
https://www.huffpost.com/entry/social-media-etiquette-wh_b_14500916

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Multimodal Advocacy
Look at the pictures and state what immediately comes to your mind.

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The images shown are examples of an advocacy campaign. An advocacy is a strategic

series of actions designed to influence those who hold governmental, political, economic,
or private powers to implement public policies and practices that benefit those with less
political power and fewer economic resources- usually the affected group.
An advocacy campaign is a long-term set of activities that includes research,

planning, and acting, monitoring, and evaluating advocacy efforts. By practice, advocacy
campaigns are delivered through different platforms of media- television, print, and radio.
However, contemporary technology has enabled advocates to use digital media such as
the internet, mobile devices, and Social Media as tools for pushing an advocacy as well.
Jumpstarting your Advocacy
▪ Developing your message
Your advocacy message is what you choose to say about your issue, its solution and
who you are. To develop a message, you will need information to back up the
arguments you see. In order to do this, you should:
a. Know your audience

b. Know your political environment and moments (controversies, issues, fear, etc.)
c. Keep your message simple and brief
d. Use real-life stories and quotes
e. Use precise, powerful language and active verbs
f. Use clear facts and numbers creatively
g. Adapt the message to medium you are going to use
h. Allow your audience to reach their own conclusions
i. Encourage audience to take action
j. Present a possible solution
▪ Delivering your message
Message delivery involves careful attention to how the information will be

transmitted and to whom or what the message will convey. Choices about delivery
differ depending on the audiences and the community. In places where access to
electronic or printed information is limited, people trust information they receive
face-to-face from a person they regard as knowledgeable or an authority in the
community. Other information sources simply do not reach them.
▪ Choosing the right medium
Your choice of a medium to deliver the message depends on who you are speaking
to, what you want to say, your purpose, and your ability to work with that medium.
Mass media can be both a tool and a target of your advocacy. On the other hand,
because mass media reaches so many people, it is a powerful tool to inform and

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build support around your issue. Its influence over public opinion and values makes
it a prime target.
Traditional Mediums for Advocacy
▪ Press Release
▪ Radio and Television
▪ Theater and Songs
▪ Pamphlets, Comic Books and Photos
Read more:
https://creatingmultimodaltext.com/
Enrichment:
Points to Ponder
Advocacy messages are most effective when they follow a logical

sequence that begins with the ways in which the social purpose affects the
things a community already values. It is difficult if not impossible to
persuade an individual or a community to adopt a new value. Instead, you
must understand how your advocacy connects to things that people already
give importance to.
Another one!
Proactive posting of campaign messages and calls to action on your

blog, Facebook, Twitter, and other digital venues is also an effective way of
promoting your advocacy. Engaging other partners and advocates to
comment, add content, and advance your cause both on your social media
venues and on their own also help.

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Assessment:
To maximize positively the use of TECHNOLOGY and SOCIAL MEDIA in this modern
generation, let us make use of it as a tool for COMMUNICATION to help spread mental
health awareness. Create an infographic AWARENESS CAMPAIGN which is meant to
boost public awareness about taking care of mental and health to help save lives.
Post the campaign on your FB account and add under your caption the following
hashtags:
#PurposiveCommunication
#LearnAndShare
#ICare
Make sure to set the post's privacy in public.
Do some research and make sure to consider only reliable sources in getting
factual information for your content.
Below is a link which may guide you in creating a multimodal content:
https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/
english/literacy/multimodal/Pages/createmultimodal.aspx
Here is an example of an infographic campaign on mental health awaress:
https://www.seafarerswelfare.org/seafarer-health-information-
programme/good-mental-health/good-mental-health-infographics-steps-to-
positive-mental-health
Save a PDF format of your output then upload it also on the posted classwork in
google classroom.

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References:

▪ https://www.huffpost.com/entry/social-media-etiquette-wh_b_14500916
▪ https://creatingmultimodaltext.com/
▪ https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/
english/literacy/multimodal/Pages/createmultimodal.aspx

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MODULE 6: COMMUNICATION FOR VARIOUS PURPOSES
Course Objectives:
 Convey ideas through oral, audio-visual, and/ or web-based presentations for
different target audiences in local and global settings using appropriate registers
 Create clear, coherent, and effective communication materials
 Present ideas persuasively using appropriate language registers, tone, facial
expressions, and gestures
Overview:
This module talks about communication for various purposes. It talks about the strategies,
methods, patterns, and parts of different message purposes such as: informative, persuasive, and
entertainment.
One of the principles of communication is that it is purposive. In every communication

situation, a sender has his own objective. It differs with the way a message is delivered depending
on the sender’s purpose. It is the sender’s responsibility to choose and appropriate method in
delivering his message and apply different techniques to make his message remarkable to the
audience.
Course Materials:
SPEECH TO INFORM
An informative speech is one whose goal is to explain or describe facts, truths, and
principles in a way that stimulates interest, facilitates understanding, and increases the
likelihood of remembering. In short, informative speeches are designed to educate
audiences. Thus, most classroom lectures are basically informative speeches (although
they may range from excellent to poor in quality).
Informative speeches answer the questions about a topic, such as those beginning
with who, when, what, where, why, how to, and how does. For example, your informative
speech might describe who popular singer-songwriter Adele is, define Scientology,
compare and contrast the similarities and differences between Twitter and Facebook,
narrate the story of basketball professional Kobe Bryant, rise to fame, or demonstrate how
to create and post a blog or video on a website like Youtube.

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Informative speaking differs from other speech forms (such as speaking to

persuade, to entertain, or to celebrate) in that your goal is simply to achieve mutual
understanding about an object, person, place, process, event, idea, concept, or issue
(Verderver, 2015).
The purpose of informative communication is to add to a listener’s understanding. In

order to achieve this goal, a speaker must communicate information clearly and
interestingly. There are many different ways to categorize informative speeches and these
will be discussed in this module.
Techniques in Delivering an Informative Speech
TECHNIQUES USE EXAMPLE
Presentational Aids To provide the opportunity for A diagam of the process of

the audience to retain a making ethanol
visual as well as an audio
memory of important or
difficult material.
Repetition To give the audience a “The first dimension of
second or third chance to romantic love is passion; that
retain important information is, it can’t really be romantic
by repeating or paraphrasing love if there is no sexual
it. attraction.”
Transition To increase the likelihood “So the three characteristics

that the audience will retain of romantic love are passion,
the relationships among the intimacy, and commitment.
information being presented, Now, let’s look at each of the
including which information is five ways you can keep love
primary and which is alive. The first is through small
supporting. talk.”
Humor and other To create an emotional “True love is like a pair of
Emotional memory link to important socks: you’ve got to have
Anecdotes ideas. two, and they’ve got to
match. So you and your
partner need to be mutually
committed and compatible.”
Mnemonics and To provide an easily “You can remember the four

Acronyms remembered memory criteria for evaluating a
prompt or shortcut to diamond as the four C’s:
increase the likelihood that a Carat, Clarity, Cut, and
list is retained. Color.”
“As you can see, useful goals
are SMART: Specific,
Measurable, Action-oriented,
Reasonbale, and Time-
bound. That’s SMART.”

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Characteristics of Effective Informative Speaking
▪ Intellectually Stimulating
▪ Relevant
▪ Creative
Methods of Informing
▪ Description
▪ Definition
▪ Comparison and Contrast
▪ Narration
▪ Demonstration
Description
Description is a method used to create precise, vivid, verbal picture of an object,
geographic feature, setting, event, person, or image. This method usually answers and
overarching “who”, “what”, or “where” questions. If the thing to be described is simple and
familiar (like a light bulb or a river), the description may not need to be detailed. But if the
thing to be described is complex and unfamiliar (like a sextant or holograph), the
description will be more exhaustive. Descriptions are of course easier if you have a
presentational aid, but vivid verbal descriptions can also create informative mental
pictures.
Definition
Definition is a method that explains the meaning of something. There are four ways
to define something:
• By classifying and differentiating
• By derivation or etymology
• By explaining its use or function
• By using synonyms of antonyms
Comparison and Contrast

Comparison and Contrast is a method of informing that centers on how something
is similar to and different from other things. Use of Venn Diagram can be a good technique

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to organize your ideas in developing an informative speech using the comparison and
contrast method.
Narration
Narration is a method that retells an autobiographical or biographical event, myth,
or other story. Narratives usually have four parts. First, the narration tells the listener by
describing when and where the event took place and by announcing the essential
characters. Second, the narration discusses the order of events that led to a complication
or problem, including details that enhance the progression. Third, the narration explains
how the complication or problem affected key characters. Finally, the narration recounts
the manner by which the complication or problem was solved. The features of a good
narration comprise a strong story line; use of descriptive language and details that
improve the plot, people, setting, and events; effective use of dialogue; pacing that builds,
suspense; and a powerful voice.
Demonstration
Demonstration is a method that shows how something is done, displays the stages
of a process, or exhibits how something works. Demonstrations range from very simple
with few easy-to-follow steps (such as how to iron a shirt) to very complex (such as
demonstrating how a nuclear reactor works). Whether you present a simple or difficult
subject, to demonstrate effectively requires you to be an expert in doing it. Use orderly
sequencing, clear language, and visual aids.
Guidelines for Organization Pattern
PATTERN USE WHEN POSSIBLE TOPICS
Chronological you want to show a step-by-step Vacation to the Province

progression and/ or you want to Growth of Banana Tree
discuss an event, phenomenon, or
concept over time.
Spatial you want to help the audience An Interesting Island
visualize something you are The New Gym
describing and/ or you want to The Park at the Neighborhood
describe something by moving from
point to point through space.
Categorical You want to emphasize the Departments of the ABS

significance of the categories or Company
divisions in some way or you are
interested in flexible approach to
organization
Causal you want your audience to The Effects of Bad Study
understand those factors (causes) Habits
that have contributed to some Good Study Habits
outcome (effects) or you want your Advantages
audience to understand the impact

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(effects) of some problem or Healthy Diet and its

phenomenon. Consequences
Problem-Solution you want to make your audience Noise Pollution

understand a problem more fully Water Pollution
while acknowledging associated Scarcity of Resources
solutions or you want to help your
audience become aware of diverse
solutions to a problem without
advocating any one of them.
SPEECH TO PERSUADE
PERSUASION is the process of altering or reinforcing attitudes, beliefs, values, or

behavior. Although knowing your listener’s attitudes, beliefs, and values can help you write
any message, these three variables when explaining psychological audience analysis are
especially necessary to include when drafting and presenting a persuasive message. Your
attitude exhibit our likes and dislikes. Technically speaking, a mental outlook is a learned
choice to reply positively or negatively toward something. In your task to persuade, you
might want to influence your listeners to like or propose new shopping mall, to like bats
because of their ability to eat insects, or to disapprove an increase in tax.
Ways to Present Persuasive Ideas
DESCRIPTION EXAMPLE
Cognitive Telling listeners about existing Many high school students
Dissonance problems or information that today are not computer
is inconsistent with their literate. Without this
currently held beliefs or knowledge, your students will
known information creates not be competitive in today’s
psychological discomfort. job market. You should support
local bond proposal that
would provide more money for
computers in our schools.
Hierarchy of Needs People are motivated by You could be the envy of
unmet needs. The most basic people you know if you
needs are psychological, purchase this new sleek sports
followed by safety needs, car. You will be perceived as a
social needs, self-esteem person of high status in your
needs, and finally, self- community.
actualization needs.

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Positive Motivation People will more likely change You should take a course in
their thinking or pursue a public speaking because it will
particular course of action if increase your prospects of
they are convinced that good getting a good job. Effective
things will happen to them if communication skills are the
they support what the speaker most sought-after skills in
advocates. today’s workplace.
Negative Motivation People seek to avoid pain and If you receive a letter or
discomfort. They will be package that looks suspicious
motivated to support what a because it is unusually lumpy,
speaker advocates if they are has no return address, is
convinced that bad things will marked “personal” or
happen to them unless they “confidential”, or is from
do. someone you do not know,
wash your hands after you
touch it. Report the suspicious
letter or package to the post
office immediately. If you do
not head these suggestions,
you increase the chances of
being contaminated by a
biological agent.
SPEECH TO ENTERTAIN
The speech to entertain usually happens in an after-dinner situation, or at a time

when the audience does not expect to be asked to think very hard or to take a very serious
action.
Purposes and Challenges of the Speech to Entertain
The overarching purpose of the speech to entertain is to help listeners enjoy

themselves. The speaker whose purpose is not the same as a stand-up comedian. Rather,
in the context of enjoyment, most speakers seek also to impart some sort of memorable
message. In many ways, the speech to entertain is a very difficult speech to give. Humor is
a hard to plan; professional humorist is likely to employ teams of writers, and even they can
and often do flop. Also, what may seem funny to you or to a few of your friends one night
may not seem funny the next morning.
Enjoyment Versus Humor
Creating enjoyment, it should be pointed out, does not always mean being funny. In
fact, most successful speeches to entertain will probably include a lot of informative
material, they will stick to a central theme or point, and, however lighthearted, many, like a
good fable, will have a moral at the end.
For the audience, enjoyment comes from being relaxed and interested in the point of
moral communicated, and not necessarily from being amused. Furthermore, different
people enjoy different things.

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What people enjoy is not always easy to predict, and the clues you can get from
audience analysis may or may not be helpful. Obviously, listeners will bring diverse tastes
and preferences to any speaking situation. Even so, if you think about it, you can probably
guess with some accuracy what kind of music many college students find enjoyable, what
sorts of television programs most people watch, what movies are popular, what the
serious interests are of those in particular majors, and so forth.
Many speeches to entertain are developed inductively, as the speaker shares

amusing, meaningful, and interesting stories. Of course, the strategy to be used depends,
as always, on the speaker’s specific worthy goal. But only those speeches that aim
primarily at enjoyment can be successful when the overarching result is enjoyment.
Preparing and Presenting the Speech to Entertain
If you have the talent, interest, and opportunity to develop and deliver a speech to entertain,
here are some tips to keep in mind:
▪ Aim to stimulate enjoyment in your audience.

▪ Make your presentation brief.
▪ Provide a memorable message.
Basic Parts of Speech to Entertain
▪ Introduction
▪ Body
▪ Conclusion
Introduction. Your task as a speaker in the speech to entertain is to start it by

stimulating the audience’s attention, setting the mood, and creating the main point.
Do not attempt to present a serious or complicated concept/ idea that makes your
audience think because your only goal is to give the listeners a total entertainment
experience.
Body. Always remember the kind of audience you have, the occasion and your
speaking skill as well as limitations when you plan your speech. Several variations
can be used in organizing your speech to entertain: topical order and descriptions.
Conclusion. The conclusion is usually very short and maintains to carry robust and
joyful mood that was maintained throughout the speech. Specific devices for
concluding were discussed in the previous lessons should be reviewed as a means
of determining which technique best suits the specific occasion you are to speak at
(Samovar, 1998).

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Enrichment:
Learn some more!
Strategies to Become a Productive Thinker

by Michael Micalko
▪ Rethink a topic, issue, or problem from many perspectives.
▪ Make your thoughts visible by sketching drawings, diagrams,

and graphs.
▪ Make your thoughts visible by sketching drawings, diagrams, and graphs.
▪ Memorable
▪ Diverse Learning Styles
Assessment:
Prepare persuasive speech to promote multicultural communication

by working on the topic: “CULTURAL DIFFERENCES IS NOT A BARRIER TO
SOCIAL UNITY”.
Deliver the speech through a video recording. Keep in mind the strategies
and organization patterns in making and delivering your speech. 3 to 5
minutes presentation is good.
Consider the rubrics posted on the google classroom for this activity.
The recorded video of your speech should be uploaded on the posted classwork in
google classroom.

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References:

▪ Handbook of Effective, Professional Communication

http://hplengr.wisc.edu/Prof_Comm.pdf

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MODULE 7: COMMUNICATION FOR WORK PURPOSES
Course Objectives:
 Create clear, coherent, and effective communication materials
 Present ideas using appropriate language registers, tone, facial expressions,
and gestures
Overview:
This module talks about communication in the workplace. It discusses about

communication networks; business letter as well as its parts, lay out, and types; resume
and its functions and parts; interview and the conduct and ethics of it.
The essence of communication is sharing, providing data, information, insights in an

exchange that benefits you and the people with whom you are communicating with.
Communication is the lifeblood of an organization. It plays a important role in the success
of every organization it help establish the relationship between superior and subordinates
and the relationship between organizations relay on how well and they manage to
communicate each other.
The organization is run by interchanging information, plans, ideas, proposals, use of

data, and conducting discussions, meetings, and research which are all different forms of
communication. Individuals in organizations transmit messages through face-to-face,
written, and mediated channels. To be able to communicate effectively in the workplace is
a challenge that future and currently employed people face. Researchers have proven that
an efficient communication pattern helps ease conflicts in work and fellow employees and
enhances better workflow.
While the demand to learn this skill may be high, the rewards are fulfilling. Students
like you who have not been exposed to any work community will benefit most from the
lessons in this module.
Course Materials:
Communication Networks
In an organization, the manager has to read, speak, write, listen, observe, and
supervise are all means of communication. You should know how to make letters, reports,
proposals, and memos and other communication. In order to do so, you must improve your
communication skills. It can be the most important step you can make in your career, the

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ability to communicate is an essential skill that employers expect employee to have when
they enter the workforce.
Ambition and great ideas aren’t enough, people in every field need to communicate
with people in order to succeed in their career. They often need to share ideas with
colleagues and connect with people outside their field.
Communication in the workplace primarily involves a system of managing the flow of

information within an organization. You will appreciate it more if you understand how
confusing unregulated communication is, even in small organization with barely 20
employees. If each were to pass information to everyone, each employee will have to send
and receive information- possibly conflicting information- from all those employees.
With this degree of complexity, there is come system for structuring who will
communicate with whom. These systems are called communication networks- regular
patterns of person-to-person relationships through which information flows in an
organization.
Formal Communication Networks (Adler & Ehlmorst, 1999)
Formal communication networks are systems designed by management to dictate

who should talk to whom to get a job done. In a small organization, networks are so simple
that they may hardly be noticeable; in larger organizations, they become more intricate.
The most common way of describing formal networks is with organizational charts.
They are more than a bureaucrat’s toy; they provide clear guideline of who is
responsible for a given task and which employees are responsible for other’s
performance. A typical organization chart shows that communication can flow in several
directions: downward, upward, horizontally, and lateral.

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Types of Formal Communications in the Organization
DOWNWARD UPWARD HORIZONTAL/

LATERAL
Definition Superior to Subordinate to Between co-
Subordinate Superior workers with
different areas or
responsibility
Types Job instructions What Coordinated tasks
Rationale for job subordinates Solve Problems
Organizational are doing Share information
procedures and Unsolved work Manage conflicts
practices Problems Build a rapport
Feedback to Suggestions for
subordinates improvement
Indoctrination to Subordinate’s
Organization feelings about
culture job and co-
workers
Potential Prevention/ Prevention of Increased
Benefits correction of new problems cooperation aming
employee errors and solution of employees with
Greater job old ones different duties
satisfaction Increased Greater
Improve Morale acceptance of understanding or
management organization’s
decisions mission
Potential Insufficient or Superiors may Rivalry may occur

Problems unclear messages discourage, between
Message overload disregard or employees from
Message distorted downplay different areas
as it passes through importance of Specialization
one or more subordinates’ makes
intermediaries messages understanding
Supervisors difficult
may unfairly Information
blame overload
subordinates discourages
for unpleasant contacts
news Physical barriers
discourage
contacts
Lack of motivation
Business Letter
From paper to e-mail, letter dominates the world of business and are the most often
used in communicating. Historically, business letter was sent via postal mail or courier but
the rapid innovations on technology change our way in sending business letters. Business
correspondence needs to be polished and professionally formatted.

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BASIC PARTS OF A BUSINESS LETTER
▪ Heading/Letterhead/Return Address
▪ Dateline
▪ Inside Address
▪ Salutation
▪ Body of the letter
▪ Complimentary Close
▪ Signature Block
▪ Reference Initials
Heading/Letterhead/Return Address
The heading or letterhead includes the sender’s details such as the name, address,
contact details (mobile number, e-mail address) and even the logo of the company where
the sender is part of. It is also called return address for it contains the address where the
recipient will refer when sending the response. This is typed 2 spaces above the dateline.
Dateline
The date of a letter when a letter was written should be placed spaces below the
writer’s return address information. It is the final component in the heading of a business
letter. Format it using the month, day and year or you can also format it using the day, month
and year. Date of letter shouldn’t be abbreviated and must be indicated completely.
Inside Address
Inside Address as a counterpart of the letter head, contains the receiver’s details.
These contain information such as the name of the receiver, his or her position, company,
and company address. This is typed 2 spaces below the dateline.
Salutation
Salutation is the initial greetings of the sender to the receiver of the letter. In writing
the salutation, it is very important to consider proper titles for the person to which the letter
will be sent. In a business letter, a colon is being used as the punctuation mark for the
salutation. This part is typed 2 spaces after the inside address.
Body of the letter
Body is the most important part because it is the essence of the letter. It contains the
message of the sender to the receiver. In writing body of the letter, the sender must take
into consideration several factors. There are actually six qualities of effective business
letter.
Complimentary Close
It is considered to be the closing greetings of the sender to the receiver. It is typed 2

spaces below the body of the letter. In writing the complimentary close, it is only the first

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letter of the first word which should be typed in uppercase letter, the rest should be in lower
case only. Punctuation mark to be used must be comma (,).
Signature Block
This part identifies the sender. It shows the full name of the sender of the letter with
his or her signature above. It is typed 3 to 5 spaces below the complimentary close to give
space for the sender’s signature. This makes the letter valid and reliable.
Reference Initials
It is the TYPIST’S INITIALS. Therefore, if the sender is not the same person who typed
the letter, it is not the sender’s initials which will appear on the letter, rather, the typist’s
initials. This commonly happens in business letters. For instance, the company president
asked his secretary to type a letter, it is the secretary’s initials which will appear on the
letter. However, the company president will remain the sender of the letter whose details
and name will appear on the same letter. Reference initials can be typed 2 spaces below the
signature block.
Download and view the example of business letter with its labeled parts on
the uploaded file in google classroom.
File name:
PARTS OF BUSINESS LETTER
STYLES OR FORMATS OF BUSINESS LETTER
▪ Full-block Style
▪ Modified Block Styles
▪ Semi-block Style
▪ Simplified Style
Full-block Style
This is the format that will work well in every situation and can be used for formal as
well as in informal correspondence. This block format business letter illustrates how quick
and easy communications can be to type. This format has no indention at the beginnings of
paragraphs and all the information is typed flushed left, with one-inch margins all around.
Modified Block Style
This modified block business letter format differs from the full block style for some
parts of it are moved to the right side. However, the beginnings of the paragraphs remain
not indented. Modified block style are just a little less formal than full block style. The
dateline, complimentary close, and the signature block all start near the center of the page,
proceeding to the right side. On the other hand, the other parts remain on the left.

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Semi-block Style
The semi-block business letter format looks very much like the modified block
style, except that the paragraphs have been indented. Semi-block letter format letters are
just a little formal than modified block style. If you are using this format, the dateline must
be placed at the right center of the page, type the inside address and salutation flush left.
The complimentary close and signature block must be aligned also with the dateline. For
formal letters, avoid abbreviations, indent the first line of each paragraph one-half inch.
Simplified Style
This is another modification of the full block format. This is used when you write a
letter and you don’t know the name and title of the person you are writing the letter.
The format is widely used when the writer of the letters does not want to give
importance to formality; this format give more importance to the core matter of the letter.
This format omits the salutation and the complimentary close; all lines are flush with the
left margin; dateline is placed six spaces below the letterhead, inside address is placed 4
spaces below dateline; subject is typed in capital letters, 3 spaces below the inside
address; and writer’s name and official title/ position are types in capital letters, 4 or 5
spaces below the body of the letter.
Download and view the example of business letters following the four
difference styles on the uploaded file in google classroom.
File name:
STYLES OR LAY OUT OF BUSINESS LETTER
COMMON TYPES OF BUSINESS LETTERS
▪ Absence letter
▪ Appreciation letter
▪ Congratulations letter
▪ Cover letter
▪ Follow-up letter
▪ Job-offer letter
▪ Resignation letter
Absence letter
Absence letter is a formal notification when you plan to miss work. This is the
correspondence that every employee may need to provide an excuse letter when they miss
time from work to interview or for other reason.

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Appreciation letter
Sending thank you notes to everyone who helps with your career or job search goes
a long way. It is a great way to reach out and make others aware of your gratitude for their
help.
Congratulations letter
This is the type of correspondence that you send someone who has just gotten a
promotion or a new job, retirement, or when someone has done a great job at work,
congratulate them to let them know they are appreciated.
Cover letter
A cover letter is a one-page document that explains why you are an ideal candidate
for the job. Attach cover letter with your resume when you apply for jobs to show your
passion for the position or company, and highlight relevant qualifications that could add
value to the company.
Follow-up letter
A follow-up letter is sent after an interview to check on the status of a resume or a

job application you have submitted. It gives you the chance to re-introduce yourself if you
received no response to an earlier correspondence.
Job-offer letter
Formal job-offer letter confirms the details of the offer of employment including
some or all of the following job description, salary, benefits, paid time-off, work schedule,
reporting structure, etc.
Resignation letter
Resigning professionally and gracefully, whenever possible, is the best way to leave
a job. A resignation letter will ease the transition over the job and will help you maintain a
positive relationship with your employer even after you are no longer with the company.
There is a variety of circumstances, including basic and formal resignation letters, two
weeks notice, no notice, short notice, retirement, and farewell letter.
Download and view the example of business letters following the four
difference styles on the uploaded file in google classroom.
File name:
TYPES OF BUSINESS LETTER

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RESUME
A resume is a structured summary of a person’s education, employment

background, job qualifications and accomplishments which highlights the aspects that
would be of interest to a prospective employer.
Where to start?
First, you should decide on the format that you will use. It can be Chronological and
Functional. Each format has its own advantages and disadvantages.
Chronological Format
This format presents the traditional type of a resume that emphasizes career
progression that provides a quick, orderly overview of your candidate’s work and
educational experience. This format is used when a candidate wants to apply for a similar
field and wants to promote upward career mobility.
Functional Format
This format focuses on the abilities and skills of a candidate. It emphasizes the
applicant’s qualifications. Functional format is more suitable for those candidates with an
expert level of experience. This format is used when a candidate has gaps in employment
and if the candidate wants to change career path and wants to highlight a specific skill set.
THE ORDER OF INFORMATION
▪ Name
▪ Mailing Address
▪ Telephone Number
▪ Email Address
▪ Picture
▪ Resume Introduction
▪ Key Skills and Strengths
▪ Technical/ Software Skills
▪ Educational History
▪ Employment History
▪ References/ Referees
Download and view the example of RESUME on the uploaded file in google
classroom.
File name:
RESUME

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INTERVIEW
Interview is a two-party conversation in which at least one person has a specific, serious
purpose. This definition makes it clear that interviewing is a special kind of conversation,
differing from other types in several ways. Most important, interviewing is always
purposeful. Unlike more spontaneous conversations, an interview includes at least one
participant who has a serious, pre-determined reason for being there.
There are two parties involved in an interview: the interviewer and the interviewee.
INTERVIEWER is the one who initiates the interview. It refers to the person who delivers the
questions to the other part who is called the interviewee. INTERVIEWEE is the one who
responds to the questions being asked by the interviewer.
PLANNING THE INTERVIEW
A successful interview begins before the parties face each other. Whether you are
the interviewer or the respondent, background work can mean the difference between
success and disappointment. In planning the interview, the steps on the left side of this
slide are being considered.
▪ Identify and analyze other party.

▪ Prepare a list of topics.
▪ Choose the best interview structure.
▪ Consider possible questions.
CONDUCTING AN INTERVIEW
The environment where an interview takes place greatly determines the success or
failure of its conduct. With some planning of time and place, you can avoid the frustrations
of trying to discuss a confidential matter with a co-worker within earshot of people who
would love to overhear your conversation or of trying to stop your boss in the hall to ask for
a raise when she’s on her way to a meeting and the easiest way to get free of you is to say
no.
After careful planning, the interview itself takes place. An interview consists of
three stages:
▪ Opening (Introduction)
▪ Body
▪ Closing
(Adler & Elmhorts, 1999)

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Opening
A good introduction can shape the entire interview. Research suggests that people
form lasting impressions of one another in the first few minutes of a conversation. Deaver
(1986) describes the importance of its impressions in a job interview this way: “The first
minute is all-important in an interview. Fifty percent of the decision is made within the first
30 to 60 seconds. About 25 percent of the evaluation is made during the first 15 minutes. It’s
very difficult to recover the last 25 percent if you’ve blown the first couple of minutes”.
These initial impressions shape how a listener regards everything that follows.
Body
It is here that questions and answers are exchanged. While a smooth interview
might look spontaneous to an outsider, you have already learned the importance of
preparation.
It is unlikely that an interview will ever follow your exact expectations, and it would
be a mistake to force it to do so. As an interviewee, you will think of important questions-
both primary and secondary- during the session. As a respondent, you will be probably be
surprised by some of the things the interviewer asks. The best way to proceed is to prepare
for the general areas you expect will be covered and do your best when expected issues
come up.
Closing
An interview should not end with the last answer to the last question. As with most
other types of communication, certain functions need to be performed to bring the
interview to a satisfactory conclusion.
▪ Review and clarify the results of the interview.

▪ Establish future actions.
▪ Conclude with pleasantries.
ETHICS OF INTERVIEWING
The exchange of information that goes on between interviewer and interviewee

should be guided by some basic ethical guidelines and responsibilities (Wilson & Goodall,
Jr., 1991) as mentioned in Adler & Elmhorst (1999). In addition to the moral reasons for
following these guidelines, there is often a pragmatic basis for behaving ethically. Since the
interview is likely to be part of an ongoing relationship, behaving responsible and
honorably will serve you well in future interactions. Conversely, the costs of developing a
poor reputation are usually greater than the benefits of gaining a temporary advantage by
behaving unethically or irresponsibly.

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Obligations of the Interviewer
▪ Make only promises you are willing and able to keep.

▪ Keep confidences.
▪ Allow the interviewee to make free responses.
▪ Treat every interviewee with respect
Obligations of the Interviewee
TYPE OF DOs DON’Ts

INTERVIEW
FACE-TO-FACE • Make a research • Never be late.
INTERVIEW about the profile of Being tardy is never
This is the most the company you are excusable.
common type and applying to. • Do not be too
often called a • Dress professionally. cocky. Wait for the
“personal interview”. • Arrive on time. interviewer to offer
The interviewer gets • Greet interviewer you a seat.
to see to interviewee with a smile. • Do not slouch.
up close and personal. • Sit upright. Good posture
He/ She can keep an • Maintain eye contact. reflects confidence.
eye on the body • Be yourself. • Always be modest
language of the • Thank the when answering.
interviewee to assess interviewer after the • Do not be
his/ her sincerity, interview. desperate.
flexibility, and • Do not fidget.
commitment. It can be • Never lie,
formal or informal and • Do not speak bad
its usually things about your
conversational. company or
colleagues.
• Do not reveal
personal information
or make
unprofessional
remarks.

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INTERVIEW
PANEL • Be sure to do some • Don’t rush your
INTERVIEW research on both the answers.
This type of interview interviewers. Know • Don’t act pressured
involves two or more their roles within the because of the
interviewers. They try company. “firing squad”.
to gauge the group • The key to a panel
management and interview is to keep
group presentation all the interviewers
skills of the involved by
interviewee since this maintaining eye
type is mostly used contact.
when interviewing • Build rapport.
applicants for senior • Engage the group
level positions. with your responses.
• When responding,
direct your initial
answer to the one
who asked you the
question, but as you
elaborate your
examples, address
other interviewers.

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INTERVIEW
GROUP • Dress appropriately. • Do not arrive
INTERVIEW • Instead of unprepared.
It is also known as emphasizing other • Do not talk too
Group Discussion of people’s much to overpower
GD. It involves weaknesses, your fellow
bringing an applicant highlight the positive interviewees, but do
with several other things you can do not talk very little,
candidates whoa re for the company. too. Know when to
vying for the same • Listen to your strike a balance.
position. All of them peers’ answers. This • Do not ask what the
are interviewed will help you think company does, how
simultaneously. The and answer better. much pay you would
main purpose of this • Support some co- be getting, or if you
type of interview is to interviewee’s got the job.
evaluate how different statements. • Do not bully other
interviewees react and • Smile and nod a lot. applicants.
interact with others • Ask brilliant
and how they questions. This will
influence others with make you stand out
their knowledge and from the rest.
reasons. • Greet and thank the
interviewer and co-
interviewees.

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INTERVIEW
TELEPHONE • Remember • Do not search
INTERVIEW telephone the internet while
This type of etiquettes. talking over the
interview is • Make a research phone.
conducted via about the company • Do not use slang
telephone. Usually, in advance, or informal
companies do this as • Make the language.
an initial step before interviewer feel • Do not interrupt
inviting an applicant that you are the interviewer.
for a face-to-face listening well by • Don’t be afraid to
interview. Because being alert in ask questions for
the interviewer answering the clarification.
cannot see the questions.
applicant’s body • Practice being
language, it is interviewed over
important that the the phone by
interviewee has asking your friends
positive and concise to call you.
answers and speaks • Be professional
with enthusiasm to and upbeat.
impress the • Maintain
interviewer. professional tone
throughout the
interview.
• Take down notes.
DON’T MISINTERPRET THE FACTS OR YOUR POSITION
Whether the setting is an employment, a performance review session, or an

information-gathering survey, it can be tempting to tell interviewers what they want to
hear. The temptation is especially great if your welfare is at stake. But besides, being
unethical, misrepresenting the facts is likely to catch up with you sooner or later and harm
you more than telling the truth in the first place would have.
DON’T WASTE THE INTERVIEWER’S TIME
If the choice exists, be sure you are qualified for the interview. For example, it would
be a mistake to apply for a job you have little chance of landing or to volunteer for a
customer survey if you are not a member of the population being studied. If the preparation
for the interview is necessary, be sure to do your homework. Once the interview has begun,
be sure to stick to the subject in order to use the time most wisely.

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Enrichment:
Let’s add these to your take aways!
In writing your resume, avoid using emails like the following:
likeempilights@email.com
bananaqueen@email.com
sexylady@email.com
crazyforU@email.com
Unless you are applying for a position as a rum taster, a model of lingerie, or to be in
a relationship.
Responsibilities of the interviewer:
▪ Control and focus the conversation.

▪ Listen actively.
▪ Use secondary questions to probe for important information.
Assessment:
Supposing that you are applying for a job, prepare your letter of
application using the full block format with your digital signature and your
resume with digital picture (the picture should be formal). Send your cover
letter and resume (in PDF format) to marylykarotairo@yahoo.com .
References:


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MODULE 7: COMMUNICATION FOR ACADEMIC PURPOSES
Course Objectives:
 Write and present academic papers using appropriate tone, style, conventions,
and reference styles
 Convey ideas through oral, audio-visual, and/or web-based presentations for
registers
Overview:
This module talks about communication for academic purposes. It discusses about
the different steps and techniques on how to write academic papers such as: book review,
literature review, research report, project proposal, and position paper.
The birth of technology has given rise to a sea of communication- via online, face-to-
face, computer-mediated, in a workplace and more so in an academic setting. With so many
communication options, people need a wider range of a communication skills than ever
before.
The academe posts a huge demand for students to become proficient

communicators. To be effective, one must involve both understanding the components and
process of communication and putting them into practice.
This is chapter is devoted to assist students in formulating various academic papers

that are written for numerous fields of discipline.
Course Materials:
1. BOOK REVIEW
You have just taken a journey. Maybe you went to meet Mr. Darcy. Or perhaps, you
went back in time or visited a foreign land. Perhaps you shook hands with Mother Theresa.
Or witnessed the Declaration of Philippine Independence on June 12, 1898 in the then Cavite
el Viejo (now Kawit, Cavite). How did you do these wonderful things? You read a book, of
course.
You think you and your friends should visit the world in the book you have just read.
You can show your friends this world by writing a book review. Simply stating your
personal feelings about a book is not enough. You need to support your statements with
explanations and references to the work.

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The Prewriting Process

▪ Look at the cover. Is there something that makes you interested in the book?
▪ Read the book jacket summary. What does the summary tell you?
▪ Skim some pages. Do you like the way the characters are shown? Do you see any
interesting action taking place?
▪ Consider what you have found. Does the book look interesting? Do you want to know
more about the characters?
Planning A Book Review or Report (Little, 2009)

Take brief notes as you read the material you will respond to. You might note your
favorite parts, parts that puzzle you, and parts that you disagree with. Afterwards, ask
yourself questions to help you analyze and evaluate the material:
▪ Whose point of view does the work present? Which parts reveal the point of view?
▪ What might the work’s purpose be? Which parts reveal the purpose?
▪ What is the author’s thesis?
▪ What are the most and least effective aspects of the work?
▪ What might readers and reviewers learn from the work?
Think about the Purpose and Audience

You have read your book and you are ready to tell people what you think. Before you
begin, think about:
▪ The purpose of your book review

▪ The people who will be reading it (your audience)
Your purpose for writing a book review will be closely linked to your audience and to
their purpose for reading the review. Here are some questions and possible responses to
help you think about your audience and their purpose.
Gather and Organize Details

YOU GET THE IDEA
If you want people to read the book you have chosen, you need to say more about it
than simply, “It’s good.” You need to give them a summary of the book. A summary of a piece
of writing includes only the key ideas of the piece. When you summarize a novel, you will
briefly retell the important events. The notes that you took while you read your novel will
help you write your summary.

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THERE IS MORE TO THE STORY
If a story were plot alone, it would not be much fun to read. Readers will be more
interested in plot events if they know something about the people and places involved.
When you write a summary include a description of the characters and the setting.
WRITING A BOOK REVIEW: IITS PARTS

▪ Introduction
▪ Body
▪ Conclusion
Introduction
In your first paragraph, identify the material that you are responding to. Name the
author and date of publication. To help your readers, provide a summary or brief
description of the work. You might also state your thesis in your opening paragraph.
Body
Devote at least a paragraph to each main point. Support each point with details from
your planning notes- including your won responses- and with examples from the work
itself.
Conclusion
If you haven’t stated your thesis in the first paragraph, do so in the conclusion. Sum
up your judgment of the work’s main ideas and the way they are presented.
2. LITERATURE REVIEW
A literature review is not an annotated bibliography in which you summarize briefly
each article that you have reviewed. While a summary of what you have read is contained
within the literature review. It goes well beyond merely summarizing professional
literature. It focuses on a specific topic of interest to you and includes a critical analysis of
the relationship among different works, and relating this research to your work. It may be
written as s stand-alone paper or to provide a theoretical framework and rationale for a
research study such as a thesis or dissertation (Helen Mongan-Rallis, 2014).
It is an evaluative report of information found in the literature related to your
selected area of study. The review should describe, summarize, evaluate, and clarify this
literature. It should give a theoretical base for the research and help you (the author)
determine the nature of your research. Works which are irrelevant should be discarded
and those which are peripheral should be looked at critically.
A literature review is more than the search for information, and goes beyond
being a descriptive annotated bibliography. All works included in the review must be read,
evaluated, and analyzed (which you would do for an annotated bibliography), but

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relationships between the literature must also be identified and articulated, in relation to
your field of research.
In writing the literature review, the purpose is to convey to the reader what
knowledge and ideas have been established on a topic, and what their strengths and
weaknesses are. The literature review must be defined by a guiding concept (e.g your
research objective, the problem or issue you are discussing, or your argumentative
thesis). It is not just a descriptive list of the material available, or a set of summaries.
READ MORE:
https://www.writing.utronto.ca/advice/literature-review
Steps in Writing a Literature Review

▪ Writing the introduction
▪ Writing the body
▪ Writing the conclusion
Writing the Introduction

The introduction should:
▪ Define or identify the general topic, issue, or area of concern, thus providing an
appropriate context for reviewing the literature.
▪ Point out overall trends in what has been published about the topic; or conflicts in
the theory, methodology; or a single problem, or new perspective of immediate
interest.
▪ Establish the writer’s reason (point of view) for reviewing the literature; explain the
criteria to be used in analyzing and comparing the literature and the organization of
the review (sequence); and when necessary, state why certain literature is or not
included (scope).
Writing the Body

The body should:
▪ Group research studies and other types of literature work (reviews, theoretical
articles, case studies, etc.) according to common denominators such as qualitative
versus quantitative approaches, conclusions of authors, specific purpose or
objective, chronology, etc.
▪ Summarize individual studies or articles with as much as little detail as each merits
according to its comparative importance in the literature, remembering that space
(length) denotes significance.

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▪ Provide the reader with strong “umbrella” sentences at the beginning of

paragraphs, “signposts” throughout, and brief “so what” summary sentences at
intermediate points in the review to aid in understanding comparisons and
analyses.
Writing the Conclusion

The conclusion should:
▪ Summarize major contributions of significant studies and articles to the body of

knowledge under review, maintaining the focus established in the introduction.
▪ Evaluate the current “state of the art” for the body of knowledge reviewed, pointing
out major methodological flaws or gaps in research, inconsistencies in theory and
findings, and areas or issues pertinent to future study.
▪ Conclude by providing some insight into the relationship between the central topic
of the literature review and a larger area of study such as a discipline, a scientific
endeavor, or a profession.
READ MORE:
https://writing.wisc.edu/Handbook/ReviewofLiterature.html
3. RESEARCH REPORT
Have you ever written a report in which you used several different sources? I f so,
you have already produced a research report. A research report is written report that
presents the results of a focused, in-depth study of a specific topic. Its writer chooses
a topic, gathers information about the topic from several sources, and then presents
that information in an organized way.
Steps in Developing a Research Report

• Choosing your subject
• Doing Premilinary Research
• Limiting your subject to a specific topic
• Finding an angle and writing a statement of controlling purpose
• Preparing a list of possible sources
• Taking notes and developing a rough, working outline
• Organizing your notes and making a final outline
• Writing your first draft
• Revising your draft
• Writing the final draft with complete list of works cited

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Choosing a Subject that you care about

One of the most important parts of doing a research is choosing a topic. By choosing
wisely, you can ensure that your research will go smoothly and that you will enjoy doing it.
A subject is a broad area of interest, such as Philippine History or animal behavior.
One way to approach the search for a research-report topic is to first choose a general
area of interest and then focus on some part of it. Make sure that you have a real reason for
wanting to explore the subject. Often, the best subjects for research-reports are the ones
that are related to your own life or to the lives of people you know.
Use Freewriting Techniques

• Freewriting or Clustering
• Brainstorming
• Questioning
• Discussing
Limiting your Subject to a specific topic

Once you have come up with a list of ideas for possible topics, you need to evaluate and
limit them- that is on the basis of certain criteria. Here are some criteria for judging a
research topic:
• The topic should be interesting.

• The topic should be covered in readily available sources.
• The topic should be significant.
• The topic should be objective.
• You should not simply repeat material available in other sources.
• The topic should be narrow enough to be treated fully.
Writing a Statement of Controlling Purpose

Once you have decided on a specific topic, your next step is to write a statement of
controlling purpose. This is a sentence or pair of sentences that tells you what you want to
accomplish in your report. It is called a statement of controlling purpose because it
controls or guides your research. The statement of controlling purpose usually contains
one or more key words that tell what the report is going to accomplish. Key words that often
appear in statements of controlling purpose include analyze, classify, compare, contrast,
define, describe, determine, establish, explain, identify, prove, ands support.
To come up with a statement of controlling purpose, you will probably have to do a
good deal of preliminary research. That is because before you can write a statement of
controlling purpose, you need to know enough about your topic to have a general idea of
what you want to say in your report.

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Preparing a List of Possible Sources

Once you have written a statement of controlling purpose, you are ready to put
together a list of potential sources. The list of sources that might be useful to you in writing
your paper is called a working bibliography. You will have to use some sources during your
preliminary research, and you will probably want to include some or all of those sources in
your working bibliography. As you continue to research and draft, you might find new
sources to add to the list. Before you decide to add a new source to your list, however, be
sure to evaluate it.
Both print and non-print sources will be available to you, and you will want to take
advantage of both. Here are some good places to start looking for information:
▪ Other people
▪ Institutions and organization
▪ The government
▪ The library/ media center
▪ Bookstores
▪ Bibliographies
▪ Online information services
▪ Reference works
▪ Other sources
4. PROJECT PROPOSAL
A proposal is a written report that seeks to persuade the reader to accept a

suggested plan of action. For example, a manager may write a project proposal that
seeks to persuade a potential customer to purchase goods or services from the
writer’s firm, persuade the government to locate a new research facility in the
headquarters city of the writer’s firm, or persuade a foundation to fund a project to be
undertaken by the writer’s firm.
Proposals may either be solicited or unsolicited. Government agencies and many

large commercial firms routinely solicit proposals from potential suppliers. For
example, the government may publish an RFP (request for proposal) stating its
intention to purchase 5, 000 microcomputers, giving detailed specifications regarding
the features it needs on these computers, and inviting prospective suppliers to bid on
the project. Similarly, the computer manufacturers that submits the successful bid
might publish an RFP to invite parts manufacturers to bid on supplying some
component the manufacturer needs for these computers.
The unsolicited proposal differs from solicited proposal in that the former typically
requires more background information and more persuasion. Because the reader may
not be familiar with the project, the writer must present more evidence to convince the
readers of the merits of the proposal.

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The proposal reader is typically outside the organization. The format for these
external documents may be a letter report, a manuscript report, or even a form report,
with the form supplied by the soliciting organization. If the soliciting organization does
not supply a form, it will likely specify in detailed language the format required for the
proposal. The reader’s instructions should be followed explicitly. Despite the merits of
a proposal, failure to follow such guidelines may be sufficient reason for the evaluator
to reject it.
When writing a proposal, the writer must keep in mind that the proposal may
become legally binding on the writer and the organization. In spelling out exactly what
the writer’s organization will provide, when, under what circumstances, and at what
price, the report writer creates the offer part of a contract which, if accepted, becomes
binding on the organization (Ober, 2006).
Techniques in Writing Project Proposal

▪ Give ample, credible evidence for all statements.
▪ Do not exaggerate.
▪ Provide examples, expert testimony, and specific facts and figures to support your
statements.
▪ Use simple, straightforward, and direct language, preferring simple sentences,
and active voice.
▪ Stress reader benefits. Remember that you are asking for something, usually a
commitment of money; let the reader know what he or she will get in return.
SECTIONS OF A TYPICAL PROJECT PROPOSAL

▪ Background
▪ Objectives
▪ Procedure
▪ Qualifications
▪ Request for Approval
▪ Supporting Data
Background
Introduce the problem you are addressing and discuss why it merits the reader’s
consideration. Provide enough background information to show that a problem exists and
that you have a viable solution.
Objectives
Provide specific information about what the outcomes f the project will be. Be
detailed and honest in discussing what the reader will get in return for a commitment of
resources.

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Procedure
Discuss in detail exactly how you will achieve these objectives. Include step-by-
step discussion of what will be done, when, and exactly how much each component pr
phase will cost.
Qualifications
Show how you, your organization, and any of others who would be involved in
conducting this project are qualified to do so. If appropriate, include testimonials or other
external evidence to support your claims.
Request for Approval

Directly ask for approval of your proposal. Depending on the reader’s needs, this
request could come either at the beginning or at the end of the proposal.
Supporting Data
Include as an appendix to your proposal any relevant but supplementary
information that might bolster your arguments.
5. POSITION PAPER
There may have been instances when you were required to explain a variety of
positions on an issue, possible including those in favor of it, those against it, and those with
various views in between. These patterns used for expository papers (narration,
description, exemplification, etc.) can be expanded for a position paper. The objective for a
position paper is to take a stand on the issue, organize materials and notes, and write a
paper that is convincing to your reading audience.
Organization, or deciding on a framework of ideas for your paper is the first step, then
you will need to think about: (1) how the material can be divided into parts, (2) how these
parts can be placed in an order, and (3) what the logical relationships are among the ideas
and parts. To help accomplish this, let us look first at the advice classical writers give on
these matters.
PARTS OF CLASSICAL ORGANIZATION OF ARGUMENTS

▪ Introduction
▪ Statement of Proposition and Division
▪ Narration
▪ Proof
▪ Refutation
▪ Conclusion
Introduction
Make the subject and purpose clear at the start. Also, include information that will
interest the audience so that they will want to keep reading.

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Statement of Proposition and Division

State claim at or near the end of the introduction. Sometimes, name the major
sections of the paper so that is easier for readers to follow along.
Narration
Provide background about the subject and the events that have led to the
controversy. Indicate why the subject is important. Offer reasons for an interest in the
subject and cite qualifications for writing about it.
Proof
Establish reasons and evidences that are acceptable to the audience to prove the
proposition or claim.
Refutation
Refute opposing positions. It may be placed after the proof, before the proof, or at
various points among the items of proof.
Conclusion
Emphasize the important point and remind the audience of the other important
points.
USE ORGANIZATIONAL PATTERNS TO HELP YOU THINK AND ORGANIZE
Organizational patterns represent distinct ways to think about the parts of your
reaction paper, the order in which you place them, and the relationships among the ideas
and parts. They can be incorporated into overall structure of the classical model,
particularly in the proof section (body) of the paper. Use the patterns alone or in
combinations accompanied by an introduction and a conclusion. Use these formats both to
help you think about your ideas as well to organize them.
▪ Claim with Reasons (or Reasons followed by Claim)

▪ Cause and Effect (or Effect and Cause)
▪ Chronology or Narrative
▪ Deduction
▪ Induction
▪ Compare and Contrast

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Enrichment:
Learn some more about book review!
WHO IS THE AUDIENCE WHY MIGHT THESE WHAT TYPES OF

FOR MY BOOK PEOPLE READ MY BOOK INFORMATION
REVIEW? REVIEW? INTEREST MY
AUDIENCE?
Classmates To decide whether to What is the book about?
read a book
Community Librarian To decide whether to get What type of book is it?
a book for the library (mystery, general fiction,
and so on)
Parents To decide if a book is How easy (or difficult) is
right for young readers it to read?
Gift Shoppers To decide whether to buy How much does it cost?
a book as a gift
Assessment:
Write a position paper and take stand of the topic: RACIAL AND
GENDER DISCRIMINATION IN THE WORKFORCE.
Below is the format for the position paper:

▪ Font size: 12
▪ Spacing: 2.0
classroom.
References:



Purposive Communication - Learning Module

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Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Course Title: PURPOSIVE COMMUNICATION

Course Code: GEED 10063

Number of Units: 3 units

At the end of the semester, the student should be able to:

1. Adopt cultural and intercultural awareness and sensitivity in communication of ideas

Course: PURPOSIVE COMMUNICATION

Module 1- Communication Process, Principles, and Ethics

Course: PURPOSIVE COMMUNICATION

MODULE 1: COMMUNICATION PROCESS, PRINCIPLES, AND ETHICS

Verbal vs. Nonverbal Communication

Course: PURPOSIVE COMMUNICATION

Oral vs. Written Communication

Oral Communication is the process of conveying or receiving messages with the

The communication in which the message is transmitted in written or printed form

Course: PURPOSIVE COMMUNICATION

 We communicate to meet needs.

Course: PURPOSIVE COMMUNICATION

 Communication messages vary in conscious encoding.

Communication Ethics (Berko, 1995)

1. Speaks with sincerity.

Did you know?

There are 6 C’s to Effective Communication:

▪ Correctness- It is considering proper grammar, punctuation, tone,

Course: PURPOSIVE COMMUNICATION

Below is the criteria for scoring your output:

▪ Agustin, Racquel, et.al. Communication in Multicultural Contexts: Meanings and

▪ Wakat, Geraldine S. et.al., Purposive Communication. Lorimar Publishing, Inc.,2018

▪ Chase, R. & Shamo S. (2013) Elements of Effective Communication, 4th ed.

▪ Video “What is Communication?” https://www.youtube.com/watch?v=JdbL7jJb3JE

▪ Video “Verbal and Nonverbal Communication

▪ Video “Communication Cyclehttps://www.youtube.com/watch?v=4Z1BIeje_ko

Course: PURPOSIVE COMMUNICATION

MODULE 2: COMMUNICATION AND GLOBALIZATION

This module talks about intercultural communication and globalization. It defines

Communication has since been increasingly global, blurring national boundaries.

Course: PURPOSIVE COMMUNICATION

Strategies to Become Effective Communicator

 Review communication principles.

Ethics Across Cultures (Kale, 1997)

❖ Ethical communicators address people of other cultures with the same

❖ Ethical communicators seek to describe the world as they perceive it as

❖ Ethical communicators encourage people of other cultures to express

❖ Ethical communicators strive for identification with people of other cultures.

Communication Approach to Intercultural Communication

Course: PURPOSIVE COMMUNICATION

Barriers to Intercultural Communication

 Assuming Similarity instead of Differences

➢ Prejudice refers to the irrational dislike or hatred of a particular

Course: PURPOSIVE COMMUNICATION

Characteristics of Intercultural Communication

 Tolerance for Ambiguity

 Knowledge and Skill

Did you know?

Although you may think of stereotypes as being negative judgments,

Course: PURPOSIVE COMMUNICATION

Watch the video:

"Wiring a Web for Global Good"

a.) What global issues have emerged because of miscommunication?

Below is the format for the reaction paper:

▪ Agustin, Racquel, et.al. Communication in Multicultural Contexts: Meanings and