COMMUNICATION B.

Nonverbal Communica:on - an oversimplifica4on to say that

- A process of transmi0ng or conveying informa4on to others. nonverbal communica4on is a communica4on without words
- A system for transmi0ng or exchanging informa4on. because wriOen words are perceived as “verbal” but there is a lack
- A sum of all things a person does when he wants to create of sound element aOached to it.
understanding in the minds of another.
Elements of Non-verbal
Audience - a group of people whose backgrounds, concerns, and 1. Vocalics/Paralanguage - refers to the use of volume, tone,
interests may shape the way a message is received. pitch and rate of speaking to give addi4onal meaning or
Context - condi4ons that shape the contents of the message such emphasis to what is spoken.
as significant period, or the sender’s background and experiences. 2. Proxemics - refers to the use of space to convey an idea or
Purpose - a concrete set of objec4ves or reasons for addressing a image
specific audience in a given context. 3. Chronemics - is an a0tude of 4me which disclose informa4on
with others about status and rela4onship with others. It is our
Purposes of Communica:on self-concept.

• Co-ordina4on 4. Ar:facts - refers to the things a person owns, use, wear, and
even discard convey message abut such person.
• Smooth working rela4ons
5. Movements - is one’s person’s posture, gesture, facial
Possible flows of communica1on
expression and body language.
A. Upward communica.on - Coming from the employees to
6. Silence - in a conversa4on between two individuals, a silent
management
reply may signify the receiver does not understand or may
B. Downward communica.on - management to employees
refuse to answer at all.
C. Horizontal communica.on - occupying similar posi4on
7. Touch - in some cultures, touch is a symbol of affec4on but
• Managerial efficiency
may not be allowed in certain communi4es.
• Decision-making
8. Clothes and personal appearance - provide quick personal
• Industrial peace
surveillance of the person’s age, personality, sex, a0tude,
• Recruitment process
social standing, or religious affilia4on.
• Effec4ve performance
9. Symbols - general graphical presenta4on so that people will be
• Evalua4on
guided accordingly.
• Teaching/educa4ng
• Image of the company Func1ons of non-verbal
• Contradic4ng -
Types of Communica:on • Regula4ng Func4on -
A. Verbal Communica:on - includes the use of symbols that have
• Reinforcing -
universal meanings and can be classified as spoken or wriOen.
• Subs4tu4ng -

Classifica1on of Verbal Communica1on

• Oral - consists of all spoken exchanges
• WriAen - one printed messages
Types of Verbal Communica1on
• Emo:ve - language we use to express our emo4ons
• Evasive - language we use to avoid a situa4on
• Jargons - specific words used in specific field
• Argons - specific language used by specific social group; come
up with words your own sec4on can only understand.
• Abstract - direct meaning
• Overly abstract - can be interpreted in several ways
Principles of Communica:on
• Character is a differen4ator
• Everyone is a leader- we contribute something
• No one leadership style is preferred - as a leader, you have to
flex or adjust with the situa4on.
• People really are the greatest asset
• There’s a greater need to imagine and advance a vision
• There are greater focus on self
• Change is the norm
• Employees everywhere have the same fundamental
communica4on needs.
• More and beOer listening, individually and systema4cally.
• Communica4on system is beOer honed to manage overload and 10 Basics of Ethical Communica1on
inefficiencies 1. Seek to “elicit the best” in communica4ons and interac4ons
with other group members.
Func:ons of Communica:on 2. Listen when others speak.
• Informing and conveying the message to the receiver through 3. Speak non-judgmentally.
verbal and nonverbal engagements. 4. Speak from your own experience and perspec4ve.
• Persuading other people to agree with the ideas, opinions, and 5. Seek to understand others.
sugges4ons. 6. Avoid speaking for others.
• Integra4ng divisions and departments by building a 7. Manage your own personal boundaries.
communica4on network to achieve the goals and visions of the 8. Respect the personal boundaries of others.
organiza4on 9. Avoid interrup4ng and side conversa4ons.
• Crea4ng and establishing rela4onships within the group or 10. Make sure that everyone has 4me to speak.
outside the group
• Helping in decision making within the family, friends, and 4 Key Principles of Ethical Communica1on
members of the organiza4on when a crisis or important maOers
(BuHon, 2017)
arise.
1. Honesty - honest on what we say and write.
• Reducing misunderstanding and solving troubles among people.
2. Openness to other views - consider cri4cism and feedback.
3. Commitment -
7 C’s of Communica1on Principles
Performa4ves - “I will”
1. Completeness - answers all ques4ons asked. Check for the 5
4. Consensus building - agreement
W’s and other essen4als.
2. Conciseness - eliminate wordy expressions, include only
Ethical Considera1ons in Communica1on
relevant statements. Avoid unnecessary repe44on and check
• Respect audience
the flow of communica4on.
• Consider the result of communica4on,
3. Considera:on - Focus on “you” instead of “I and “we”.
Emphasize posi4ve, pleasant facts. Apply integrity and ethics. • Value truth

4. Concreteness - use specific facts and figures. Put ac4ons in • Use informa4on correctly

your words. Choose vivid, image-building words. • Do not falsify informa4on

5. Clarity - choose short, familiar, conversa4onal words. • Require a consistent mindfulness for the ethical use of language
Construct effec4ve sentences and paragraphs. Achieve when preparing for such a deliberate form of communica4on
appropriate readability and listen-ability. like a speech or a journalis4c piece.

6. Correctness - uses the right level of language. Include only • Prac4cing ethics in communica4on is an4cipa4ng and weighing
accurate facts, words and figures. Maintain acceptable wri4ng the effects of one’s message on an audience.

mechanics. Choose non-discriminatory expressions. • It is also using informa4on that come from credible, verifiable
7. Courtesy - be sincerely tacdul. Omit expressions that irritate, and relevant sources.
hurt or beliOle. Grant and apologize good-naturedly. • It is communica4ng with no intent to harm another; it is being
careful, aOen4ve, and inclusive through word choice and tone.

Communica:on Ethics • It is looking at differences as a way to understand each other

• It takes place when behavior or a person or group is subjected
by their morals thereby affec4ng interpersonal, mass mediated,
and digital communica4on.
• There should be a balance in speaking and listening, validity of
emo4onal appeal, the level between praise and cri4cism.
• The imbalance of communica4on results in unfavorable
circumstances between two par4es and sho honesty on both
groups must be maintained.
and what maOers to us.
• It never silences, and it welcome disagreements as
opportuni4es for knowing others in a more respecdul and
thoughdul manner.
• Iden4fying the different language registers for spoken and
wriOen. English is also essen4al in effec4ve communica4on.
• Formal register is more appropriate for professional wri4ng and
leOers to a boss or a stranger.
• Informal register (also called casual or in4mate) is
conversa4onal and appropriate when wri4ng to friends and
people you know very well.
• The neutral register is non-emo4onal and s4cks to facts. It is
more appropriate for technical wri4ng.
4 Ethical Principles of Communica1on
• Advocate truthfulness, accuracy, honesty, and reason as
essen4al to the integrity of communica4on.
• Freedom of expression, diversity of perspec4ve, and tolerance
of dissent to achieve the informed and responsible decision-
making fundamental to a civil society.
• Condemn communica4on that degrades individuals and
humanity through distor4on, in4mida4on, coercion, and
violence, and through the expression of intolerance and hatred.
• Accept responsibility for the short and long term consequences
of our own communica4on and expect the same of others.
COMMUNICATION AND GLOBALIZATION
• Globaliza4on is the communica4on and assimila4on among
individuals, ethnici4es, races, ins4tu4ons, governments of
various na4ons supported by technology and compelled by
interna4onal trade. Due to globaliza4on, the more you become
exposed to diversity – the valuing of the uniqueness or
differences in gender preference, color, age, religious affilia4on,
ethnicity, educa4on, social and economic status and poli4cal
beliefs (Wakat, et.al., 2018).
• While the dream of a global village holds great promise, the
reality is that diverse people have diverse opinions, values, and
beliefs that clash and too onen result in violence. Only through
intercultural communica4on can such conflict be managed and
reduced (Neuliep, 2006).
• But culture is more a human phenomenon than a geographic
one. And while geography certainly affects how people live
within a par4cular culture, the people, more than the geography,
are what cons4tute culture. So when you think of culture, think
about the people. That being said, it is also important to
understand that cultures of people are not sta4c, but rather
dynamic. This means that cultures change; they are fluid, always
moving (Neulip, 2015).
• Culture may be low and high which demonstrates the
magnitude and degree of how a person affiliates the self.
• There is no such thing as a pure individualis4c or collec4vis4c
culture.
• Individualis4c cultures focus on individual goals. It also aims to
benefit the individual since every person is seen as unique with
dis4nct talents and poten4al, thereby enabling them to hone
their crea4vity, develop independence, and confidence.
• Collec:vism is the assump4on that groups blend well by serving
the in-group (family, neighbors, or occupa4onal groups). People
are not viewed as isolated individuals but rather they are
iden4fied by their membership.
Types of Cultural Orienta:on
• Horizontal individualism speaks of an autonomous self that
values the individual more and independence is being
highlighted.
• Ver:cal individualism values the autonomous self by seeing it as
different and unequal to others. It also emphasizes status and
compe44on.
- Horizontal collec:vism notes the self as a member of an in-
group sharing the same values and interests. The self is
reliant and equality is expected.
- Ver:cal collec:vism believes that the self is an integral part
of the in-group even if the members are different from the
other. It also specifies the group’s interdependence and
inequality (Neuliep,2015).
• The cultural, micro-cultural and environmental contexts surround
the communicators, whose socio-rela4onal context is defined by
the exchange of verbal and nonverbal messages are encoded and
decoded within each interactant’s perceptual context (Neuliep,
2006).
• Globaliza4on is not the only thing influencing events in the world
today, but to the extent that there is a North Star and a
worldwide shaping force, it is this system. -Thomas Friedman
(1999 cited from Kluver, 2006)
• in The Lexus and the Olive Tree Globaliza4on may be seen as an
interconnectedness of economic rela4onships, poli4cal units as
well as digital networks.
• As such, technology and other social networks have transformed
the economic and social rela4onships breaking cultural barriers.
Henceforth, cultural and civic discourse will mold informa4on
and communica4on technologies (Sygaco, 2018).
Fundamental Assump:ons about Intercultural Communica:on
(Neuliep, 2006)
• Messages relayed are not usually the messages received.
• A nonverbal act between individuals
• Involvement of style in communica4on among speakers
• Group phenomenon experienced and shared by individuals
• A circuitous of adapta4on and stress
Cultural Issues Affec:ng Communica:on
1. Cultural Iden:ty - Values and a0tudes can have an impact on
communica4on across cultures because each person’s norms
 and prac4ces will onen be different and may possibly clash
with those of co-workers.
2. Racial Iden:ty - Refers to how one’s membership to a
par4cular race affects with co-workers of different races.
3. Ethnic Iden:ty - highlights the role ethnicity plans in how two
co-workers from different cultures interact with one another.
4. Gender Roles - Communica4on between members of different
cultures is affected by how different socie4es view the roles of
men and women.
5. Individual personali:es - This means that how a person
communicates with others from other cultures depends on his
own unique personality traits and how he esteems himself.
6. Social class - This refers to the level of society that a person
was born into or references when determining who she wants
to be and how she will act accordingly.
7. Age iden:ty - This refers to how members of different age
groups interact with one another.
8. Role iden:ty - The roles iden4ty factor refers to the different
roles a person plays in his or her life including their roles as a
husband or wife, father, mother, or child, employer or
employee, and so forth.
Impact of Communica:on in Society and the World
WIRELESS TECHNOLOGY
• Health care distribu4on
• Rescue missions
• Protec4ng the environment
• Companies worldwide transact business
• Capable of being a poten4al news reporter
• Revolu4onize and create social change
Global Issues Affec:ng Communica:on
1. Issue of Face to Face Communica:on Face to face “is the
method that humans have been using for as long as 4me,”
Sebas4an Bailey, president and co-founder of corporate
consul4ng and training company , Mind Gym, Inc., wrote via e-
mail to SHRM online. However, for large companies with offices
in mul4ple loca4ons, face-to-face communica4on is not always
feasible.
- “The best (intranet websites) allow for basic employee
informa4on to be entered, such as name, organiza4onal
reports, loca4on, contact informa4on and a photo,”
Manzano, a society for Human Resource Management
member, explained. Evelyn Cas4llo-Bach, founder of Miami-
based UmeNow, said she conducts 99.9 percent of her
communica4on with clients worldwide via chat, email, and
Skype and describes the results as outstanding.
2. The Issue on Social Network Towers Watson and Company
(2011) found in their studies that more companies worldwide
are embracing social networking sites like Facebook, TwiOer,
and LinkedIn to facilitate employee communica4on beOer.
3. The Issue on Culturally Competent Workers Neal Goodman,
Ph.D. president of Global Dynamics, Inc., a cross-cultural
training firm, said that technology tends to race ahead of social
norms. He added that it hides cultural differences between
employees.
- The solu4on, Goodman explained, is to train all employees,
not just managers and CEOS who travel overseas to be
“culturally competent.” Because of the advent of the Internet,
the world seems to be shrinking con4nually.
- One can communicate interna4onally in a maOer of seconds,
whether one is sending an email, cha0ng in social media, or
sending a text message. One can read about different
cultures, and have access to films, academic papers, and the
like from countries around the world, and vice versa.
- Given this increasingly shrinking world, one should know the
difference between the kind of English that we write and
speak, and the kind of Englishes that exist outside of the
Philippines.
Culturally Sensi:ve and Bias-Free Language (Uychoco&Santos,
2018)
• Race and ethnicity
1. Racism is a form of discrimina4on against a person or persons
of a different race. In general, it is best to avoid iden4fying
people by race or ethnic group. Race is an emo4onally charged
topic, so it is best to tread carefully with the language used and
to refer to race, as Patricia Arinto (2009) asserts in English for
the Professions, “only if it is relevant to what you have to say.”
2. Next, one must be aOuned to the current terminology by which
racial and ethnic groups refer to themselves. This may be done
by reading na4onal newspapers and watching television news,
which typically are good indicators of current and preferred
usage.
- According to KiOy Locker and Donna Kienzler (2013), one should
“refer to a group by the term it prefers,” which means some
research is required to find out about acceptable and preferred
terms. For example, for a long 4me, “Na4ve American” has been
considered the poli4cally correct term for the indigenous people
of the Americas, over the label “Red Indian.”
- But today, most Na4ve American people prefer to be referred to
by their specific na4on or tribe. In the Philippine context, there
have been shins in the preferences for terms that Filipinos of
Chinese ancestry use to describe their iden4ty: from Tsino, to
 Chinoy, to Filipino Chinese. It is also important to be sensi4ve to
religion when referring to various ethnic groups.
- Assump4ons should not be made that stereotype a race,
na4onality, or ethnic group with a specific religion. For example,
not all Arabs are Muslims, not all Indians are Buddhists, and not
all Filipinos are Roman Catholics.
- Words that reinforce stereotypes and that imply all people of a
par4cular race or ethnic group are the same should be avoided.
For example, although the assessment is posi4ve in the
sentence… “Naturally, the Asian students won the math
contest.” The word “naturally” reinforces the stereotype or
generaliza4on that Asians have superior ap4tude in math.
• Gender and sexual orienta:on
Sexism refers to the prejudice and discrimina4on based on sex or
gender.
- To be inclusive of all people in general references, one should
favor gender-neutral words and phrases over gender-biased
words.
- Pronouns may also be gender-biased. It can be avoided by
• dropping pronouns that signify gender and resta4ng the
sentence,
• changing to plural construc4on, and c) replacing masculine
or feminine pronouns with “one” or “you.”
- Other gender-related terms may have to do with gender
orienta4on or sexual orienta4on. It is important to be sensi4ve
to new a0tudes about homosexual, transsexual, and
transgender people. For example, most gay people prefer the
term “gay” to the more clinical “homosexual” as a label.
“Lesbian” is currently the term preferred by gay women.
- Transgender people prefer to be referred to as being the gender
they iden4fy as, not their birth gender. Again, as a maOer of
principle, one should refer to societal groups in the way that
members of these groups prefer to be referred to. Note also that
terminology in this area is developing, and that not everyone
agrees.
• Social class
- Social Class discrimina4on or classism is a form of prejudice
against a person or people because of their social class. An
example of language with a bias against class is the American
term “white trash” which is not only a racial slur but a classist
one that refers to white people, usually from the rural Southern
United States, coming from a lower social class inside the white
popula4on. The term is nega4ve not just because of the words
that comprise it but because of its connota4on of danger; white
trash people are seen as criminal, unpredictable, and without
respect for authority.
- In the United States and other cultures, there may also be a kind
of classism against those who are economically privileged. The
rich are some4mes referred to by the derogatory terms
“preppie” and “yuppie,” both of which connote not just wealth
but arrogance.
- There are examples from Philippine culture as well, in the
informal terms “conyo” and “jologs,” both derogatory terms
referring to class. The first, used to describe young people from
the upper class who speak an idiosyncra4c mix of English and
Tagalog, connotes vanity and consciousness about social status.
The second, now perhaps replaced by the term “jejemon,” as
used in reference to an idiosyncra4c spelling or wri4ng style, us
used to describe persons who look poor and out of style.
- Classism may also appear even in more formal terminology.
Sociologist/Ac4vist Betsy LeondarWright, argues in a video
interview that classist terms “aOribute favorable traits to the
wealthy and powerful” and “those in poverty or near-poverty
are similarly cast in a nega4ve light” (Classism Exposed, 2014). A
more sensi4ve vocabulary uses terms that more precisely
portray the actual circumstances of people within the class
structure. For example, instead of the “owning class,” one can
use “the upper class” or the “privileged class,” and instead of
“the underclass,” one can say the “less privileged” or describe a
condi4on of “chronic poverty.” In the Philippines, “informal
seOlers” is now the more poli4cally correct term for “squaOers.”
• Age
- Ageism is a form of discrimina4on against other people because
of their age, or assuming that older people are less physically,
intellectually, or emo4onally able than other age groups. The
capabili4es of younger people should also not be
underes4mated on the basis of their age. Again, it is important
to refer to a person’s age only when that informa4on is
per4nent to what is being discussed. When referring to a generic
group, one should also ask their subjects what wordings they
prefer. Do they wish to be called “older persons” or “senior
ci4zens”? Do they prefer the label “youths,” “teenagers,” or
“young people”?
- Lastly, according to The American Psychological Associa4on,
writers should be specific when referring to males and females
in terms of their age: females 18 years or older are women, not
girls. “Girls” refers to those in high school or younger (under 18).
The same is true for “boys” and “man.”
• Disabili:es
- Discrimina4on in this area onen arises because of lack of
understanding and awareness. Therefore, first, it is important to
dis4nguish some terms that are mistakenly understood to be
synonymous. Various guides on bias-free communica4on and
 onen-confused terminology are available online. One example is
“A Guide ot Bias-Free Communica4ons,” published by the
University of Wisconsin-Madison. It defines the terms
“impairment,” “disability,” and “handicap” as, respec4vely, 1) “a
physiological condi4on,” 2) “the consequence of an impairment”
which “may or may not be handicapping,” and 3) “the social
implica4on of a disability; a condi4on or barrier imposed by
society, the environment or oneself.” Thus, according to these
defini4ons, a “limp” is an impairment in which a leg or foot is
damaged or s4ff.
- A disability that may result from arthri4s is difficulty in walking,
or walking unevenly and hal4ngly. People who limp may be
handicapped by having to climb stairs in buildings with no
elevators. Other guides from other cultural contexts may provide
different defini4ons and examples; it is essen4al when wri4ng to
do research on these defini4ons.
- Finally, when referring to people with disabili4es, the focus
should be on the person, not the condi4on (Arinto, 2009). In
Patricia Arinto’s English for Professions (2009), she advises
writers to avoid hurdul expressions such as “retards” or even
the seemingly neutral descrip4on “the mentally retarded” and
to use instead “people with mental retarda4on.” Similarly,
instead of “the blind” and “cancer pa4ents,” one should instead
use “people with vision impairments” and “people being treated
for cancer,” respec4vely. These examples demonstrate the
importance of iden4ty-first language or the importance of
pu0ng the person or people first.
- Disability first: The blind student used a special keyboard during
the exam.
- Person first: The student, who is visually impaired, used a special
keyboard during the exam.
- Next, Arinto (2009) suggests considering the nega4ve
implica4ons of usages such as “confined to a wheelchair” and
“AIDS vic4m.” For the former, one should instead write or say
“uses a wheelchair” because wheelchairs enable people to
escape confinement, while for the laOer one should use “person
with AIDS” as someone who can acquire a disease without being
vic4mized by it.
- Arinto (2009) also notes that the word “abnormal” may be
replaced with “atypical” because “people who have disabili4es
are atypical but not necessarily abnormal.” These laOer
examples demonstrate the importance of not represen4ng
people with disabili4es as unfortunate, limited, and helpless
vic4ms.
Strategies to become an effec:ve global communicator (Krizan,
2014)
• Review communica4on principles
• Analyze the message receiver.
• Be open to an accep4ng of other cultures.
• Learn about cultures and apply what is learned.
• Consider language needs.
Communica:on For Academic Purposes
Academic Purposes
1. To write using academic wri4ng style and apprpriate structure
2. To quote, summarize and paraphrase texts to avoid plagiarism
3. To cite sources using APA
Characteris:cs of an ideal topic
1. Topic is :mely
- it means the subject is 4meless and can be a useful informa4on
today and tomorrow.
2. Topic is well defined
- it means the subject maOer is narrowed with a very specific
theme that will explore the en4ty of the topic
3. Topic has a high level of crea:vity
- it means the subject maOer is interconnected with other
disciplines that makes it very interes4ng.
- In the introduc4on, the specific topic should be men4oned as
this allows you to frame the thesis or the purpose statement.
Aner the introduc4on, the backgroundof the topic comes next.
In here, the review of related literature is being included as well
as the historical perspec4ve. The purpose of this is to conjoin
the current research and your paper as to how they parallel or
make significance. The body of your researchwhich serves as the
hinge that should provide clear ideas to support the argument.
By sta4ng evidences and major ideas, your research is ready for
a conclusion.The conclusion knits all the main points that answer
the central argument.
The importance of ci:ng sources
- To acknowledge the author(s) of the books, magazines, journals,
- interviews, and other sources of informa4on
- To allow the readers to verify your informa4on
- To allow the readers to replicate and expand your research
Quo:ng a source
- Quo4ng is a way of retaining the writer’s statement word for
word and only modified through the use of ellipses, omi0ng
redundant details or by making it suitable into the paper by
placing it with brackets. When blending your words with the
quoted materials, the only way to dis4nguish it is that quoted
materials have quota4on marks. If you are using Modern
Language Associa4on (MLA) style format, you can only insert
“four typed lines or fewer” while the American Psychological
 Associa4on (APA) style format allows you to use not more than
forty words (Bullock, 2006).
Long quota:ons
- If you are employing the MLA style, Bullock (2006) suggests,
“...Set off quota4ons of five or more typed lines by inden4ng the
quote one inch (or ten spaces) from the len margin”. On the
other hand, an APA format allows you to indent quotes of not
more than forty words, equivalent to half inch or specifically five
spaces from the len border. Place parenthe4cal cita4on at the
end in case quota4on marks are not used.
• Indicate any omissions with ellipses
- When dele4ng some words from a direct quota4on, insert
ellipses represented with three dots to represent the dele4on
(Bullock, 2006).
• Indicate addi:ons or changes with brackets.
- When you need to add or change words in a quoted material or
insert a correc4on in the statement, together with the changes
insert a bracket.
• Periods and commas.
- “With brief quota4on, put periods or commas inside quota4on
marks, except when you have a parenthe4cal cita4on at the end,
in which case you put the period aner the
parentheses” (Bullock, 2006).
• Ques:on marks and exclama:on points.
- Place the ques4on mark and exclama4on points in the quota4on
marks when succeeded by a parenthe4cal cita4on then followed
by a period.
• Colons and semicolons.
- Colon and semicolon are placed outside the quota4on marks
(Bullock, 2016).
Wri:ng a paraphrase
- When you borrow words from a statement, a passage, or a
larger and longer text, you need to paraphrase these words.
Paraphrase is a way of rewri4ng these sentences so that it will
look like the original, although it shares the same thought.
Informa4ve paraphrases are those that take the source’s tone,
facts and opinions as if they were the writer’s own while
descrip4ve paraphrases are statements that describe the source
text than showing its perspec4ves or informa4on in a direct
manner (Veit, et al, 1997).
Summarizing
- When summarizing, use your own words and immediately write
the main ideas from the source. Compared to a paraphrase, a
summary only talks the general aspect and does not go into
details (Bullock, 2016)
Wri:ng the Academic Paper (Suarez, et.al., 2018)
- Purpose, audience and context are important aspects of
communica4on.
- These will determine the content, language, mode, medium, and
genre of what you will write or deliver.
- For example, you want to raise public awareness on the criminal
liability of trafficking cultural property. This purpose has a clear
audience and context in mind –the general public at a 4me
when smuggling of cultural ar4facts is rampant. Given this, a
public service announcement (PSA) that uses simple, vivid
language is the most appropriate genre that will be limited to
general informa4on about the topic (e.g., why the taking of
cultural ar4facts is wrong) and a clear call to ac4on (e.g., report
traffickers).
- The audience and context have changed, and so the genre will
have to change as well.
- You might want to write a posi4on paper that uses academic,
formal language.
- The content will also change; you will focus on the importance
of protec4ng a country’s cultural heritage and iden4ty and
present facts and figures to support your argument.
Purpose
- The purpose of the paper is key in shaping what you will write.
- What does the wri4ng task entail you to do? Does it want you to
inform your audience about a par4cular topic? In this case you
will be expected to present accurate, objec4ve data and
informa4on and, possibly, your interpreta4on of these data.
- Does it want to you to instruct or teach your audience about a
process? Here, you will need to explain how to go about a
procedure based on informa4on you will provide.
- Does it want you to entertain and provide pleasure to your
audience? Here, you will need to include materials that will
make your audience laugh or iden4fy with delighdul situa4ons.
- Perhaps it wants you to persuade your audience to adopt a
certain stance toward an issue or to support a par4cular cause?
In this case, you will need to use logical arguments and evidence
or even make an effort to appeal to your audience’s emo4ons by
using moving arguments.
- If the paper is an academic requirement, then perhaps its
purpose is to show your understanding of the concept or topic
discussed in class.
- In wri4ng an analysis or technical paper, the purpose may vary
based on the discipline.
- The purpose of a literary paper analysis, for example, may be to
demonstrate your skills in interpre4ng a literary text or show
your understanding of a technique or literary theory or
framework.
- An informa4ve paper may provide further understanding on a
topic or how something works.
- The purpose of a research report may be to show your
knowledge of the scien4fic process or iden4fy developments in
your field.
- A proposal is wriOen to address a par4cular issue or problem
and then to suggest feasible solu4ons or courses of ac4on to
address this.
Audience
- For whom are you wri4ng?
- What you write and how you write your paper will be influenced
by the kind of audience who will read it.
- Knowing these will help you plan the content, language, and
mode and medium of your paper more purposefully.
- One important ques4on to ask if the background of your
audience.
- Also, you would need to determine what your audience expects
from you.
- Equally important is finding out how much your audience
already knows about your topic.
Context
- Knowing your purpose and audience will help you determine the
context of the wri4ng task.
- The clearer the context, the more you can respond
appropriately.The literary analysis paper may be wriOen as part
of an essay wri4ng contest in honor of a Na4onal Ar4st, for
example. How will that be different from wri4ng the paper as a
course requirement? You would need to consider the criteria the
judges will use in the former and your teacher’s grading rubric in
the laOer.
- An informa4ve essay explaining caffeine addic4on may be
wriOen as part of a special issue on stress of a magazine for
teenagers, or may be part of a report of an interna4onal
inves4ga4ve journalist on the most addic4ve substances in the
world.
- Note how the difference in the context of wri4ng on the same
topic changes the type of informa4on you will include (caffeine
addic4on and stress in the former, and caffeine addic4on as part
of a bigger problem in addic4on in the laOer); the language and
style you will use (language accessible to teenagers in
conversa4onal style versus formal, objec4ve language); and the
mode through which you will convey your message (wriOen in a
magazine in the former, and oral/visual as a documentary report
or film in the laOer).
Genres
- Texts that have a clear communica4on purpose meant for a
specific type of audience and context are called genres.
- What this means is that both readers and writers expect certain
texts to follow a par4cular form or paOern, and so will write or
read these texts accordingly.
- For example, an informa4on report is genre whose purpose is to
provide informa4on. It can take the form of a business
presenta4on or a technical report. Writers and readers of this
genre will expect to read or view a text that will give them
informa4on on a business trend or a new development in the
field of educa4on, rather than give a posi4on about it, which is
typical of another genre –one that argues a posi4on.
- A literary analysis is also a genre that argues for a posi4on but is
meant for a different purpose (to present your analysis of a
literary text) and audience (cri4cs and readers of literature). As
such, the structure and language of a literary analysis essay is
different from the structure and language of another sub-genre
of argumenta4ve wri4ng, like a poli4cal analysis essay, which is
clearly meant for a different purpose (to explain an issue) and
audience (policy makers, lawmakers).
Mode and medium
- They are closely lined to genre.
- Kress (2000) differen4ates between mode and medium. Mode is
the way meaning is represented through words, symbols,
pictures, and so on, while medium is the way in which words,
symbols or pictures are transmiOed through print, audio or
digital means. In this age of digital technology, you will need to
consider both the mode and medium of your analysis or
technical paper.
- As university students, you might think that the only relevant
mode and medium to you are words and print; however, in
recent years, teachers have increasingly recognized the need to
u4lize other modes and media in students’ assignments.
- Although analysis or technical papers have assumed modes and
media, a number of these may be wriOen or presented using
various forms. For example, informa4ve essays and technical
papers are onen accompanied by pictures, diagrams or
infographics and may be presented in printed or electric form.
- If your instructor has not specified the mode and medium to be
used in the assignment, it would be best to determine how
much leeway you have in deciding on these.
Stance
- You need to take a stance when you write an academic paper.
- Your stance is your a0tude toward the topic you will write
about.
- Your a0tude should be clear to you at the outset since this will
also shape how you will write your paper, par4cularly your tone.
- Your stance is onen determined by the kind of wri4ng or
communica4on material you will work on, as well as your
purpose in wri4ng. For example, in wri4ng a technical report,
you are expected to take an objec4ve, analy4cal stance in
presen4ng your facts and data, so you will adopt a neutral tone.
- A poli4cal analysis paper and a policy proposal are expected to
support or cri4que a policy or cause. Your stance may depend on
the rela4onship you want to establish with your audience.
- Once you have determined your stance, you have to decide
whether you want to explicitly state it or not.
- In wri4ng your academic paper, you have the op4on of sta4ng
your main idea or argument in your thesis statement. However,
if you think that you can persuade your audience more
convincingly or convey your point more effec4vely if you do not
reveal your stance openly, you may do so.
- Your stance would be conveyed through the language that you
use and the way you present your topic to your audience.
Wri:ng a Reflec:ve Essay
- A reflec4ve essay is an essay in which the writer examines his or
her experiences in life.
• Personal thoughts/opinions
• Response to new informa4on, experience, thought, etc.
- In a reflec4ve essay, you need to express your thoughts and
emo4ons about certain events or phenomena.
Steps in Wri:ng Reflec:ve Essay
1. Think of a topic. -Ask yourself how you feel about it, how it
affected (or did not affect) your life? Why?
2. Make a mind map. - Write down your thesis statement or the
focal point of your essay. - Iden4fy main argument and ideas
which will support your thesis statement. - Decide on a logical
sequence of the paragraphs.
3. Write a strong opening paragraph - Introduc4on must be eye-
catching.
4. State your suppor:ng arguments, ideas and examples in the
body paragraphs. - Emphasize only one point as well as your
reflec4on on it, within each paragraph
5. Write the conclusion. - Briefly summarize your thoughts. -
Think about what you have learned. - Think about how your
experience might be useful to others.
Communica:on in Mul:cultural Se`ng
Challenges of communica:on in diverse se`ngs
• How the non-verbal expressions maOer to the successful
communica4on
• The secondary channel to convey an expression may be
interpreted just opposite to people with other cultural
iden4ty
• The usage of body language, gestures, eye contacts etc.
• Intona4on conveying a non-verbal message
• Cultural differences differ values
Communica:on Tips
1. Simplify your message by using less complex sentence
structures and vocabulary.
2. Never shout to understand.
3. Define the meaning of cri4cal technical words and
acronyms
4. Avoid non standard abbrevia4ons.
5. Be pa4ent and try to follow team members’ ideas and
logic, which may be different from yours.
6. Ask people to repeat once, may be twice, if you so not
understand them.
7. Remain cool and composed, even when you have made a
mistake that results in embarrassment.
8. When you feel strong emo4ons about something said or
done, clarify the meaning and inten4on before you
express your emo4ons.
9. If you cannot think of any posi4ve interpreta4on of
someone else’s ac4on or words, chances are you are
missing something. Clarify with the person or someone.
10. Adapt your space requirements to those of your
counterparts whenever possible.
11. When someone does or says something that seems weird
and/or wrong, give him or her the benefit of the doubt.
12. Communicate important messages via several different
media to ensure that they are received.
Communica:on Tips for Local/Na:ve English Speakers
1. Avoid “isn’t it?” ques4ons.
2. Ask the person if he/she wants help with finding the
words that may convey their meaning.
3. If you do not understand a word, ask the person to spell it,
ask the person to spell it, write it down, use a synonym or
say the word in his/her na4ve language and have
someone translate it, if possible.
4. Remain cool and composed, even when you have made a
mistake that results in embarrassment.
5. When you feel strong emo4ons about something said or
done, clarify the meaning and inten4on before you
express your emo4ons.
6. In face to face communica4on, face the people to whom
you speak.
 7. Slow down your delivery and clearly ar4culate each word. communica4ng informa4on but also in developing a human
rela4onship with people of other languages and culture”.
Tips for Non-Na:ve English Speakers
1. If you do not mind people sugges4ng words so that you Cultural Appropriateness in Communica:on
can communicate more quickly, say so. Business environment of the 21st century is expanding to include
2. Try to par4cipate in discussions, especially brainstorming people from cultures and countries around the world
sessions, even if it feels uncomfortable. - Laurie Brenner
3. Keep a dic4onary handy and make sure the words you use • Courtesy and respect help establish good founda4on for
mean what you think they mean. effec4ve communica4on.
4. Before calling someone, think of what you want to say and • Avoid words that would require a dic4onary when
look up any words that you are unsure of. communica4ng cross-culturally
5. Make sure you know and use appropriately the technical • Pepper your communica4on with words that everyone
words that people in your field use. understands
6. Do not aOempt to use slang and idioma4c expressions
un4l you are quite comfortable with the language. Guides to Use Appropriate Terms, Expressions, Images and Others
• Slow down when you speak.
Global Communica:on in Mul:cultural Se`ng • Speak clearly and concisely.
1. The homogenous team is a thing of the past in most • Keep it simple.
interna4onal organiza4on and companies. • Maintain respect and courtesy for people who come from
2. When people of different backgrounds come together in different cultures.
any se0ng, there will always be issues in terms of • Smile and be open.
interac4on. • Avoid slang.
• Shun humor.
Four issues that occur when team members are of different • Adopt a formal communica4on approach un4l you
na:onali:es develop a rapport with your group.
1. Language issue • Stay away from using nega4ve ques4ons or answers.
2. Conflict resolu4on issue • Ask for feedback.
3. Gender issue • Summarize what you have said.
4. Decision making issue

Varie:es of Spoken Language

1. Professional spoken language
2. Literary spoken English
3. Conversa4onal spoken English
4. Slang, Ethnic and Vulgar English

Cultural and Intercultural Awareness and Sensi:vity in

Communica:ng Ideas
1. According to Barany, foreign language teaching does not
only involve linguis4c competence/performance and
verbal communica4on but also it is much to do with
intercultural awareness and intercultural skills.
2. For Whitehead, language educa4on should also aim at
“producing men who possess both culture and expert
knowledge”.
- These references highlight the importance of “Intercultural
Dimension” on the hope that “language learners who become
‘intercultural speakers’ will be successful not only in