Purposive Communication

Republic of the Philippines
COMMISSION ON HIGHER EDUCATION

City Government of Bago
BAGO CITY COLLEGE
Rafael M. Salas Drive, Bago City, Negros Occidental 6101
PURPOSIVE COMMUNICATION
GEC 105
Name: ________________________________________________________________
Course/Year/Section: ____________________________________________________
Contact:_______________________________________________________________
Email: ________________________________________________________________
Instructor: _____________________________________________________________

Higher Education Regional Office VI (HERO VI)
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: bagocitycollege@yahoo.com.ph
I. Course Title: PURPOSIVE COMMUNICATION (GEC 105)
II. NO. OF UNITS: THREE (3 UNITS)
III. COURSE OVERVIEW:

A. Introduction:
Purposive Communication is about writing, speaking and presenting to different
audiences and for various purposes.
Purposive Communication 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 multicultural audiences in a local or global context by the use of
distance learning. 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
students gain from this course may be used in their other academic endeavors, their
chosen disciplines and their future careers as they compose and produce relevant oral,
written, audiovisual and/or web-based output for various purposes.
B. GENERAL LEARNING OUTCOMES:

At the end of the semester, it enables students to:
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, tone,
facial expressions and gestures
4. Write and present academic papers using appropriate tone, style,
conventions and reference styles.
C. Modules and Unit Topics

To ensure that you will demonstrate the above cited general learning outcomes at the
end of the semester, this first term module is divided into the following:
MODULE 1: THE NATURE OF LANGUAGE
Together with the creation of human life is the creation of a wonderful and dynamic
human capacity-language. In this chapter you will explore the components that make up
a language as well as the language acquisition phenomenon.
MODULE 2: WHAT IS COMMUNICATION?

Communication is the act of conveying meanings from one entity or group to another
through the use of mutually understood signs, symbols etc. In this module you will be
delving into the factors that affect communication. You will also explore on the types of
communication according to mode, context, purpose and style.
MODULE 3: COMMUNICATION MODELS

In the previous lesson you have learned about the types of communication mode,
context, purpose and style. In this lesson you will review the nature of communication
through various communication models
III. COURSE STUDY GUIDE

This module is designed for you learners of the 21st century who are now experiencing
the great shift of learning modalities. This period of NEW NORMAL is a bigger
challenge in the field of education. We do away from the traditional approach of
face-to-face learning since it is highly prohibited, thus the success of this module
depends on your utmost cooperation and your industriousness to take it seriously. Take
note, this is not a spoon-feeding module if you expect it to be, this is entirely a
student-centered approach where you will be the one to hands-on and discover to learn.
At the end of this, you will surely be equipped not only of the content but more so of the
skills of a responsible student. To further lead you to this, below is a list of “House
Rules” for you to follow. Be able to read it and internalize each of this. It’s high time that
you need to be independent. Focus and Enjoy while you Learn.
1. Schedule and manage your time to read and understand every part of the module.
Read it over and over until you understand the point.
2. Study how you can manage to do the activities of this module in consideration of
your other modules from other courses. Be very conscious with the study schedule.
Post it on a conspicuous place so that you can always see. Do not ask about questions
that are already answered in the guide.
3. If you did not understand the readings and other tasks, re-read. Focus. If this will
not work, engage all possible resources. You may ask other family members to help
you. If this will not work again, inform me first so that I can give you back for
assistance.
4. Do not procrastinate. Remember, it is not others who will be short-changed if you will
not do your work on time. It will be you.
5. Before you start doing your task read and understand the assessment tools
provided. Do not settle with the low standards; target the highest standards in doing
your assigned tasks. I know you can.
6. If needed, do not hesitate to keep in touch with to any available means. Remember,
if there is a will there is a way.
7. In answering all the assessment, an evaluation activities, write legibly. It will help if
you will not write your answer in the module if you are not yet sure of your answers.
You must remember that all activities in the module are academic activities which mean
that the relevant academic conventions apply. Think before you write.
A. Your answers should be composed of complete and grammatically correct
sentences. Do not use abbreviation and ACRONYMs unless these are introduced in
the readings, and do not write in text-speak. Avoid writing in all caps.
B. In the self-process discussions, write appropriate and well-though arguments
and judgments. Avoid merely approving or disapproving with what is express in the
material. You need to support your inputs in the discussion from reliable information or
from empirical observation. Do not write informed opinions.
C. Do not write lengthy answers. Stick to the point. Be clear with your main
point and express it as concisely and possible. Do not let your discussion go astray.
Make use of the spaces in the module as your guide.
D. Quote your sources, if there are, in answering all the activities.
8. You are the learner; hence, you do the module on your own. Your family members
and friends at home will support you but the activities must be done by you.
9. Submission of the answers to your modules could be done electronically. You can
directly send your answer per module using my e-mail address given or in the Official
Group Chat intended for submission of outputs. You don’t need to personally go to the
school to submit this. You are given two weeks to accomplish each module and send
your answer.
10. Lastly, in this time of pandemic, everything is at its new normal, thus learning is a
self-challenge. Motivate yourself as college students you need to act independently. In
every task assigned to you always make documentation as a proof or to show evidence
of your action. It will be part of your Modular Learning Progress Report to be submitted
at the end of the semester.
IV. STUDY SCHEDULE
WEEK TOPIC LEARNING OUTCOMES

UNIT 1 LANGUAGE AND COMMUNICATION
MODULE 1 THE NATURE OF LANGUAGE ACTIVITIES
2 weeks 1. Identified the components of Activity: Making Acrostic
Language through situational Learners will be tasked to create
analysis. their own definition of Language
2. Recognized the uniqueness Analysis: Word Analysis
of speech communities A chart containing words is
through word analysis presented where learners will
3. Created their personal determine which is wrong and
meaning of Language through right in relation to the nature of
an Acrostic Language
Abstraction:
Students will be presented with
questions to answer.
Application:
Learners will be tasked to write
a short spoken poetry or
COMPOSO on the impact of
Covid-19 in their life using a
combination of their Mother
Tongue and Second Language
to be presented in either a
slogan, or video clip.
Assessment:
A test was attached to the
module for students to answer.
UNIT 1 LANGUAGE AND COMMUNICATION
MODULE 2 WHAT IS COMMUNICATION ACTIVITIES
2 weeks 1. Identified the different types Activity: Concept Map
of communication through Students are tasked to create a
filling-out a concept map. concept ma on Verbal and
2. Recognized the importance of Non-Verbal Communication
communication that plays in while considering the current
daily life through situational situation
analysis. Analysis: Classifying
3. Reflected to the different communication context.
communication types by Abstraction:
creating dialogues. Students will be presented with
questions to answer.
Application:
Learners will be tasked to create
a conversational dialogue for each
communication types as shown by the
illustrations in the module.
Assessment:
Students will be tasked to make
a short 3-5 minute video
presentation using the given
situations.
UNIT 1 COMMUNICATION MODELS
MODULE 3 THE MODELS OF ACTIVITIES
COMMUNICATION
2 weeks 1. Identified the different Activity: Situational Analysis
communication models using Students are tasked to read and
situational analysis. analyse a situational excerpt
2. Evaluated the importance of Analysis:
communication elements by Students are presented
making an illustration of questions in relation to the first
communication models activity.
3. Created a comic strip Abstraction:
illustrating the Students will be presented with
Communication Process in questions to answer.
Real Life. Application: Students will be
making a drawing of their own
communication model.
Assessment:
Comic Strip
Students are expected to create a
comic strip illustrating how the
Shannon-Weaver Communication
Model takes place in real life. They are
free to choose any theme for your
comic strip. Which will be rated
through a rubric.
V. EVALUATION
To pass this course, you must:
1. Read all readings in the modules and answer the pre-assessment and
self-assessment activities.
2. Answer the print-based discussion activities.
3. Submit all required outputs in each modules.
4. Submit the final project required.
5. Accomplish the mid-term and final evaluation
A. Formative Assessment
You must answer all pre-assessment and self-assessment activities. Your score here
will not be part of your mid-term or final grade: but they will be part of the completion
requirement of the course. Thus, you are expected to complete the pre-assessment
and self-assessment activities. These activities will help you determine if you need to
study more or to advance to the next module.
* You can answer the pre-assessment and Self-assessment within the scheduled time
for each unit. Scheduling your work time is important.
* In accomplishing the pre-assessment and self-assessment activities you can ask the
help of your parents, siblings, and friends.
B. Summative Assessment
A. Quizzes and Examination. There will be two quizzes and two term examination to be
given for this course.
B. Evaluation Activities. Answer all activities in the evaluate part of each unit. These
will be part of your midterm and final grades. These will help you to be prepared for the
quiz after each module.
C. Final Projects. Projects will be presented to you at the end of the each term.
VI. TECHNOLOGICAL TOOLS

For you to be able to accomplish the activities, you will need the following software
Application, MS Word, MS Powerpoint. These applications are found in your desktop or
laptop and you do not need internet connection to use them. You may also access the
google classroom prepared for your class and try to participate in the discussion if the
condition will allow it. At some point you will be needing an internet connection to
access the links provided in the various drills and exercises and in submission of
assessments.
VII. CONTACT INFORMATION

Refer to your respective instructors for any questions or clarifications on your module.
AB English/AB History/ BSOA- Mr. Elmar Puerto and Ms. Nonalyn Magapuro
Education/ BSIS- Mr. Danilo Delos Santos, Ms. Maricar Balboa and Ms. Charry Amallo

BAGO CITY COLLEGE
Module 1 in Purposive Communication

LESSON 1 THE NATURE OF LANGUAGE
Learning Outcomes:
At the end of the lesson the students must have:
● Identified the components of language situational analysis.
● Recognized the uniqueness of speech communities through word analysis
● Created their personal meaning of Language through an Acrostic
Language is a system for communicating. Written languages use symbols (that is,
characters) to build words. The entire set of words is the language's vocabulary. The
ways in which the words can be meaningfully combined is defined by the language's
syntax and grammar. The actual meaning of words and combinations of words is
defined by the language's semantics. (Wikipedia)
Children acquire language through a subconscious process during which they are
unaware of grammatical rules. This happens especially when they acquire their first
language. It is like understanding a game by doing, i.e. not by first reading the rules.
They repeat what is said to them and get a feel for what is and what is not correct. In
order to acquire a language, they need a source of natural communication, which is
usually the mother, the father, or the caregiver.
Language learning, on the other hand, is the result of direct instruction in the rules of
language. Language learning is not an age-appropriate activity for young children as
learning presupposes that learners have a conscious knowledge of the new language
and can talk about that knowledge.(
http://uteslanguagelounge.com/the-difference-between-acquiring-a-language-and-learni
ng-a-language)
ACTIVITY: ACROSTIC
Instructions: Write your own definition of Language through filling in words of the
Acrostic Below:
L___________________________________________________________________
A____________________________________________________________________
N____________________________________________________________________
G____________________________________________________________________
U____________________________________________________________________
A____________________________________________________________________
G____________________________________________________________________
E___________________________________________________________________
ANALYSIS: Word Analysis

Instructions: Determine which words are correct and which are wrong. Write (√) if the
word is correct and (×) if it is wrong.
WORDS CORRECT WRONG

1. Airplane
2. Aeroplane
3. Flavor
4. Flavour
5. Color
6. Colour
7. Neighbour
8. Neighbor
9. Recognize
10. Recognise
Which words do you think are wrong and why?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________
How were you able to determine whether words are wrong or right?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________
Why do you think words differ in spelling?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________
ABSTRACTION
Go through with your learning packets and read before answering the following
questions.
What is a speech community?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________________________________________
How does Language Acquisition take place?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________________________________________
How does Language acquisition differ from Language Learning?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________________________________________
APPLICATION
In relation to the nature of Language, consider the situation below:
1. Joey is a full-blooded Filipino who was adopted by two Australians as a baby.

Joey’s foster parents moved back and raised Joey in Australia.
Question 1: What is Joey’s first Language and why?

______________________________________________________________________
______________________________________________________________________
______________________________
Question 2: Is it possible for Joey to speak both languages?

______________________________________________________________________
______________________________________________________________________
______________________________
2. Having observed monkeys living in the forest you see that they are creating
gestures and sounds to ask each other for food.
Question 1: Having seen animals communicate, will monkeys be able to create and
speak a language?
______________________________________________________________________
______________________________________________________________________
______________________________
3. Ruby is an Overseas Filipino working in a Chinese Restaurant, where she can
only speak Filipino and English. All her co-workers only speak Chinese.
Question 1: Will Ruby be able to communicate with her co-workers?

______________________________________________________________________
______________________________________________________________________
______________________________
ASSESSMENT
Name: ______________________________Course and Section: ________________
Teacher: ____________________________Score: ___________________________
Test I. Modified True or False
Instruction: Read the following statements carefully. Decide if each statement is true or
false. Write T on the blank if the statement is true and F if it is false. If the statement is
false, re-write or revise it to make it true. Use the space provided after each statement.
(Point System: 5 items x 3 points = 15 points)
_________ 1. Change happens to all languages. 1. _________

________________________________________________________________
_________2. Not all languages have a grammar system. 2. _________
________________________________________________________________
_________3. Two persons who do not speak the same language will never be able to
communicate with each other. 3. _________
________________________________________________________________
_________4. The first language that a child acquires is called mother tongue.
4. _________
________________________________________________________________
_________5. All living creatures have the capacity for language. 5. _________
________________________________________________________________
Test II. Essay: 5 points

1. In 3-5 sentences, explain the difference between Language acquisition and
Language Learning. Provide a situation that will differentiate the two terms. Use
the scoring rubric as a guide in answering.
Indicators 5 4 3 2 1
Content
Organization of
ideas
Grammar
Total
Test III. Create a short spoken poetry or COMPOSO with 10-15 lines on the impact of
COVID-19 in your life using your Mother Tongue and your Second Language. With the
aid of your technological skills present this by making a short video clip or a music
video. If not applicable, you can make alternatives like imbedding it in a slogan or
poster. A rubric for scoring will be used to rate this activity.

BAGO CITY COLLEGE

LESSON II COMMUNICATION and its TYPES
Learning Outcomes:

● Identified the different types of communication through filling-out a concept
map.
● Recognized the importance of communication that plays in daily life
through situational analysis..
● Reflected to the different communication types by creating dialogues.
1. My daughter was enjoying a bedtime struggle with her three-year old son, Luka.
Making conversation, she asked him, “What makes you happy?” He eagerly
responded, “Chocolate Milk!” and “what makes you sad?” my daughter
continued. Luka replied, somberly and quietly, “The other kind.”
2. I was buying plane tickets when my eight-year-old son asked, “Can a baby be
considered carry-on?” Before I could respond, my husband mumbled, “Well it can
definitely be considered baggage.”
3. My brother was having a tough time losing weight. Our sister thought he should
cut back gradually, so one day she asked, Mike would you like to split a
doughnut with me?” Mike answered, “want to split two?”
Sender Message Channel Receiver Feedback

1
What is Communication?
Communication as a term takes on different contexts resulting in people having

different views on communication types. Since communication is generally defined as
the exchange of thoughts, ideas, concepts and views between or among two or more
people, various contexts come into play. Different context can impact one’s
communication. Each communication types are governed by a particular circumstance.
Academic success depends on solid communication skills, beginning with clear

oral communication. Students are often called upon in class to answer questions. These
questions may range from those with simple factual answers to questions that involve
putting thoughts together and making arguments. Answers to questions need to be
communicated effectively so teachers can assess a student’s knowledge. Students with
oral challenges may also become embarrassed if they are unable to communicate on
par with their peers.
ACTIVITY: CONCEPT MAP
Instructions: Fill in examples of Non-verbal and Verbal Communications that you have
performed while considering the current pandemic.
●
●
●
●
ANALYSIS:
Identify the following communication situation according to purpose and style. Arrange
each context according to whether they belong in FORMAL or INFORMAL
Communication.
FORMAL COMMUNICATION INFORMAL COMMUNICATION
ABSTRACTION
1. What is the difference between transactional and Interpersonal Communication?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Does one really need to consider the context in which communication takes
place?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. How does grapevine communication take place?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. How did the Pandemic change the way we communicate?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Communication is simply the act of transferring information from one place, person or
group to another.
Types of Communication According to Mode:
1. V erbal Communication- involves the use of words or speech or auditory language

to express emotions or thoughts.
2. N on- Verbal Communication- involves the use of visual or non-verbal cues such as
facial expressions, gestures, and body movements without speaking.
Types of Communication According to Context:
1. Intrapersonal- means talking to oneself. It can be an inner talk, inner

monologue or inner dialogue. It can be referred to Self-verbalization or
self-statement.
2. Interpersonal- An interactive exchange of conversation to other people. This
may occur in dyads or small groups. Also known as group communication.
3. Extended communication- Involves the use of electronic media. It can be
through tele, audio, or phone conferencing.
4. Organizational Communication- It focuses on the organizational contexts.
Organizations that is comprise of individuals who work for the company.
5. Intercultural Communication- It is a communication between or among
people having different linguistic, religious, ethnic, social and professional
backgrounds.
Types of Communication According to Purpose and Style:
1. Formal- employs formal language delivered orally or written in form.

2. Informal- certainly does not employ formal language. It involves personal
and ordinary conversations with friends, family members or
acquaintances.
APPLICATION:
I. Instruction: Write a short conversational dialogue for each communication
types as shown by the illustrations below.
Extended Interpersonal Intrapersonal
ASSESSMENT:
ASSESSMENT:
Name: ______________________________ Course and Section: ________________

Teacher: ______________________________Score: _______________________
Test I. Identify the types of communication listed below according to purpose and style.
Write F if it is formal and INF if it is Informal. Write your answers on the space provided
before each number.
1. Family Dinner Talks 6. Research or Project Proposals

2. Phone calls 7. Lectures
3. Public speech 8. Political campaigns
4. Text Messages 9. Friendly conversations
5. Business Letters 10. Reports
Test II. Directions: Read the given situations carefully then using an appropriate type
of communication, make a short skit then create a short 3-5 minutes video-presentation
of it. Send this in the official class Group Chat.
1. You are going to attend a friend’s birthday party but you are confused of what to
wear, you are asking someone’s opinion.
2. You are in the middle of playing your favorite online game when your mom
interrupts you accidentally.
3. You are having an interview in a corporate company through an online platform
when your internet connection suddenly runs-out.
“Education is the passport to the future, for tomorrow belongs to
those who prepare for it today.” — Malcolm X

BAGO CITY COLLEGE

LESSON III MODELS OF COMMUNICATION
Learning Outcomes:

● Identified the different communication models using situational analysis.
● Evaluated the importance of communication elements by making an
illustration of communication models
● Created a comic strip illustrating the Communication Process in Real Life
Models of communication are c onceptual models used to explain
the communication process (human that is). Communication models are systematic
representations of the process which helps in understanding how communication works
can be done. Models show the process metaphorically and in symbols. They form
general perspectives on communication by breaking communication from complex to
simple and keeps the components in order. Communication models can sometimes
encourage traditional thinking and stereotyping but can also omit some major aspects of
human communication.
Situational Analysis
Instruction: Read the statement properly:
Dale, a manager of a Publishing House is working late and is feeling a
little drowsy. And so, he made a call to his assistant, “Hi Amy, can you please get
me a cup of coffee?” During his call, an ambulance with a blaring siren went by
the secretary’s office and she only received “Hi..coffee.” Fearing that she did not
properly understand her boss’ instruction she asked, “Come again sir, I didn’t
quite catch what you were saying.”
ANALYSIS:
1. What do you think the Communication model was illustrated by the paragraph?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
What aspect of communication did Dale play in the situation?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. How did the ambulance with a blaring siren affect the conversation?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. What aspect of communication is the underlined statement within the paragraph?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Communication Models
A model is often abstract. It is a representation of a real world phenomenon applied to

different forms. The interplay of variables in the model is represented graphically.
1.Aristotle’s Communication Model- He emphasized that there are three variables in

the communication process: speaker, speech and audience.
2.Laswell’s Communication Model- He described communication as being focused

on the following: Who says, What in, Which Channel, to Whom and What effect.
3.Shannon- Weaver’s Communication Model- Originally, it was conceptualized for

the functioning of the radio and television serving as a model of technical
communication. In this model, other components such as noise, reception, destination
and feedback have been identified.
4.Berlo’s Communication Model- In this model, it observed the acronym SMCRN,
Sender, Message, Channel, Receiver, Noise.
APPLICATION:
I. Come up with your own model of communication. Make a drawing that shows
your model of communication. Include a short description of the components
of your model. Mention any special feature or characteristics of your model.
ASSESSMENT:
Name: _____________________________ Course and Section: ________________

Teacher: ____________________________ Score: __________________________
Test I. Creation
Comic Strip
Indicators 5 4 3 2 1
Relevance of comic strip to the
theme
Appropriateness of Dialogue
Creativity
Aesthetic appeal
Total
Instructions: Create a comic strip illustrating how the Shannon-Weaver
Communication Model Takes place in real life. You are free to choose any theme for
your comic strip. This will be rated through a rubric.

Purposive Communication

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Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Republic of the Philippines

I. Course Title: PURPOSIVE COMMUNICATION (GEC 105)

II. NO. OF UNITS: ​THREE (3 UNITS)

III. COURSE OVERVIEW​: