GE2 Purposive Coomunication SIM

UNIVERSITY OF MINDANAO
College of Arts and Sciences Education

Languages Discipline
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed

Learning (SDL)
Course/Subject:
GE-2 (Purposive Communication)
Name of Teacher:
Rovie R. Cuarte
TABLE OF CONTENTS
COURSE OUTLINE POLICY ..................................................................................... 1

COURSE INFORMATION
CC’s Voice ....................................................................................................... 5
CO .................................................................................................................. 5
BIG PICTURE ............................................................................................................ 6
UNIT LEARNING OUTCOMES (ULO) ....................................................................... 6
WEEK 1
BIG PICTURE IN FOCUS: ULO-a ............................................................................. 6
METALANGUAGE ..................................................................................................... 6
ESSENTIAL KNOWLEDGE
1. The Characteristics of Communication ............................................................ 7
2. Evolution of Communication ........................................................................... 8
3. Communication Process .................................................................................. 9
4. Elements of Communication .......................................................................... 11
SELF-HELP ..............................................................................................................11
LET’S CHECK
Activity 1: ....…………………………………………,,, ...................................... 12
Activity 2 ........................................................................................................ 13
Activity 2 ........................................................................................................ 15
Q & A LIST ............................................................................................................... 16
KEYWORDS INDEX ................................................................................................16
WEEK 2
BIG PICTURE IN FOCUS: ULO-b ............................................................................ 17
METALANGUAGE ................................................................................................... 17
ESSENTIAL KNOWLEDGE
1. Types of Communication According to the Number of Persons .................... 17
2. Types of Communication According to the Medium Employed...................... 18
3. Ethics of Communication .............................................................................. 19
4. Principles of Communication ........................................................................ 20
SELF-HELP ............................................................................................................. 21
LET’S CHECK
Activity 4: Reading Text on Mass Communication........................................ 22
Activity 5 ....................................................................................................... 27
Activity 6 ....................................................................................................... 30
Q & A LIST .............................................................................................................. 31
KEYWORDS INDEX ...............................................................................................31
WEEK 3
BIG PICTURE IN FOCUS: ULO-c ...........................................................................32
METALANGUAGE ..................................................................................................32
ESSENTIAL KNOWLEDGE
1. Communication in Multicultural Setting......................................................... 33
2. Factors that Affect Cross/Multi-cultural Communication ............................... 34
3. Ethnocentrism............................................................................................... 35
4. Cultural Relativism........................................................................................ 36
5. Cultural Appreciation .................................................................................... 36
6. Cultural Appropriation ...................................................................................36
7. Cultural Practices and their Roles in Communication ................................... 37
SELF-HELP ............................................................................................................. 38
LET’S CHECK
Activity 7 ....................................................................................................... 39
Activity 8 ....................................................................................................... 40
Activity 9 ....................................................................................................... 42
Q & A LIST ..............................................................................................................43
KEYWORDS INDEX ............................................................................................... 43
WEEK 4
BIG PICTURE IN FOCUS: ULO-a ........................................................................... 44
METALANGUAGE .................................................................................................. 44
ESSENTIAL KNOWLEDGE
8. Implications of Globalization to Communication ...........................................45
SELF-HELP ............................................................................................................. 46
LET’S CHECK
Activity 1: Reading Text: the Flight from Conversation by Sherry Turkle ...... 47
Activity 2 ....................................................................................................... 55
Activity 3 ....................................................................................................... 57
Q & A LIST ..............................................................................................................58
KEYWORDS INDEX ............................................................................................... 58
BIG PICTURE ......................................................................................................... 59

UNIT LEARNING OUTCOMES (ULO) ....................................................................59
BIG PICTURE IN FOCUS: ULO-b ........................................................................... 59
METALANGUAGE .................................................................................................. 59
ESSENTIAL KNOWLEDGE
1. Varieties and Registers of Spoken and Written English ............................... 59
A. Language Register .................................................................................. 60
B. Varieties of Language ............................................................................. 61
SELF-HELP ............................................................................................................. 63
LET’S CHECK
Activity 4 ....................................................................................................... 64
Activity 5 ....................................................................................................... 65
Activity 6 ....................................................................................................... 69
Q & A LIST ..............................................................................................................70
KEYWORDS INDEX ...............................................................................................70
WEEK 5
BIG PICTURE IN FOCUS: ULO-c ........................................................................... 71
METALANGUAGE ..................................................................................................71
ESSENTIAL KNOWLEDGE
1. Evaluating Messages and/or Images ............................................................ 71
2. Multimodal Text
A. Multimodal Text in Infographic ....................................................... 73
B. Multimodal Text in Advertisements ................................................ 74
C. Multimodal Text in Fund-Raising (For-A-Cause) Posters .............. 75
SELF-HELP ............................................................................................................. 76
LET’S CHECK
Activity 7 ....................................................................................................... 77
Activity 8 ....................................................................................................... 81
Q & A LIST .............................................................................................................. 82
KEYWORDS INDEX ...............................................................................................82
BIG PICTURE ......................................................................................................... 83

UNIT LEARNING OUTCOMES (ULO) .................................................................... 83
WEEK 6
BIG PICTURE IN FOCUS: ULO-a ........................................................................... 83
METALANGUAGE .................................................................................................. 83
ESSENTIAL KNOWLEDGE
5. Viewpoints Pertaining to Communication ..................................................... 84
6. Rising above Language Barriers .................................................................. 85
7. The Birth of Sign Language ..........................................................................85
8. Flexibility of Human Language vis-à-vis Sign Languages.............................85
9. Sign Language and It’s Existence ................................................................ 86
10. Some Examples of Sign Languages .............................................................86
11. Sign Language Relativity .............................................................................. 88
12. Advantages of Sign Language...................................................................... 89
SELF-HELP ............................................................................................................. 89
LET’S CHECK
Activity 1A: Sign Languages in the Philippines ............................................. 89
Activity 1B: Sign Languages in the Global Setting ........................................ 90
IN A NUTSHELL......................................................................................................92
Q & A LIST .............................................................................................................. 93
KEYWORDS INDEX ...............................................................................................93
BIG PICTURE IN FOCUS: ULO-b ........................................................................... 94
METALANGUAGE .................................................................................................. 94
ESSENTIAL KNOWLEDGE
5. Audio-visual Aids .......................................................................................... 95
6. Activating Audio and Visual Senses .............................................................95
7. PowerPoint Presentation .............................................................................. 96
8. Web-based Application ................................................................................. 99
SELF-HELP ........................................................................................................... 100
LET’S CHECK
Activity 2: PowerPoint Slides Assessment .................................................. 101
IN A NUTSHELL.................................................................................................... 106
Q & A LIST ............................................................................................................107
KEYWORDS INDEX .............................................................................................108
WEEK 7
BIG PICTURE IN FOCUS: ULO-c .........................................................................109
METALANGUAGE ................................................................................................109
ESSENTIAL KNOWLEDGE
9. Blog ............................................................................................................ 110
10. Multi-modal Texts: Refresher Inputs
vis-à-vis Previous Insights .......................................................................... 112
LET’S CHECK
Activity 3A: Name that Text: What is that?!................................................. 115
Activity 3B: Multi-modality Preference ........................................................ 116
IN A NUTSHELL.................................................................................................... 118
Q & A LIST ............................................................................................................ 119
WEEK 8
BIG PICTURE ....................................................................................................... 120
UNIT LEARNING OUTCOMES (ULO) .................................................................. 120
BIG PICTURE IN FOCUS: ULO-a ......................................................................... 120
METALANGUAGE ................................................................................................120
ESSENTIAL KNOWLEDGE
2. Speech Defined .......................................................................................... 121
3. Types of Speeches
C. Read Speech ........................................................................................ 123
D. Memorized Speech ............................................................................... 123
E. Impromptu Speech ................................................................................ 125
F. Extemporaneous Speech ...................................................................... 126
SELF-HELP ...........................................................................................................127
LET’S CHECK
Activity 1A: Post it. Share It: Read Speech ................................................. 127
Activity 1B: Post it. Share it: Memorized Speech ........................................128
Activity 1C: Post it. Share it: Impromptu Speech ........................................ 128
Activity D: Post it. Share it: Extemporaneous Speech ................................ 129
IN A NUTSHELL.................................................................................................... 130
Q & A LIST ............................................................................................................ 130
KEYWORDS INDEX .............................................................................................130
BIG PICTURE IN FOCUS: ULO-b ......................................................................... 131
METALANGUAGE ................................................................................................132
ESSENTIAL KNOWLEDGE
3. Public Speaking ..........................................................................................133
4. The Writing Stage ....................................................................................... 134
SELF-HELP ........................................................................................................... 137
LET’S CHECK
Activity 2: Identify & Justify ......................................................................... 138
IN A NUTSHELL.................................................................................................... 141
Q & A LIST ............................................................................................................ 142
KEYWORDS INDEX .............................................................................................142
WEEK 9
BIG PICTURE IN FOCUS: ULO-c .........................................................................143
METALANGUAGE ................................................................................................143
ESSENTIAL KNOWLEDGE
1. The Preparatory Stage ............................................................................... 144
2. Visual Aids Preparation:
Supplementary Ideas Concerning Previous Insights .................................. 146
3. The Delivery Stage ..................................................................................... 147
SELF-HELP ........................................................................................................... 151
LET’S CHECK
Activity 3A: Watch & Learn ......................................................................... 151
Activity 3B: Speech Delivery- A Pre-test Activity ........................................ 153
IN A NUTSHELL.................................................................................................... 155
Q & A LIST ............................................................................................................ 156
KEYWORDS INDEX .............................................................................................157
Weeks 10-13
Big Picture .............................................................................................................158
I. Communication for Work Purposes .................................................................... 158
A. Business ..................................................................................................... 163
B. Health ........................................................................................................ 168
C. Education.................................................................................................... 171
D. Science.......................................................................................................181
E. Social Media ............................................................................................... 182
ULO ....................................................................................................................... 158
Metalanguage .......................................................................................................158
Essential Knowledge ............................................................................................. 185
Self-Help ...............................................................................................................187
Let’s Check ...........................................................................................................187
Let’s Analyze ......................................................................................................... 188
In a Nutshell .......................................................................................................... 190
Q & A List .............................................................................................................. 192
Keyword Index ......................................................................................................193
Big Picture ............................................................................................................ 193
ULO ....................................................................................................................... 193
Metalanguage ....................................................................................................... 193
Essential Knowledge ............................................................................................ 206
Self-Help ............................................................................................................... 208
Let’s Check ........................................................................................................... 209
Let’s Analyze ......................................................................................................... 210
In a Nutshell .......................................................................................................... 211
Q & A List .............................................................................................................. 215
Keyword Index ...................................................................................................... 216
Big Picture ............................................................................................................. 216
I. Technical Writing ................................................................................................216
A. Application Letter ................................................................................... 235
B. Resume’ ................................................................................................. 237
C. Minutes of the Meeting........................................................................... 241
D. Memorandum .........................................................................................249
ULO ....................................................................................................................... 216

Metalanguage ....................................................................................................... 216
Self-help ................................................................................................................ 257
Let’s Check ........................................................................................................... 258
Let’s Analyze .........................................................................................................259
In a Nutshell .......................................................................................................... 260
Q & A..................................................................................................................... 263
Keywords Index .....................................................................................................263
Weeks 14-18
Big Picture ............................................................................................................. 264
ULO ....................................................................................................................... 264
Metalanguage ....................................................................................................... 264
Self-Help ............................................................................................................... 266
Let’s Check ........................................................................................................... 267
Let’s Analyze .........................................................................................................268
In a Nutshell ..........................................................................................................271
Q & A..................................................................................................................... 274
Keywords Index .....................................................................................................275
Big Picture ............................................................................................................. 274
ULO ....................................................................................................................... 274
Metalanguage ....................................................................................................... 274
Self-Help ............................................................................................................... 287
Let’s Check ........................................................................................................... 288
Let’s Analyze .........................................................................................................289
In a Nutshell ..........................................................................................................290
Q & A..................................................................................................................... 291
Keywords Index .....................................................................................................291
References ............................................................................................................ 292
General Education - Language
2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134
Course Outline: GE 2 – Purposive Communication
Course Coordinator: Rovie R. Cuarte
Email: rcuarte@umindanao.edu.ph
Mobile Number +63 977 700 1458
Student Consultation: By Appointment
Phone: (082)300-5456 / 305-0647 Local 149

Effectivity Date: June 2020
Mode of Delivery: Blended (On-line with face-to-face or virtual sessions)
Time Frame: 54 Hours
Student Workload: Expected Self-Directing Learning
Requisites: None
Credit: 6 units
Attendance Requirement: A minimum of 95% attendance is required at all
scheduled Virtual or face to face sessions
Course Outline Policy
Areas of Concern Details

Contact and Non-contact Hours This 6-unit course self-instructional manual is designed
for blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The
expected number of hours will be 54, including the face
to face or virtual sessions. The face to face sessions
shall include the summative assessment tasks (exams)
if warranted.
Assessment Task Submission Submission of performance tasks shall be on the 3 rd,
5th, 7th, 9th, 11th, 13th, 15th, and 18th weeks of the
semester. The assessment paper shall be attached
with a cover page indicating the title of the assessment
task (if the task is a performance), the name of the
course coordinator, date of submission, and the name
of the student. The document should be emailed to the
course coordinator. It is also expected that you already
paid your tuition and other fees before the submission
of the assessment task.
If the assessment task is done in real-time through the
features in the Blackboard Learning Management
System, the schedule shall be arranged ahead of time
by the course coordinator.
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Phone No.: (082)300-5456/305-0647 Local 134
Turnitin Submission To ensure honesty and authenticity, all assessment
(if necessary) tasks are required to be submitted through Turnitin
with a maximum similarity index of 30% allowed. This
means that if your paper goes beyond 30%, the
students will either opt to redo her/his paper or explain
in writing addressed to the course coordinator the
reasons for the similarity. In addition, if the paper has
reached more than 30% similarity index, the student
may be called for disciplinary action following with the
University’s OPM on Intellectual and Academic
Honesty.
Please note that academic dishonesty such as

cheating and commissioning other students or people
to complete the task for you have severe punishments
(reprimand, warning, expulsion).
Penalties for Late Assignments/ The score for an assessment item submitted after the
Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day
or part-day that the assessment item is late.
However, if the late submission of the assessment

paper has a valid reason, a letter of explanation should
be submitted and approved by the course coordinator.
If necessary, you will also be required to present/attach
pieces of evidence.
Return of Assignments/ Assessment tasks will be returned to you two (2) weeks
Assessments after the submission. This will be returned by email or
via the Blackboard portal.
For group assessment tasks, the course coordinator
will require some or few of the students for online or
virtual sessions to ask clarificatory questions to validate
the originality of the assessment task submitted and to
ensure that all the group members are involved.
Assignment Resubmission You should request in writing addressed to the course
coordinator his/her intention to resubmit an assessment
task. The resubmission is premised on the student’s
failure to comply with the similarity index and other
reasonable grounds such as academic literacy
standards or other reasonable circumstances e.g.,
illness, accident, or financial constraints.
Re-marking of Assessment You should request in writing addressed to the program
Papers and Appeal coordinator your intention to appeal or contest the
score given to an assessment task. The letter should
explicitly explain the reasons/points to contest the
grade. The program coordinator shall communicate
with the students on the approval and disapproval of
the request.
If disapproved by the course coordinator, you can
elevate your case to the program head or the dean with
the original letter of request. The final decision will
come from the dean of the college.
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Grading System All culled from BlackBoard sessions and traditional
contact
Course discussions/exercises – 25%
1st exam – 5%
2nd exam – 10%
3rd exam – 5%
4th exam – 5%
5th exam – 5%
6th exam – 5%
7th exam – 10%
JESI Interactive Component – 15%
All culled from on-campus/onsite sessions (TBA):

Final exam – 15%
Submission of the final grades shall follow the

usual University system and procedures.
Preferred Referencing Style Use the 7th Edition of the APA Publication Manual
Student Communication You are required to create a umindanao email

account, which is a requirement to access the
BlackBoard portal. Then, the course coordinator shall
enroll the students to have access to the materials and
resources of the course. All communication formats:
chat, submission of assessment tasks, requests, etc.
shall be through the portal and other university
recognized platforms.
You can also meet the course coordinator in person

through the scheduled face to face sessions to raise
your issues and concerns.
For students who have not created their student email,

please contact the course coordinator or program
head.
Contact Details of the Dean Dr. Khristine Marie D. Concepcion
Email: khristinemarie_concepcion@umindanao.edu.ph
Phone: (082)300-5456/305-0647 Local 134
Contact Details of the Program Dr. Edwin L. Nebria

Head Email: edwin_nebria@yahoo.com
Phone: (082)300-5456/305-0647 Local
149
Students with Special Needs Students with special needs shall communicate with
the course coordinator about the nature of his or her
special needs. Depending on the nature of the need,
the course coordinator, with the approval of the
program coordinator, may provide alternative
assessment tasks or extension of the deadline for
submission of assessment tasks. However, the
alternative assessment tasks should still be in the
service of achieving the desired course learning
outcomes.
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Phone No.: (082)300-5456/305-0647 Local 134
Instructional Help Desk Dr. Khristine Marie D. Concepcion - Dean

Contact Details Email: khristinemarie_concepcion@umindanao.edu.ph
Phone: (082)300-5456/305-0647 Local 134
Rosyl S. Matin-ao – College LMS Facilitator
Email: rosyl_matinao@umindanao.edu.ph
Phone: (082)300-5456/305-0647 Local 149
Library Contact Details Brigida E. Bacani
Email:
Phone:
Well-being Welfare Support Held GSTC Head

Desk Contact Details Email:
Phone:
GSTC Facilitator: Carizza Mari C. Tinanac

Email: crizzamari_tinanac@umindanao.edu.ph
Phone: 0977-805-8911
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Phone No.: (082)300-5456/305-0647 Local 134
Course Information: see/downloadcoursesyllabusintheBlackboardLMS
CC’s Voice: Welcome to the course GE 2: Purposive Communication.

With the creation of life comes the creation of human’s ability to
communicate. Communication today, more than ever, has become
more riveting and convoluted as we explore our similarities and
differences in a multicultural world. That is why it is very important
that you learn to communicate purposefully in a world full of diverse
people. Purposive communication means your ability to strategically
make use of multimodal resources and appropriately choose an
accurate language register for your desired audience. As a whole,
purposive communication is not just your ability to deliver your
message successfully, but it also entails your ability to send your
message with purpose, respect, understanding, and acceptance of
other people regardless of their culture, age, and gender.
CO In order for you to be purposeful with your communication, you

must describe and understand the nature, elements, and functions of
verbal and non-verbal communication in various and multicultural
contexts, which is the ultimate course outcome (CO) of this subject.
This course deals with the nature of communication, and how
culture and global issues shape communication. You will also learn to
appreciate how communication affects our society in the 21 st century.
In this course, you will also learn how to design and present
ideas in local and global contexts using different multimedia and
multimodal strategies. You will also realize the importance of
designing effective and appropriate communication materials in your
future workpalce. With this ability, you will be more equipped in
successfully sending your message to your desired audience.
With Purposive Communication, you will learn to write and
present a research or academic paper with the use of appropriate
tone, styles, and conventions. This ability will further equip you as
you go higher in the academic ladder of success.
Let us begin!
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Week 1-3: Unit Learning Outcomes (ULO):

At the end of the unit, you are expected to
a. Describe the characteristics, evolution, process, and elements of
communication;
b. Articulate the types, 7C’s, ethics, and principles of communication; and
c. Appreciate communication in multicultural settings.
Big Picture in Focus

ULO-a. Describe the characteristics, evolution, process, and elements of
communication.
Metalanguage
In this section, the essential terms relevant to the study of the nature of
communication and to demonstrate, ULO-a will be operationally defined to establish
a common frame of reference as to how the texts work. You will encounter these
terms as we go through the study of the nature of communication. Please refer to
these definitions in case you will encounter difficulty in understanding some concepts.
1. Meaning and definitions of Communication:

 Communication is a basic requirement in the success of any individual. Every
profession requires communication as a basic key to a professional’s success.
 Communication is also essential of a good and productive society.
Basically, there would be no society without communication. The
success and failure of a society relies greatly on its people’s
communication.
 Communication involves the encoding, sending, and decoding of a message
to the desired audience.
 Communication is a process by which we assign and convey meaning with
the desire to have a common and shared understanding of the
message.
 Communication helps you build connections with other people from
different places with different beliefs, customs, and cultures.
 Communication allows you to have better understanding of the people and
world around you.
 Communication enables you to inform, persuade, and motivate the people
around you.
2. Evolution of communication is the record of past events on how

communication started and evolved into what it is as of the present.
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3. Characteristics of communication explains the distinct qualities and

attributes of communication which a person must know for the success of the
communication process.
4. Process of communication is the series of steps that servers as a guide that

will lead to common understanding between the sender and the receiver.
5. Elements of communication are components that the sender and receiver

consider in the exchange of ideas.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three
(3) weeks of the course, you need to fully understand the following essential
knowledge that will be laid down in the succeeding pages. Please note that you are
not limited to refer to these resources exclusively. Thus, you are expected to utilize
other books, research articles, and other resources that are available in the
university’s library e.g., ebrary, search.proquest.com, etc.
1. The characteristics of Communication. Communication is a process of

exchanging ideas, information, emotions, and other forms of messages from
one person to another. It is deemed necessary in one’s success in life. Here
are a few, among many, characteristics of communication.
1.1 Communication is the blood-line of the society

In the absence of communication, there will be no society. All forms of
society has communication. Even the kingdom of animals have their own
forms of communication which are very necessary in their survival. In all of
our undertakings, communication is a vital requirement (Tendero, Antonio,
Mora, Tanuecoz, Babia, & Cruz, 2009).
1.2 Communication is basic to success

Proper communication is makes business a success. Your ability to
say what you feel, express your ideas, persuade others to believe in you and
convince them to react or respond to you are all factors to a successful career
(Tendero, Antonio, Mora, Tanuecoz, Babia, & Cruz, 2009).
1.3 Communication allows you to create network and build stronger

relationships.
Your ability to communicate allows you to make friends, extend your
network or circle of people around you, and build relationships with people
from different places.
1.4 Communication is everywhere

Communication is constant; which means it is everywhere. Wherever
you go, whatever you, whoever you are with, communication will always be
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present. The moment you wake up and think of what breakfast to eat, or a
simple thought of planning your day is a form of communication within the self.
At a very least, smiling at someone is already a form of sending a message;
thus, a form communication.
1.5 Communication is a two-way process

One of the very nature of communication is its requirement of a
sender and a receiver. Since one can communicate within the self
(intrapersonal communication), a communication may not necessarily require
two individuals. It only needs a sender and a receiver, along with its other
elements, for the communication to process.
1.6 Communication is complex

Communication is not easy with its many components and considerations. In
communicating, you have to consider your target audience’s interests, culture, beliefs,
practices, etc. There are also other things that you have to consider things such as
grammar, medium, and other means of communicating your message which make the
entire communication process not as easy as it sounds
1.7 Communication is irreversible

There is a need for you to be extra careful with your communication
skills since this is only done once. It cannot be repeated and cannot be taken
back. Once the communication process has occurred, it has to be noted that
your words and their meaning may have varied interpretations from your
target audience.
2. Evolution of communication. The communication types and process that

we know now is entirely different from what communication used to be. Even
before the start of the civilization, communication was a vital need for people.
A society cannot live on its own without communication because it is
considered as the blood-line of a society. To trace back its development, here
are a few of the highlight as to how communication evolved through time:
2.1 Cave paintings and stone carvings is the most efficient form of
communication for man 30, 000 years before the Common Era.
2.2 A pegion was utilized by Ancient Greeks to deliver messages in 776
BCE.
2.3 A marathon man was utilized when Ancient Greeks ran all the way from
Marathon to Athens to simply announce the victory of Greek over Persia in
the year 530 BCE.
2.4 The paper came more than 2000 years later with the first daily
newspaper, the Einkommende Zeitung in 1650
2.5 The telegraph was invented in 1840 by Samuel Morse
2.6 In 1902, Italian Guglielmo Marconi transmits the first radio signal.
2.7 This was followed by the transmission of the first television signal by
Scottish John Baird in 1927.
2.8 The beginning of a new age was in the year 1969. This year was the
launch of the ARPANET (Advanced Research Projects Agency Network) or
commonly known now as the Internet.
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2.9 The emergence of the World Wide Web came soon after in 1994
2.10 1997, instant messaging or internet chat came out, and in 1999,
blogging.
2.11 It was in 2004 when Harvard student Mark Zuckerberg created
Facebook, followed by the launch of Twitter in 2006
3. Communication process. This is a guide toward realizing effective

communication. It is through the communication process that the sharing of a
common meaning between the sender and the receiver takes place.
Individuals that follow the communication process will have the opportunity to
become more productive in every aspect of their profession. Effective
communication leads to understanding.
Figure 1.The Osgood-Schramm model of communication

(Sources: Kisspng, 2018; Web Editor 4, 2017)
The first step of the sender involves the encoding process. In order to convey
meaning, the sender must begin encoding which is the translation of information into a
message in the form of symbols that represent ideas or concepts. This process
translates the ideas or concepts into the coded message that will be communicated.
The symbols can take on numerous forms such as languages, words, or gestures.
These symbols are used to encode ideas into messages that others can understand.
When encoding a message, the sender has to begin by deciding what s/he wants
to transmits. This decision by the sender is based on what s/he believes about the
receiver’s knowledge and assumptions, along with what additional information s/he
wants the receiver to have. It is important for the sender to use symbols hat are familiar
t the intended receiver. A good way for the sender to improve encoding their messages
is to mentally visualize the communication from the receiver’s point of view.
To begin transmitting the message, the sender uses some kind of channel, or also
called medium. The channel is the means used to convey the message. Most
channels are either oral or written but currently visual channels are becoming the more
common as technology expands. Common channels include telephone and a variety of
written forms such as memos, letters, and reports. The effectiveness of the various
channels fluctuates depending on the characteristics of communication. For example,
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when immediate feedback is necessary, oral communication channels are more

effective because any uncertainties can be cleared up on the spot. In a situation where
the message must be delivered to more than a small group of people, written channels
are often more effective. Although in many cases, both oral and written channels
should be used because on supplements the other.
After the appropriate channel/s are selected, the message enters after the
decoding stage of the communication process. Decoding is conducted by the receiver.
Once the message is received and examined, the stimulus is sent to the brain for
interpreting, in order to assign some type of meaning to it. It is this processing stage
that constitutes decoding. The receiver begins to interpret the symbols sent by the
sender, translating the message to their own set of experiences in order to make the
symbols meaningful. Successful communication takes place when the receiver
correctly interprets the sender’s message.
The receiver is the individual to whom the message is directed to. The extent to
which this person comprehends the message will depend on a number of factors,
which include the following: how much the individual knows about the topic, their
receptivity to the message,and the relationship and trust that exist between the sender
and receiver. All interpretations by the receiver are influenced by their experiences
attitudes, knowledge, skills, perceptions, and culture. It is similar to the sender’s
relationship with encoding.
Feedback is the final link in the chain of the communication process. After
receiving a message, the receiver responds in some ways and signals the response to
the sender. The signal may take the form of a spoken comment, a long sigh, a written
message, a smile, or some other action. Even a lack of response, is in a sense, a form
of response. Without feedback, the sender cannot confirm that the receiver has
interpreted the message correctly.
Feedback is a key component in the communication process because it allows the
sender to evaluate the effectiveness of the message. Feedback ultimately provides an
opportunity for the sender to take corrective action to clarify a misunderstood message.
Feedback plays an important role by indicating significant communication barriers:
differences background, different interpretation of words, and differing emotional
reactions.
The communication process is the perfect guide toward achieving effective
communication. When followed properly, the process can usually assure that the
sender’s message will be understood by the receiver. Although the communication
process seems simple, it is not. Certain barriers present themselves throughout the
process. Those barriers are factors that have a negative impact on the communication
process. Some common barriers include the use of an inappropriate medium (channel),
incorrect grammar, inflammatory words, words that conflict with the body language,
jargons and many more. Noise is also another common barrier. Noise can occur during
any stage of the communication process. Noise is anything that distorts a message by
interfering with the common communication process. It can take many forms, including
a radio playing in the background, another person trying to enter the conversation, and
any other distractions that prevent the receiver from paying attention.
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.
4. The elements of communication. The communication process will not be

possible with the portrayal of the individual roles of each of the elements of
communication.
4.1 Sender. This is the individual or group who initiates the conversation.
4.2 Receiver. This is to whom the message is directed to.
4.3 Channel. This is the medium or means which the sender uses in sending
the desired message
4.4 Encoding. This is the process by which the message is translated in the
form of symbols that represent ideas or concepts.
4.5 Decoding. This is the part where the receiver interprets and analyzes the
meaning of the symbols sent by the sender.
4.6 Feedback. Aside from being the reply or response, feedback is also a
great way of evaluating the effectiveness of the communication process.
The communication process is effective if there is a correct feedback
4.7 Message. This is the heart and soul of the communication process. The
message corresponds to the symbols and ideas that are transferred from
the sender to the receiver. The underlying goal is to have a common and
shared understanding of this message.
You can also refer to the sources below to help you further
understand the lesson:
1) Tendro, E., et al. (2009). Fundamentals of effective speech and oral communication. Mutya
Publishing House, Inc.
2) Abrera, R., Fernandez, I.D., & Adriano, T. (2015). Speak right and shine. Mutya Publishing
House, Inc.
3) Barker, A. (2006). Chapter 01. the process of communication (2nd ed. ed.). London: Kogan
Page Ltd. Retrieved from
https://search.proquest.com/docview/288374867?accountid=31259. April 29, 2020
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Activity 1. Now that you know the most essential concepts in the study of the nature of
communication, let us try to check your understanding of these concepts. In the space
provided, write the term/s or concept/s being asked in the following statements:
1. What key element of communication is involved in the translation of

information into a message in the form of symbols that represent ideas?
2. Which among the elements of communication allows he sender to

evaluate the effectiveness of the message whether it was fully grasped or understood by
the receiver?
3. Who is the one who initiate the communication process?
4. What element of communication process is done by the receiver who

interprets the symbols sent by the sender?
5. What is the other term for the medium used by the sender and receiver to
convey their message?
6. What characteristic of communication is shown when a teacher and her

students share their thoughts on the cease-and-desist order of ABS-CBN ordered by NTC?
7. What is characterized by communication involving series of steps with

symbols and signs that may be too difficult to analyze and interpret?
8. In the evolution of communication, what was the invention of Samuel

Morse which marked a great leap in the history of communication process?
9. Who transmitted the first radio signal?
10. Among the elements of communication, what is considered to be the

focal point of the communication process?
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Activity 2. Getting acquainted with the essential terms and concepts of the nature in
communication, what also matters is you should also be able to explain or
articulate its importance and its roles in your daily life. Now, I will require you to
explain thoroughly your answers to the following question:
Communication plays a very vital role in your family, your school, and your
society. Cite the importance of communication in the different aspects of your life (e.g.:
as a family member, as a student, as a member of the society, etc.) Please refer to the
rubric found on the next page.
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Activity 2 Rubric
Criteria Description Points

Main ideas are well-supported
Focus and Details by details and accurate 5
information
The introduction is inviting. It
states the main topic and
provides an overview of the
Organization paper. The information is 5
relevant and presented in a
logical order. Lastly, the
conclusion is convincing
Your purpose of writing must
be very clear that it catches the
attention of your readers. Your
Voice 5
extensive knowledge
and/experience with the topic
must also be evjdent.
The word choice and
Word Choice placement seem accurate and 5
natural (not forced).
Sentences are well-constructed
which have varied structure
Mechanics (structure, grammar,
and length. Errors in grammar, 5
punctuation, spelling)
mechanics, and/or spelling are
avoided.
(Adapted from: www.readwriteandthink.org. Retrieved: April 24, 2020)
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Activity 3. Based from the definition of the most essential terms and concepts in the study
of the nature of communication and the learning exercises that you have done, please feel
free to write your arguments or lessons learned below:
1.
2.
3.
4.
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Do you have any question for clarification?
Questions / Issues Answers
1.
2.
3.
4.
5.
Communication Channel/Medium Feedback

Encode Decode Message
Sender Receiver
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ULO-b. Articulate the types of communication, ethics, and principles of
communication.
Metalanguage
In this section, the essential terms relevant to the study of the types of communication and its
ethics and principles. To demonstrate ULO-b will be operationally defined to establish a
common frame of reference as to how the texts work. You will encounter these terms as we go
through this topic. Please refer to these definitions in case you will encounter difficulty in
understanding some concepts.
1. Types of communication according to number of person/s. This

categorizes the communication according to the number of people involved in
the communication.
2. Types of communication according to medium. This is another category of

communication which classifies the communication to the medium or channel
used by the sender and receiver in the communication process.
3. Ethics and principles of communication. These are the standard basis on

what is considered as right and wrong in communicating with someone,
especially in multicultural world.
Essential Knowledge
1. Types of communication according to number of persons. Communication may

be classified according to the number of participants. To enumerate, they are the
following:
1.1. Intrapersonal communication. This is a communication within the “self”,
that is, a person communicates with himself or herself internally. One
example is deciding what to eat for breakfast or what clothes to wear
1.2. Interpersonal communication. This is mostly “dyadic” in nature. This

means a person communicates with another person. Example is when a
student asks a teacher for his/her exam result.
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1.3. Group communication. This is composed of three persons or more. But

more than the number of participants, this the may be better defined in terms
of relationship between the sender and receiver who interact actively with
each other.
Example.: Rebecca and her five colleagues are discussing their newly
assigned project.
1.4. Public communication. This is quite similar to group communication, but

this is basically larger in size. However, like group communication, this type
may be better defined in terms of the relationship between the sender and
the receiver. In this type, the person speaks in front of an audience in a one-
directional flow.
Example: Glyza is delivering her inspirational message before a gathering of
business professionals.
1.5. Mass communication. This is purposeful, especially when the audiences

are remote or when they cannot be gathered in one place. Hence, there is a
need for a newspaper, telephone, cellular phone, radio, television, internet,
among others, in order to establish contacg.
Example: Emman published his exposé in the News Daily.
2. Types of communication according to medium employed. Communication may

also vary according to the medium used or employed by both the sender and the
receiver in the communication process.
2.1 Verbal communication. Verbal communication employs the use of words in
sending and receiving the message in the communication process. Verbal
communication may be both written and oral.
2.1.1 Written communication. Written communication sends messages

through the use of written signs and symbols. These signs and
symbols may be employed via printed, handwritten, and projected on
screen. A few examples of written communication are e-mails,
memoranda, letters, manuals, postcards, etc.
2.1.2 Oral communication. In this type of communication, your message is

verbally or orally transmitted to your target listener/audience. Oral
communication can either be formal (business presentations,
classroom lectures, valedictory speech, etc.) or informal (face-to-face
conversation, telephone conversation, etc.)
2.2 Non-Verbal communication. This comprises of gestures, facial expressions,

actions or even unconscious behavior that may either reinforce or hamper
communication. For communication to be effective, there should be
consistency in the verbal and non-verbal communication systems. Non-verbal
communication makes use of our body language in sending our messages to
our target audience. It may be classified according to the following:
2.2.1 Kinesics. This involves your body movement such as your eye
contact, your gestures, how you sit, how you walk, etc.
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2.2.2 Haptics. This involves communicating through the use of touch.

This includes non-verbal actions such as hugs, kiss, taps on the shoulder,
etc.
2.2.3. Vocalics. This is communicating through the use of your voice

such as your rate or speed of talking, volume of your voice, the rising and
falling of your intonation, etc.
2.2.4. Proxemics. This involves space and its role in the communication
process. Proxemics can be categorized into:
a. Intimate space. We share this space with our loved ones and
closest friends.
b. Personal space. We share this space with our friends and

acquaintances.
c. Social space. We share this space with people we are with in

social events and gatherings.
d. Public space. We share this space with people when we are in

public spaces such as streets, markets, airports, etc.
e. Personal presentation and environment. our personal

presentation is the manner of how you present yourself, how you look,
how you dress, and your characteristics. These are all parts of how
people understand and accept the messages that you try to send.
3. The Ethics of communication. Successful communication requires certain ethical

rules for a communicator to follow. Andrew Button, as cited in Castigador (2018)
suggests four basic rules to observe:
3.1 Honesty. This quality is very important for communication to succeed. Webster
defines honesty as the act, quality, or condition of being truthful. Perhaps there
may be instances when a person may be forced to lie, as in misleading an
enemy in a war, who is asking important information about the whereabouts of
friendly forces. Button opines that honesty is more than just not lying, it is being
open and offering whatever information you have, even if it puts your own short-
term interests at stake.
3.2 Openness to other views. Your willingness to be open to views, which differ or
even run against your ideas, is one crucial factor for communication to succeed.
An environment where people are not free to express their ideas, especially if
these may be unpopular, is not an ethical environment. The free flow of
communication is vital to the welfare and development of an organization, and
of the country for that matter.
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3.3 Commitment. Webster presents an interesting definition of commitment, i.e.,

being bound emotionally/intellectually to a course of action or to another person.
Commitment is a promise or agreement to do something. It is also a state of
being pledged or engaged.
3.4 Build consensus. Consensus is a general agreement among the members of

a given group or community, each of which exercises some discretion in
decision-making.
4. Principles of communication. To be effective, a communicator should be able to

use some fundamental assumptions or rules. These assumptions or rules are called
principles. Castigador (2019) enumerated at least six basic principles that could be
utilized to make communication successful:
4.1. Relevance. An important consideration in sending your message is the value

or relevance of your message to your receiver. Thus, foremost, a speaker or a
writer should ask him/herself the following questions: what is the value of my
message to my receiver? Will my message appeal to the interest of my receiver?
Will my message add value to my receiver or to the company of my receiver?
4.2. Be positive. Formulate your message with an open and positive attitude. It is
an accepted rule in physics that an action requires an equal amount of reaction. It
is believed that if a speaker or a writer has a positive attitude then his message
would be received positively by the audience/reader.
4.3. Choose the best medium. An equally important principle in communication is

the medium, the means that a speaker or a writer use, as channel of
communication. It is advisable that the speaker or the writer utilize effective
communication systems to drive through the message.
4.4. Study your audience. It is a must that a speaker or writer knows the audience
or reader. Thus, the speaker or writer should study the socio-economic profile, the
interests, and the aspirations of his/her audience/reader; more importantly, what
appeals to them. If your audience/reader is politically inclined, then talk of
something related to current political issues.
4.5. Be enthusiastic. Enthusiasm is a very important quality of a speaker or writer.

It is defined as divine inspiration or frenzy. Simply said enthusiasm is the intensity of
feeling, excitement interest or eagerness.
4.6. Maintain intense focus. To be effective, a speaker or writer should be fired

with intense feeling or be passionate. Webster believes that the sender of the
communication should be given to a strong feelings sometimes even romantic
and/or sexual.
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1) Castigador, A. (2019). Speak and write for a purpose. ACC Book Publishing.
2) Tendro, E., et al. (2009). Fundamentals of effective speech and oral communication. Mutya
Publishing House, Inc.
3) Abrera, R., Fernandez, I.D., & Adriano, T. (2015). Speak right and shine. Mutya Publishing
House, Inc.
4) Barker, A. (2006). Chapter 01. the process of communication (2nd ed. ed.). London: Kogan
Page Ltd. Retrieved from
https://search.proquest.com/docview/288374867?accountid=31259. April 29, 2020
5) Verbal Communication, edited by Andrea Rocci, and Louis de Saussure, De Gruyter, Inc.,
2016. ProQuest Ebook Central,
https://search.proquest.com/legacydocview/EBC/4451840?accountid=31259. April 29, 2020
6) Interpersonal Communication, edited by Charles R. Berger, De Gruyter, Inc., 2014.

ProQuest Ebook Central,
https://search.proquest.com/legacydocview/EBC/1346220?accountid=31259. April 29, 2020
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Activity 4. Reading Text on Mass Communication
Instructions: Read the following transcript of Emma Watson’s speech on

gender equality which was delivered last September 20, 2014. With a partner,
discuss and share to the class your thoughts and opinions on the following
questions:
1. What was the issue discussed in the speech and what makes it so
relevant to discuss about it?
2. Why do you think people are reluctant to use the word “feminism”?
3. Why did Emma Watson feel the need to address this issue?
4. How is the concept of “feminism” relevant in the article? Cite the

relevant paragraph to support your answer.
Note: You may also access the speech at :

https://www.youtube.com/watch?v=gkjW9PZBRfk&t=53s
SpechbyUNWomenGoodwilAmbasadorEmma Watsonataspecial
eventfortheHeForShecampaign,UnitedNationsHeadquartes,NewYork,20
September2014
1- Todaywearelaunchingacampaigncaled“HeForShe.”Iamreachingout l.Wewanttoendgenderinequality—
toyoubecauseInedyourhep
andtodo thatwenedeveryonetobeinvolved.
2- -This is the firstcampaignof its kind atthe UN: we wantto try and
galvanize as many men and boys as posible to be advocates for gender equality.Andwedon’tjustwanttotalkaboutit,butmakesureitistangible.
3 - Iwas appointed six months ago and the more I have spoken about feminsm the more Ihave realized thatfighting forwomen’s rights has too
oftenbecomesynonymouswith man-hating.Ifthereisonething Iknowfor certain,itisthatthishastostop.
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4- Fortherecord,feminism bydefinitonis:“Thebelif thatmen and women

should have equal rights and opportunites. It is the theory of the politcal, economicandsocialequalityofthesexes.”
5- Istaredquestioniggender-basedasumptionswhenateightIwasconfused
atbeingcaled“bosy,”becauseIwantedtodirecttheplayswewouldputonfor ourparents—buttheboyswernot.
6- Whenat14Istartedbeingsexualizedbycertainelmentsofthepres.
7- Whenat15mygirlfendsstareddroppingoutoftheirsportsteamsbecause
theydidn’twanttoappear“muscly.”
8- Whenat18mymalefriendswereunabletoexprestheirfelings.
9- Idecided Iwasafeministand this semed uncomplicated to me.Butmy

recentreseac
rhhasshownmethatfeminismhasbecomeanunpopularword.
10- ApparentlyIamamongtheranksofwomenwhoseexpresionsaresenas toostrong,tooaggresive,isolating,anti-

menand,unartactive.
1 -Whyisthewordsuchanuncomfortableone?
1-2 IamfromBritainandthinkitisrightthatasawomanIampaidthesameas
mymale counterparts.Ithinkit is rightthatIshouldbeable to make decisons aboutmyownbody.Ithinkitisrightthatwomenbeinvolvedonmybehalfinthe
polices and decison-making ofmycountry.Ithinkit is rightthatsocialy Iam ao
frdedthesamerespectasmen.ButsadlyIcansaythattherisnoonecountry
intheworldwheralwomencanexpecttoreceivetheserights.
1-3 Nocountryintheworldcanyetsaytheyhaveachievedgenderequality.
1-4 TheserightsIconsidertobehumanrightsbutIamoneoftheluckyones.My
lifeisasherprivlegebecausemyparentsdidn’to
lvemelesbecauseIwasborn adaughter.Myschooldidnotlimitmebecause Iwas agirl.Mymentorsdidn’t
asumeIwouldgoles farbecauseImightgivebirthtoachildoneday.These influencerswer thegenderequalityambasadorsthatmademewhoIamtoday.
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Theymaynotknowit,buttheyaretheinadvertentfeministwhoarechangingthe
worldtoday.Andwenedmoreofthose.
Note:
1-5 Andifyoustilhatetheword—itisnotthewordthatisimportantbuttheidea
andtheambitonbehindit.Becausenotalwomenhavebenao
frdedthesame rightsthatIhave.Infact,staistcaly,veryfewhaveben.
1-6 In1995,HilaryClintonmadeafamousspechinBeijngaboutwomen’srights.
Sadlymanyofthethingsshewantedtochangearestilarealitytoday.
1-7 Butwhatstoodoutformethemostwasthatonly30percentofheraudience
wermale.Howcanweafectchangeintheworldwhenonlyhalfofitisinvitedor felwelcometoparticpateintheconversation?
1-8 Men—Iwould like totake this opportunity to extend yourformalinvitation.

Genderequalityisyourisuetoo.
1-9 Becausetodate,I’vesenmyfather’sroleasaparentbeingvaluedlesby
societydespitemyneedinghispresenceasachildasmuchasmymother’s.
2-0 I’vesenyoungmensuferingfrommentalln
iesunabletoaskforhelpfor
fearit would make them look les “macho”—in factin the UK suicde is the biggest
klier of men betwen 20-49 years of age; eclipsing road acidents, cancerandcoronaryheartdisease.I’vesenmenmadefragileandinsecurebya
distortedsenseofwhatconstiuesmalesucces.Mendon’thavethebenefitsof
equalityeither.
2-1 Wedon’toftentalkaboutmenbeingimprisonedbygendersterotypesbutI
can se thatthatthey are and thatwhen they are fre, things wilchange for womenasanaturalconsequence.
2 -Ifmendon’thavetobeaggresiveinordertobeacceptedwomenwon’tfel
compeldtobesubmisive.Ifmendon’thavetocontrol,womenwon’thavetobe controled.
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23-Bothmenandwomenshouldfelfre tobesensitve.Bothmenandwomen shouldfelfretobestrong…Itistimethatwealpec

reivegenderonaspectrum
notastwoopposingsetsofideals.
24 - If we stop defining each other by what we are not and start definig ourselvesbywhatweare—wecanalbefrerandthisiswhatHeForSheisabout.
It’saboutfredom.
25- Iwantmentotakeupthismantle.Sotheirdaughters,sitersandmothers
can be fre from prejudice butalso so thattheir sons have permision to be vulnerableandhumantoo—reclaimthosepartsofthemselvestheyabandonedand
indoingsobeamoretrueandcompletversionofthemselves.
26- YoumightbethinkingwhoisthisHaryPotergirl?Andwhatisshedoingup
onstageattheUN.It’sagoodquestionandtrustme,Ihavebenaskingmyself thesamething.Idon’tknowifIamqualifedtobehere.AlIknowisthatIcare
aboutthisproblem.AndIwanttomakeitbetr.
27- AndhavingsenwhatI’vesen—andgiventhechance—Ifelitismydutyto
saysomething.EnglishStatesmanEdmundBurkesaid:“Althatisnededforthe resofeviltotriumphisforenoughgoodmenandwomentodonothing.”
foc
28- In mynervousnes forthis spechand in mymoments ofdoubtI’ve told myselffirmly—

ifnotme,who,ifnotnow,when.Ifyouhavesimilardoubtswhen opportunitesarepresentedtoyouIhopethosewordsmightbehep
lful.
29- Becausetherealityisthatifwedonothingitwiltake75years,orformeto
benearlyahundredbeforewomencanexpecttobepaidthesameasmenforthe samework.15.5mliongirlswilbemariedinthenext16yearsaschd
ilren.Andat
curentrates it won’t beuntil2086before alruralAfrican girls wilbeable to receiveasecondaryeducation.
30- Ifyoubeliveinequality,youmightbeoneofthoseinadvertentfeminist I
spokeofearlie.
31- AndforthisIapplaudyou.
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32- Wearestrugglingforaunitngwordbutthegoodnewsiswehaveaunitng
movement.ItiscaledHeForShe.Iaminvitngyoutostepforward,tobesento speakup,tobethe"he"for"she".Andtoaskyourselfifnotme,who?Ifnotnow,
when?
*Note: Please refer to the following rubric for your answers:
Activity 4 Rubric
Your answers should use specific and

convincing examples from the text (Emma
Watson’s speech) to support your claims
Evidence Citation 15
in your own writing, allowing you to have
insightful and applicable connection
between the text and you.
Your answers should demonstrate a
conscious and thorough understanding of
the text (Emma Watson’s speech). Your
Focus and Details answers must have one clear and well- 10
focused topic. Your main ideas must be
clear and should be well-supported by
detailed and accurate information.
Your sentences must be well-constructed
Sentence Structure, Grammar, and have varied structure and length.
5
Mechanics, and Spelling There should be no errors in your
grammar, mechanics, and/or spelling.
Total points 30
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Activity 5
The following link shows a video highlighting body language and facial expressions
of some world leaders during an APEC summit:
https://www.youtube.com/watch?v=DLKGBKb2nFQ&t=15s
What is your response to what is shown in the video? Write an effective paragraph of 8-
10 sentences that illustrates your relevant insights. Be guided by the following questions to
help you develop the main idea of your paragraph.
1. What is your view toward body language and facial expressions as non-verbal forms
of communication?
2. What does the video raise about the complexity of communication in a multicultural
setting?
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3. What does it mean to communicate effectively in multicultural setting?
4. As you think about the video, why should we be mindful about how we communicate
effectively in a multicultural setting?
*Note: Please refer to the rubric found on the next page for your answers:
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Activity 5 Rubric

convincing examples from the video to support
Evidence Citation your claims in your own writing, allowing you to 15
have insightful and applicable connection
between the video content and you.
Your answers should demonstrate a conscious
and thorough understanding of the video. Your
answers must have one clear and well-focused
Focus and Details 10
topic. Your main ideas must be clear and should
be well-supported by detailed and accurate
information.
Your sentences must be well-constructed and
Sentence Structure,
have varied structure and length. There should
Grammar, Mechanics, and 5
be no errors in your grammar, mechanics,
Spelling
and/or spelling.
Total points 30
(Adaptedfromwww.readwritehink.org.Retrived:April24,2020)
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Activity 6. Based from the types of communication and its ethics and principles, and the
learning exercises that you have done, please feel free to write your
arguments or lessons learned below.
1.
2.
3.
4.
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1.
2.
3.
4.
5.
Verbal Non-verbal Intrapersonal

communication communication communication
Interpersonal
Mass communication Public communication
communication
Vocalics Proxemics Kinesics
Haptics Ethics Principles
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ULO-c: Appreciate communication in multicultural setting
Metalanguage
In this section, the essential terms relevant to the study of purposive

communication in multicultural setting and to demonstrate ULO-c will be operationally
defined to establish a common frame of reference as to how the texts work. You will
encounter these terms as we go through this topic. Please refer to these definitions in case
you will encounter difficulty in understanding some concepts:
1. Communication in multicultural setting is the process of communication

by people coming from different culture with different sets of beliefs and
practices.
2. Global awareness is a skill which an individual must possess, especially in

communicating in multicultural setting.
3. Ethnocentrism is a belief that on culture is better or superior than any other

culture.
4. Cultural relativism is a belief that all culture is of equal value and should be
treated with respect and fairness rather than being treated with criticism and
negative judgment.
5. Cultural appreciation is the manner of giving honor and respect of one’s

culture.
6. Cultural appropriation is the inappropriate adoption and the lack

acknowledgment of one’s culture for the sake of one’s personal interest.
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Essential Knowledge
Communication in Multicultural Setting
Communication is culture-bound. Communication is a reflection of the culture of a

society or community. It is safe to say that communication is developed because of culture.
Hence, communication and culture are two interdependent concepts. This theory is
validated by Edward Hall, when he observed that communication is culture and culture is
communication. In fact our verbal and non-verbal communications reflect our culture and
vice-versa. Thus, a word that is spoken carries with it the culture of that person and his/her
society. Our manner of dressing, our bearing, and our lifestyle, which form part of our
communication systems reveal so much about our culture.
Intercultural communication is interaction and communication among persons
and communities with varied cultural backgrounds. Communication is a process of
interaction among persons that is complex. This entails verbal and non-verbal relationships
among persons and even assumptions that are commonly agreed among them. Because
of the complexity of the communication process, miscommunication and problems may
arise, as a result. To facilitate communication among persons, understanding and
acceptance of the cultures of parties involved in the communication process is necessary.
Appreciation and understanding of the cultures of the parties involved in the
communication process, which influence their behaviors and thinking process manifested
through words, symbols and pictures are required for both parties, to fully understand and
interact with each other effectively.
Successful Communication in an International and Intercultural Setting
The advent of information and communication technology has made the globe
smaller, where it has become as easy as a flick of a finger to communicate and interact
with people around the world. Thus, political, social and economic interactions among
countries and peoples had been facilitated - - now called globalization.
Consequently, relationship between peoples had been globalized. Globalization

hence, is the word of the day. Because of that, interaction and communication among
peoples had become frequent and inevitable.
The effect of globalization is internationalization and inter-culturalization. The

question now is: in light of these developments, how could one be an effective
communicator? The following tips may be worth considering:
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1. Global awareness. One should be knowledgeable of developments

and issues obtaining in countries around the world. We are blessed
by information technology to have global television channels and
media to search information from any part of the world, thus one
should take advantage of this.
2. Cultural sensitivity. To be an effective communicator, we have to

know, accept and respect the culture of our audience/reader.
3. Cultural intelligence (CQ) and competence. This quality relates to

the capability of a person to adjust to and cope with situations in
which differences in cultures and beliefs had been observed.
4. Respect for the cultures and beliefs of others. Our success in our
relationship with others hinges on our respect for their cultures and
beliefs. In other words, respect begets respect. People will respect
you if they sense that you also respect them. This applies to
communication situations. Respect to your audience/reader begets
respect to you.
5. Openness and positive attitude towards others. The key to a

successful relationship is an open and positive attitude towards others.
Start a conversation by a positive comment and you will almost
certainly get a positive response.
Factors that Affect Cross/Multi-cultural Communication
The following elements determine the outcomes of cross/multi-cultural communication:
1. Inability to understand one’s culture, values and beliefs – the

lack of understanding of the culture of the persons involved in the
communication process affects the interaction among them.
2. Lack of acceptance of the culture of a person/ attitude – inability

to accept the culture of the person you are interacting with,
adversely results in poor communication.
3. Prejudice/Bias – some people tend to think superior of themselves

over other cultures, hence have the tendency to pre-judge others and
hamper communication.
4. Lack of education/limited exposure – people who lacked

education do not have the appropriate information about other
cultures, thereby affecting interaction and communication.
5. Language barrier – inability to speak a common language,

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obviously hampers understanding and communication.
Ethnocentrism
The Webster Third International Dictionary defines ethnocentrism as a habitual

disposition to judge foreign peoples or groups by the standards and practices of one’s own
culture or ethnic group. It is a belief that one’s own practice is the proper way of life.
People from another country tend to judge those coming from other countries, based on
their standards, cultural practices, values and beliefs thus, the tendency to look down upon
the culture of other peoples, resulting in inaccurate assumptions. Thus, those who have
not been exposed to other cultures, may have the tendency to impose his/her own beliefs,
find it challenging to relate with other people belonging to another culture and result in a
gap in the relationship.
Ethnocentrism could be a source of bias or prejudice that may hence affect relationship
and communication in an intercultural setting. To illustrate, negative pre-judgment and
dislike of food from other countries is an example of ethnocentrism. For instance, the Indo-
Chinese people love to eat raw vegetables, which for Filipinos may be a practice that
would not be too welcome.
What are the possible effects of ethnocentrism to intercultural and global

communication?
Bias – is the inclination, predisposition or partiality towards something. Bias connotes

a favorable impression towards a culture or belief. Thus, the effect of bias in a relationship
or communication situation is something positive.
Prejudice – is the opposite of bias. Prejudice is defined as an adverse judgment or

opinion formed beforehand, without knowledge of the facts. The effect of prejudice to
communication is negative, in the sense that a person may have an adverse pre-judgment
of another person coming from another culture, thus could hinder intercultural
understanding and communication.
Discrimination – is the unfair treatment of a person or group as a consequence of an

adverse judgment or opinion of a culture.
Loyalty – ethnocentrism can cement loyalty within the same social grouping or people
belonging to the same society. For instance the world football games had strengthened
loyalty among the competing countries, since the tendency is for people to support their
own team.
Miscommunication – communication is affected by either bias or prejudice, positive

or negative. Bias for another culture could create a positive impression, thus facilitate
better communication. On the other hand, pre-judgment of one culture brought about by
prejudice could lead to misunderstanding.
Division – unity could not be achieved among different cultures under a situation
where prejudice abounds. If people have adverse assumptions about foreign peoples or
groups, this could adversely affect communication and thus lead to division, or even worse
to conflict or at the extreme, war.
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Cultural Relativism
The concept of cultural relativism implies that a person‟s beliefs and practices should
be perceived by others, in the context of his culture. This also means not judging the
culture of other people that are not the same as yours. Similarly, we should appreciate
the cultural practices of other societies in the context of their culture. For instance the
Filipino food “balut” may be disgusting for other cultures but one would learn to appreciate
it by knowing the nutritional value of the “balut”. Thus, understanding fully one‟s
beliefs and practices would require a study of his/her culture. A related situation is the
issue of whale catching. While many countries and worldwide organizations forbid the
catching of whales, other countries engaged in the practice would not find this acceptable,
since it has been a part of their culture for generations to catch whales. Thus, the question
is: who should set the standards for right or wrong?
For cross-cultural communication to succeed, it is helpful for one to think about the
culture of other countries in such a way that we could appreciate their practices in light of
their beliefs.
Cultural Appreciation
Cultural appreciation happens when a person attempts to appreciate and study about
another culture, for one to widen his understanding and relate with others in a cross-
cultural setting. Cultural appreciation could facilitate cross-cultural understanding and
communication.
Cultural Appropriation
Cultural appropriation is taking one component of a practice belonging to another

culture and using it for a purpose. For instance, buying an ethnic clothing from the natives
of the Mountain Province and using it to make someone look fashionable, without knowing
the appropriate occasion and its meaning when this clothing is used may be offensive to
the ethnic group. So, the call for us is: understanding the culture of others and sensitivity to
their beliefs and traditions.
Observe the following examples of Cultural Appropriation and Cultural Appreciation:
Angelina Jolie visited Pakistan surrounded by

women in hijabs; wearing one herself is a means to fit
in and show repsect towards the culture.
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Katy Perry apologized and

acknowledged that she "did it wrong" in
regards to two separate performances
where she was accused of cultural
appropriation. Performing at the American
Music Awards in 2013, Perry dressed as a
geisha and wore a full kimono, tabi socks,
lacquered hair, geiko pancake and heavily
powdered her face. And in 2017 for her
video "This is How We Do," the singer
sported cornrows in her hair. "I won’t ever
understand some of those things because
of who I am — I will never understand, but I can educate myself, and that’s what I’m
trying to do along the way,” Perry said in a podcast interview.
(Source: https://www.thewrap.com/celebrities-who-have-been-accused-of-cultural-
appropriation-photos/ Retrieved 4/22/20)
Cultural Practices and their Roles in Communication
Cultures have different sets of behaviors and practices that are unique on their own. To
have a better grasp of a message in the communication process, one has to be aware of a
certain culture and tradition being practiced by a community.
These practices reflect and guide people on how they should act, talk, and behave.
The habits that we repeatedly do and the customs that we practice are unique shape the
way we communicate.
In Philippines, for example, one of Filipinos’

customs is the mano which is a traditional and
customary practice of showing respect to their elders.
This is done by the younger member of the family to
reach for the elder’s hand and place it one one’s
bowed forehead. This is a sign of humility and respect
as well as a form of acknowledgment of someone’s
age and position in their family
(Image from https://medium.com/@jendyrosenabus97/6-practices-1-country-

94cb9100b6b7 Retrieved 4/19/20).
Greetings all over the world
As culture is very wide and varied, there are different ways as to how people greet
each other. Apart from handshaking that most people do in greeting, here are some other
ways people greet each other all over the world:
In Japan, they greet each other with a bow. This is

also a form of respect for the elders and those who are
in high position, especially in business. Bows have
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different angle and duration, depending on the person they are greeting.
In Oman, men greet each other by pressing their

noses together. They do this with eye contact to
prove and show their sincerity and full respect.
Malays usually stretch out their hands and touch

the other person’s fingertips and then bring their
hands to their hearts. It symbolizes that they’re
greeting you from their hearts.
Tibetan monks stick their tongue out to greet people.

They also press the hands together and place them in front of
their chest to show that they “come in peace”. They started
doing this to prove that they’re not the reincarnation of a crue
king from the 9th century that had a black tongue.
(Source: https://www.opodo.co.uk/blog/greetings-around-the-world/ Retrieved 4/19/20
1. Castigador, A. (2019). Speak and write for a purpose. ACC Book Publishing.
2. The Handbook of Communication Ethics, edited by George Cheney, et al., Taylor & Francis
Group, 2010. ProQuest Ebook Central,
https://search.proquest.com/legacydocview/EBC/667907?accountid=31259. May 14, 2020
3. Scollon, Ron, et al. Intercultural Communication : A Discourse Approach, John Wiley &
Sons, Incorporated, 2012. ProQuest Ebook Central,
4. Overview of cultural diversity. (2014, Jan 01).[Video/DVD] Cypress: Medcom, Inc., Medcom.
Retrieved from https://search.proquest.com/docview/1850361272?accountid=31259. May 14,
2020
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Activity 7. Read each item carefully and choose the most appropriate answer.
Part I. Identify whether the following employs cultural appropriation or cultural

appreciation.
1. Honoring and respecting another culture and its practices as a way to gain
knowledge and understanding.
2. The use of someone else’s culture and practices to make money or to

simply look fashionable.
3. Kylie Jenner attempts to physically embody black culture. She has

adopted box braids - a traditional African hairstyle that is meant to protect the hair, bigger
lips, and curves for the greater purpose of looking “good”.
4. Gigi Hadid posing in front of the camera for a cover of a magazine wearing
hijab to promote awareness on the culture of Muslim.
5. Selena Gomez performing “Come and Get It” on Dancing with the Stars in
2013 donned a bindi and did a Bollywood-inspired routine.
Part II. Identify whether the following examples employ ethnocentrism or cultural
relativism:
6. Anna is aware that culture evolves in different contexts and that they
should not be compared but understood on their own state of differences.
7. Carlo drives his car everyday and has been taught to stay on the right side
of the road when he does. Then, he went to England where people drive on the left side of
the road. After Carlo has returned home, he goes to his friend’s house for dinner and then
he says, “It is incredible, all the people drive in the opposite way. They all drive on the
wrong side!”
8. Maria believes that Filipino culture is the best among all others.
9. Anna is concerned with how similar others’ cultural practices, symbols, and
beliefs are to their own and considers one as better than the other.
10. Ysabella affirms that every culture has to be understood in its particular
context and that the cultures should not be thought of as universally valid worldviews, but
as particular expressions of people.
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Activity 8. Getting acquainted with the essential concepts of communication in multicultural

setting, what also matters is you should also be able to apply what you have
learned by answering the following:
It is, indeed, a challenge to communicate to a person in multicultural setting. This is

because a context may differ depending on the person’s perception of the meaning of the
word to their culture. Culture plays a vital role in shaping a people’s manner of interaction
with one another. Given such concept, how do you think can you manage to overcome
communicating with another person who comes from another culture? Cite
scenarios/examples to further your explanation. Please be guided by the rubric found
on the next page.
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Activity 8 Rubric
Your answers must be inviting and should

state the goal or thesis. The answers must
provide information that is presented in a
Organization logical order and should maintain the 10
interest of your desired audience. Your
concluding statements must strongly state
a personal opinion.
Your answers must provide excellent
reasons that are stated with great support
Reasons, Support, and
and examples. It must also be evident that 10
Examples
a lot of thought was made in relevance to
your answers.
5
Total points 25
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Activity 6. Based from the concepts of communication in a multicultural setting and the
arguments or lessons learned below:
1.
2.
3.
4.
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1.
2.
3.
4.
5.
Multicultural International Intercultural
Cultural intelligence
Global awareness Cultural sensitivity
(CQ)
Prejudice/Bias Discrimination Ethnocentrism

Cultural
Cultural relativism Cultural appreciation
appropriation
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Week 4-5: Unit Learning Outcomes (ULO):

At the end of the unit, you are expected to
a. Explain the impact of globalization on society and the world;
b. Determine the varieties and registers of spoken and written English
language; and
c. Apply the concepts of evaluating images and messages by creating
a multimodal text.

ULO-a. Explain the impact of globalization on society and the world.
Metalanguage
In this section, the essential terms relevant to the study of data management and to
demonstrate ULO-a will be operationally defined to establish a common frame of reference as to
how the texts work. You will encounter these terms as we go through the study of data
management. Please refer to these definitions in case you will encounter difficulty in understanding
some concepts.
1. Globalization is the process of connection, partnership, and relationship

between and among nations to develop and mold cultural, economic, and
political partnerships and activities.
2. Virtual interaction is the manner of connecting with people from different

parts of the world through the use of technology such as the internet.
3. Social media power is the dominance of social media in today’s

technological generation.
4. Flight from conversation is the urge to get away from a real face-to-face
conversation due to overwhelming connection from the digital world.
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Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the fourth and
fifth weeks of the course, you need to fully understand the following essential
knowledge that will be laid down in the succeeding pages. Please note that you are not
limited to refer to these resources exclusively. Thus, you are expected to utilize other
books, research articles, and other resources that are available in the university’s library
e.g., ebrary, search.proquest.com, etc.
Implications of Globalization to Communication
Communication competence is one factor in the success of an individual, including

success in business. However, globalization has created a big impact in dramatic ways on
the way people communicate. Part of this global development is the advent of the fourth
industrial revolution, which brought about massive developments in information technology,
including artificial intelligence.
Nowadays, one needs not fly to other countries to conduct meetings. It is now possible
to do teleconferencing. Moreover, one can communicate via email, Skype, Viber,
Facebook, Instagram, and Twitter, etc. and study via learning management systems.
These developments also entail changes in the way we communicate, although the
same ethical considerations and principles would hold true. The following are the
implications of globalization to communication:
1. Virtual Interactions
Because of globalization, virtual communication has become in vogue, thus has

accelerated the flow of communication in exponential terms. Around ten or so years ago,
one has to make an overseas call to communicate with a friend or relative in a foreign
country. Nowadays, through the use of the internet and modern gadgets, communicating to
any part of the world has become as easy as the click of a finger.
2. Information Highway
The channel of communication has become doubly efficient brought about by the
availability of numerous service providers offering internet, cable TV and mobile telephone
facilities.
3. Business Transactions
The speed and efficiency of communication entails new approaches to transact

business around the globe. Traveling to another country to transact business could be
forgone in lieu of internet facilities and mobile services, a number of them for free.
One can do teleconferencing with a business partner abroad, without spending

much for travel. Thus, promotions, marketing and selling products across the globe has
become easy and very quick because of virtual communication. Moreover, because of the
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availability of quick communication facilities, information flow has been significantly

facilitated and decision-making has become faster.
4. Social Media Power
One effect of globalization is the prevalence of social media networks, resulting in

social awareness of people in a global sense. The advent of advanced communication
technology promoted the “massification” of information, views, research studies, opinions,
and prototypes. Where before society is fragmented because of geographic separation,
now a global society has become a reality courtesy of social media.
Consequently, the political, economic and social impact of this communication

revolution could only be unimaginable because the world has virtually shrunk like an
apple due to the speed by which communication could be transmitted.
2. Globalization, Communication and the Workplace : Talking Across the World, edited by Gail
Forey, and Jane Lockwood, Bloomsbury Publishing Plc, 2012. ProQuest Ebook Central,
3. International Communication and Globalization : A Critical Introduction, edited by Ali

Mohammadi, SAGE Publications, 1997. ProQuest Ebook Central,
4. Mohammed, Shaheed Nick. Communication and the Globalization of Culture : Beyond

Tradition and Borders, Lexington Books, 2011. ProQuest Ebook Central,
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Activity 1. Now that you know the most essential concepts in the implications of
globalization to communication, let us try to check your understanding by reading
reading Sherry Turkle’s “Flight from Conversation”. After which, answer the following
questions in 100-150 words each.
1. According to the writer, what is the difference between “conversation and connection”?
What does face-to-face conversation teach us? How?
2. What does “being alone together” mean? Cite the paragraph/s in the text that supports
your answer.
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3. What does “flight from conversation” do to us?
4. Explain the following lines:

4.1. We expect more from technology and less from one another.
4.2 I share, therefore I am.
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5. What does Sherry Turkle suggest we do so we can make room for conversation?
*Note: please refer to the rubric found on the next page
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Activity 1 Rubric

convincing examples from the text (Flight
From Conversation) to support your claims
Evidence Citation 15
in your own writing, allowing you to have
insightful and applicable connection
between the text and you.
Your answers should demonstrate a
conscious and thorough understanding of
the text (Flight From Conversation). Your
Focus and Details answers must have one clear and well- 10
focused topic. Your main ideas must be
clear and should be well-supported by
detailed and accurate information.
5
Total points 30
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Activity 1: Reading Text
The Flight From ConversAtion by SHERRY TURKLE (APRIL 21, 2012)

(Source: https://www.nytimes.com/2012/04/22/opinion/sunday/the-flight-from-
conversation.html)
Note: You may also watch Sherry Turkle’s TedTalk Video on “Connected, but Alone” at:
https://www.ted.com/talks/sherry_turkle_connected_but_alone/transcript?lan
guage=en
1- WE live in a technological universe in which we are always communicating. And yet we

have sacrificed conversation for mere connection.
2- At home, families sit together, texting and reading e-mail. At work executives text during
board meetings. We text (and shop and go onFacebook) during classes and when we’re on
dates. My students tell me about an important new skill: it involves maintaining eye contact
with someone while you text someone else; it’s hard, but it can be done.
3- Over the past 15 years, I’ve studied technologies of mobile connection and talked to
hundreds of people of all ages and circumstances about their plugged-in lives. I’ve learned
that the little devices most of us carry around are so powerful that they change not only what
we do, but also who we are.
4- We’ve become accustomed to a new way of being “alone together.” Technology-enabled, we

are able to be with one another, and also elsewhere, connected to wherever we want to be. We
want to customize our lives. We want to move in and out of where we are because the thing we
value most is control over where we focus our attention. We have gotten used to the idea of
being in a tribe of one, loyal to our own party.
5- Our colleagues want to go to that board meeting but pay attention only to what interests
them. To some this seems like a good idea, but we can end up hiding from one another, even
as we are constantly connected to one another.
6-A businessman laments that he no longer has colleagues at work. He doesn’t stop by to talk;
he doesn’t call. He says that he doesn’t want to interrupt them. He says they’re “too busy on
their e-mail.” But then he pauses and corrects himself. “I’m not telling the truth. I’m the one
who doesn’t want to be interrupted. I think I should. But I’d rather just do things on my
BlackBerry.”
7-A 16-year-old boy who relies on texting for almost everything says almost wistfully,
“Someday, someday, but certainly not now, I’d like to learn how to have a conversation.”
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8- In today’s workplace, young people who have grown up fearing conversation show up on the
job wearing earphones. Walking through a college library or the campus of a high-tech start-
up, one sees the same thing: we are together, but each of us is in our own bubble, furiously
connected to keyboards and tiny touch screens. A senior partner at a Bostonlaw firm describes
a scene in his office. Young associates lay out their suite of technologies: laptops, iPods and
multiple phones. And then they put their earphones on. “Big ones. Like pilots. They turn their
desks into cockpits.” With the young lawyers in their cockpits, the office is quiet, a quiet that
does not ask to be broken.
9- In the silence of connection, people are comforted by being in touch with a lot of people —
carefully kept at bay. We can’t get enough of one another if we can use technology to keep one
another at distances we can control: not too close, not too far, just right. I think of it as a
Goldilocks effect.
10- Texting and e-mail and posting let us present the self we want to be. This means we can
edit. And if we wish to, we can delete. Or retouch: the voice, the flesh, the face, the body. Not
too much, not too little — just right.
11- Human relationships are rich; they’re messy and demanding. We have learned the habit of
cleaning them up with technology. And the move from conversation to connection is part of
this. But it’s a process in which we shortchange ourselves. Worse, it seems that over time we
stop caring, we forget that there is a difference.
12- We are tempted to think that our little “sips” of online connection add up to a big gulp of
real conversation. But they don’t. E-mail, Twitter, Facebook, all of these have their places —
in politics, commerce, romance and friendship. But no matter how valuable, they do not
substitute for conversation.
13- Connecting in sips may work for gathering discrete bits of information or for saying, “I am
thinking about you.” Or even for saying, “I love you.” But connecting in sips doesn’t work as
well when it comes to understanding and knowing one another. In conversation we tend to one
another. (The word itself is kinetic; it’s derived from words that mean to move, together.) We
can attend to tone and nuance. In conversation, we are called upon to see things from
another’s point of view.
14- FACE-TO-FACE conversation unfolds slowly. It teaches patience. When we communicate

on our digital devices, we learn different habits. As we ramp up the volume and velocity of
online connections, we start to expect faster answers. To get these, we ask one another simpler
questions; we dumb down our communications, even on the most important matters. It is as
though we have all put ourselves on cable news. Shakespeare might have said, “We are
consum’d with that which we were nourish’d by.”
15- And we use conversation with others to learn to converse with ourselves. So our flight from
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conversation can mean diminished chances to learn skills of self-reflection. These days, social
media continually asks us what’s “on our mind,” but we have little motivation to say
something truly self-reflective. Self-reflection in conversation requires trust. It’s hard to do
anything with 3,000 Facebook friends except connect.
16- As we get used to being shortchanged on conversation and to getting by with less, we seem
almost willing to dispense with people altogether. Serious people muse about the future of
computer programs as psychiatrists. A high school sophomore confides to me that he wishes he
could talk to an artificial intelligence program instead of his dad about dating; he says the A.I.
would have so much more in its database. Indeed, many people tell me they hope that as Siri,
the digital assistant on Apple’s iPhone, becomes more advanced, “she” will be more and more
like a best friend — one who will listen when others won’t.
17- During the years I have spent researching people and their relationships with technology, I
have often heard the sentiment “No one is listening to me.” I believe this feeling helps explain
why it is so appealing to have a Facebook page or a Twitter feed — each provides so many
automatic listeners. And it helps explain why — against all reason — so many of us are
willing to talk to machines that seem to care about us. Researchers around the world are busy
inventing sociable robots, designed to be companions to the elderly, to children, to all of us.
18- One of the most haunting experiences during my research came when I brought one of
these robots, designed in the shape of a baby seal, to an elder-care facility, and an older
woman began to talk to it about the loss of her child. The robot seemed to be looking into her
eyes. It seemed to be following the conversation. The woman was comforted.
19- And so many people found this amazing. Like the sophomore who wants advice about
dating from artificial intelligence and those who look forward to computer psychiatry, this
enthusiasm speaks to how much we have confused conversation with connection and
collectively seem to have embraced a new kind of delusion that accepts the simulation of
compassion as sufficient unto the day. And why would we want to talk about love and loss
with a machine that has no experience of the arc of human life? Have we so lost confidence
that we will be there for one another?
20- WE expect more from technology and less from one another and seem increasingly drawn
to technologies that provide the illusion of companionship without the demands of
relationship. Always-on/always-on-you devices provide three powerful fantasies: that we will
always be heard; that we can put our attention wherever we want it to be; and that we never
have to be alone. Indeed our new devices have turned being alone into a problem that can be
solved.
21- When people are alone, even for a few moments, they fidget and reach for a device. Here
connection works like a symptom, not a cure, and our constant, reflexive impulse to connect
shapes a new way of being.
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22- Think of it as “I share, therefore I am.” We use technology to define ourselves by sharing
our thoughts and feelings as we’re having them. We used to think, “I have a feeling; I want to
make a call.” Now our impulse is, “I want to have a feeling; I need to send a text.”
23- So, in order to feel more, and to feel more like ourselves, we connect. But in our rush to
connect, we flee from solitude, our ability to be separate and gather ourselves. Lacking the
capacity for solitude, we turn to other people but don’t experience them as they are. It is as
though we use them, need them as spare parts to support our increasingly fragile selves.
24- We think constant connection will make us feel less lonely. The opposite is true. If we are
unable to be alone, we are far more likely to be lonely. If we don’t teach our children to be
alone, they will know only how to be lonely.
25-I am a partisan for conversation. To make room for it, I see some first, deliberate steps. At
home, we can create sacred spaces: the kitchen, the dining room. We can make our cars
“device-free zones.” We can demonstrate the value of conversation to our children. And we
can do the same thing at work. There we are so busy communicating that we often don’t have
time to talk to one another about what really matters. Employees asked for casual Fridays;
perhaps managers should introduce conversational Thursdays. Most of all, we need to
remember — in between texts and e-mails and Facebook posts — to listen to one another,
even to the boring bits, because it is often in unedited moments, moments in which we hesitate
and stutter and go silent, that we reveal ourselves to one another.
26-I spend the summers at a cottage on Cape Cod, and for decades I walked the same dunes
that Thoreau once walked. Not too long ago, people walked with their heads up, looking at the
water, the sky, the sand and at one another, talking. Now they often walk with their heads
down, typing. Even when they are with friends, partners, children, everyone is on their own
devices.
27- So I say, look up, look at one another, and let’s start the conversation.
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Activity 2. Now that you know the implications of globalization to communication, I will
require you to reflect on and answer the following:
As technology advances, the world is both getting larger and smaller. Today, we are
able to communicate with people across the globe at the touch of a button. With the onset
of new technology, globalization is impacting the ways we communicate and learn in
fascinating ways. We are expanding our understanding of fellowship and as we become
more connected, we are deepening our educational experiences. The rise in the use of the
internet, in particular, has been incredibly instrumental in improving the ways in which we
connect with one another.
Because of technologies like the internet, we have the opportunity to view diverse
perspectives that were outside of our scope before. We are able to fully connect with
someone who is thousands of miles away in real time and the effects are profound. With
this, reflect on the question:
“Have technologies like the internet created a more harmonious or a more

divided society amidst globalization? Explain your answer.”
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*Note: Please refer to the following rubric:
Activity 2 Rubric
Your answers must be inviting and should

state the goal or thesis. The answers must
provide information that is presented in a
Organization logical order and should maintain the 10
interest of your desired audience. Your
concluding statements must strongly state
a personal opinion.
Your answers must provide excellent
reasons that are stated with great support.
Reasons and Support It must also be evident that a lot of thought 10
and research was made in relevance to
your answers.
5
Total points 25
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Activity 3. Based from the implications of globalization to communication and the

1.
2.
3.
4.
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1.
2.
3.
4.
5.
Globalization Virtual interaction Information highway
Social media power Flight from conversation Conversation
Connection Alone together Digital world
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ULO-b. Determine the varieties and registers of spoken and written English
language
Metalanguage
In this section, the essential terms relevant to the study of the varieties and
registers of spoken and written English language and to demonstrate, ULO-b will
be operationally defined to establish a common frame of reference as to how the
texts work. You will encounter these terms as we go through this topic. Please
refer to these definitions in case you will encounter difficulty in understanding
some concepts.
1. Varieties of English language is the various types of English language

dialects that are practiced by people form all over the world
2. Language register is the appropriateness of writing and speaking styles.

This also serves as a guide for most writers and speakers in the use of
appropriate grammar, sentence structures, and vocabulary.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the fourth and
fifth weeks of the course, you need to fully understand the following essential
knowledge that will be laid down in the succeeding pages. Please note that you are not
limited to refer to these resources exclusively. Thus, you are expected to utilize other
books, research articles, and other resources that are university’s library e.g., ebrary,
search.proquest.com, etc.
Varieties and Registers of Spoken and Written English
Globalization leads to different complexities and varieties of communication

processes. Communication has developed different communication styles which are all
results of globalization. Many linguists and experts acknowledge different forms of
Englishes wordwide.
World Englishes come in different forms. One term or word may have the same
meaning, but may be used in different approaches. While American and British Englishes
are deemed as the “correct”, “good” or “proper”, other forms or varieties of English around
the world are as valid and legitimate.
Using English is more than just the mastery of all its grammatical and linguistic
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complexities. In using the language, you have to be very careful with your purpose and
context in delivering your message to your target audience.
Philippine English is, in fact, one of the many varieties of Englishes in the world.
There are expressions, terms, and words that Filipinos use in English which may be
different from any other variants of English.
Language register is defined as the appropriateness of the level and style

of speaking and writing. It guides a speaker or writer in the use of vocabulary,
structure and grammar.
At least three language registers have been identified as the most common
ones:
1. Formal – formal register is the style of writing or speaking for

unfamiliar audience/readers or for your superiors in an office.
2. Informal – the informal register, otherwise called casual or intimate

is recommended when writing/speaking to friends and familiar
persons.
3. Neutral – this register is the more objective, impersonal and

factual type of writing or speaking.
Formal register is the type of speaking/writing appropriate for formal

speeches, articles, studies, technical reports, announcements, business letters
and emails for business purposes.
A number of rules govern the use of formal language register, as follows:
1. Use the third person – the undersigned,

instead of “I”, the reporter, instead of he/she.
2. Avoid contractions – use would not, instead of won’t, cannot instead

of can’t. However, note that apostrophes are used to show
possession, as in Anna’s law office. On the other hand, an
apostrophe can be used to indicate a plural symbol or numbers, e.g.
BMW’s, 7’s, etc.
3. Spell out numbers below one hundred –

sixteen, eight, ninety-five, etc.
4. Use formal words rather than slang and clichés – examples of slang
are: “cool” for very good or “dough” for money.
5. Acronyms may be used in formal speaking and writing, but you have
you to spell it out first and put the acronym in parentheses, e.g. non-
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government organization (NGO), thereafter you may use the

acronym in other parts of your paragraph.
6. Use complete sentences in your write up/speech – avoid the use

of phrases and clauses, in lieu of a complete sentence.
7. The use of active rather than passive sentences is preferred. Use “A

singer entertained the guests” instead of “The guests were
entertained by a singer.”
8. Simple sentences rather than compound and complex sentences,

would help make your write up/speech shorter and easier to
understand.
9. Use conjunctions, to indicate transitions or imply continuity or cause

and effect relationship in the ideas of your sentences. Conjunctions
such as however, nevertheless, similarly, on the other hand could
help relate or show contrast in the ideas in your sentences.
Informal language register is used for informal and friendly letters/speeches

for your acquaintances, friends and family members, thus written in an informal
style. This is the type of writing you adopt for short messaging system (text
messages) friendly letters, personal e-mails, diaries, journals and blogs. Informal
writing is the opposite of formal letters, hence, does not require formal and strict
rules to follow. Here you may use figures of speech, personal pronouns, symbols,
acronyms, slangs and even incomplete sentences, phrases and clauses.
Finally, the neutral language register is neither formal nor informal, thus
applicable for non- emotional and factual themes. This style of writing/speaking is
usually seen in articles, technical reports and magazine reviews.
Varieties of Language
The different kinds of English language used around the world led to the
varieties in the use of English. The reason for this is historical: England used
English as its native language for more than 1,000 years. However, eventually the
use of English spread in many parts of the globe like Canada, U.S.A and Australia
because of migration, employment and economic reasons. Since language is
dynamic and culture-bound, the differences in culture eventually resulted in
changes in the original English language.
There are at least three main varieties of English: British English, American
English, and Australian English. However, variety and even sub-varieties had
been noted in other countries where English is used. There may be varieties in
spelling. For instance color in American English is colour in British English.
On the other hand, varieties had been observed in grammar. For instance for
British speakers they would say: “Have you eaten all those fruits?” while for
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Americans, they would say: “Did you eat all those fruits?” This is due to the fact
that British English at times use the present perfect tense of the verb, whereas,
American English would prefer using the past simple tense. More examples could
be seen below of the varieties in American and British English.
British English: Have you eaten all those Happybee fried chicken?
American English: Did you eat all those Happybee fried chicken?
British English: Have you ever watched the TV series, Ang

Probinsiyano?
American English: Did you ever watch the TV series, Ang Probinsiyano?
For tag questions, the following varieties were observed between British and
American English:
British English: I’ll upload these pictures in my Facebook, will I?
I’ll upload these pictures in my

American English: Facebook, right?
Still, variety in English was noted in the use of prepositions. For instance
the British would say: The time is 15 minutes past five. For Americans, they
would say: The time is 15 minutes after five.
For adverbs, the following varieties in informal speech between British

and American English had been noted:
In American English cases in the use of adverbs without the -ly ending:
American Tagaytay was real cold last

English: February.
British English Tagaytay was really cold last February
For vocabulary, varieties of English could be seen mainly between American

English (AmE) and British English (BrE), the two most prevalent varieties of English:
Meanings
In some instances variety between British and American English were seen,
such as in the use of the word cab for Americans while the British uses the word
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taxi, although both refer to only one and the same thing.
However, noted were differences in meaning in the use of the word “quite” . In
American English the term “quite” is used as an intensifier:
He was upset a while ago and that was all right, but
now he’s quite upset so we have to leave!
In British English, however, “quite” is used to lessen the intensity of the term.
He was upset a while ago, so I was thinking of leaving; now, he’s still quite upset but I
think it’s all right to stay.
2. Seargeant, Philip. Exploring World Englishes : Language in a Global Context, Taylor &
Francis Group, 2012. ProQuest Ebook Central,
3. SlideTalk.net (2020. Lesson 9: Varieties of English. Retrieved

https://www.youtube.com/watch?v=1N5tKEydla8 May 14, 2020
4. Varieties of English, edited by Alexander Bergs, and Laurel Brinton, De Gruyter, Inc., 2017.
https://search.proquest.com/ebookcentral/legacydocview/EBC/5116129?accountid=31259.
May 14, 2020
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Activity 4.
Now that you know the most essential terms and concepts in the study of
varieties and registers of spoken and written English language, let us try to check your
understanding of these terms and concepts. In the space provided, Identify whether
the following underlined word is British English or American English by using the
symbols BrE for British and AmE for American English.
1. The durian was really sweet.
2. Seeing the rice terraces was truly amazing.
3. The picnic to Boracay was a real experience.
4. Tito bought a pair of beautiful trousers.
5. May I use your toilet?
6. The building is tall, so let’s use the lift.
7. Our office janitor is very conscientious in cleaning our

workplace.
8. Please throw your rubbish in the proper waste can.
9. The plants were arranged beautifully in the ground floor of the building.
10. To avoid accident, please double check that your cooker is

properly turned off before leaving your house.
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Activity 5.
Instructions: Watch the video, “Don’t Judge my African American English” using
this link - https://www.youtube.com/watch?v=j7_rihFMB78. Be ready to answer
the following questions:
1. What is the video about?
2. Describe the features of African American English based on what the different speakers
shared and showed in the video.
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3. In what way is African American English both a form of rebellion and expression?
4. One of the speakers in the video said, “Grammar is a big thing in this society.” Explan
what she means by citing examples.
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5. How is African American English judged by the society? Do you share the same
observations? Support your answer.
6. What is the purpose of the video? What message does it convey to the viewers?
*Note: Please refer to the rubric found on the next page.
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Activity 5 Rubric
Your answers must be inviting and should state

the goal or thesis. The answers must provide
information that is presented in a logical order and
Organization 15
should maintain the interest of your desired
audience. Your concluding statements must
strongly state a personal opinion.
Your answers must provide excellent reasons that
are stated with great support. It must also be
Reasons and Support 10
evident that a lot of thought and research was
made in relevance to your answers.
Your sentences must be well-constructed and
Sentence Structure,
have varied structure and length. There should be
Grammar, Mechanics, 5
no errors in your grammar, mechanics, and/or
and Spelling
spelling.
Total points 30
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Activity 6. Based from the implications of globalization to communication and the

1.
2.
3.
4.
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1.
2.
3.
4.
5.
Varieties of English Formal Neutral
Informal British English American English
Language register World Englishes Register
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ULO-c. Apply the concepts of evaluating images and messages by creating a
multimodal text.
Metalanguage
In this section, the essential terms relevant to the study of evaluating images
and messages and to demonstrate ULO-c will be operationally defined to establish a
common frame of reference as to how the texts work. You will encounter these terms
as we go through the study of evaluating images and messages. Please refer to
these definitions in case you will encounter difficulty in understanding some concepts.
1. Multimodality is the interweaving of two or more modes using text, images,

audio, and other visual, aural or spatial resources.
2. Semiotic system is assigning content of signs (semiotics) and their

meanings in a system or structure.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the fourth
and fifth weeks of the course, you need to fully understand the following essential
Evaluating Messages and/or Images
Critical evaluation, one of the levels of comprehension advanced by

Benjamin Bloom requires a thorough analysis and critical look at information,
messages and images that we get from or use for reading materials, lectures or
presentations, for one to obtain or use accurate information.
Evaluating Images
Since media messages are developed, they could be altered or

disintegrated. Lately, many fake news and altered media materials misled people
into accepting and believing them. Thus, media messages and images should be
evaluated to ensure their validity, reliability and appropriateness.
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The following questions can be used in evaluating messages and/or

images:
1. What is the message?

2. What is the purpose of the messages?
3. How is the message conveyed by the text and/or image?
4. Who is the target audience of the message?
5. What is the effect of the message being conveyed in this manner to the
receiver?
Multimodal Text
A text may be multimodal if there is a combination of two or more semiotic

systems. The following are the 5 semiotic systems:
1. Linguistic - includes aspects such as vocabulary, generic structure of both oral

and written language;
2. Visual - includes aspects such as colors, vectors, and still and moving images.
3. Audio - includes aspects such as volume, pitch, rhythm of music and sound
effects.
4. Gestural - includes aspects such as movements, speed and stillness in facial
expression and body movement.
5. Spatial - includes aspects such as proximity, direction, position of layout, and
organization of objects in space.
(Source:http://www.curriculum.edu.au/leader/helping_teachers_to_explore_multimodal_texts,3152
2.html?issueID=12141 Retrieved 2/23/20)
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Multimodal Text in Infographic
Infographic is a collection of pictures, charts, and graphs that gives an

understanding of a topic’s overview. It is used because a human’s brain recognize visual
patterns faster than reading texts. This is because our brains scan text sequentially (one
word at a time) while we can pictures different places at the same time.
Source: https://visual.ly/community/infographic/education/cost-college-education-philippines Retrieved 2/23/20
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Multimodal Text in Advertisements
Advertisements, just like infographics, are multimodal texts presenting visuals and
linguistic semiotic systems. Ads are the means of many companies to market and promote
their products, services, and campaigns or platforms.
Source: https://encrypted-tbn0.gstatic.com/images?q=tbn%3AANd9GcQRzUZc9lNtHa0xr32VeP66CBRixaB3KmtIQ-
ywPFLNLLjBfPKW Retrieved 2/23/20
Multimodal Text in Editorial Cartoon
Like infographics and advertisements, editorial cartoons are also multimodal in

nature. As seen in the example below, editorial cartoons achieve multimodality by
making use of available semiotic systems in images and words in a single text.
While most editorial cartoons talk about politics, there are varieties of topics that
are covered in editorial cartoons. Since they are used in newspapers and other
reading materials, editorial cartoons cover topics that are currently relevant in the
society. Readers take different interpretations on the multimodal text presented in the
editorial cartoons.
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Source: https://www.washingtonexaminer.com/editorial-cartoon-back-to-school-supplies Retrieved 2/23/20
Multimodal Text in Fund-Raising (For-A-Cause) Posters
Just like ads, infographics, and editorial cartoons, posters also employ
multimodality. There are different types of posters. There are promotional posters for
films, books, exhibitions, and events. There are also some posters for campaigns or
awareness raising posters. Look at the example below:
Source: https://www.behindrollingchair.com/dinner-for-a-cause/ Retrieved 2/23/20
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2. Suarez, C., Perfecto, M.R., Canilao, M.L.E., Paez, D.B. (2018). Purposive
communication in English. Ateneo de Manila University Press.
3. Perspectives on Multimodality, edited by Eija Ventola, et al., John Benjamins

Publishing Company, 2004. ProQuest Ebook Central,
https://search.proquest.com/legacydocview/EBC/769702?accountid=31259.
4. Multimodal Composing in Classrooms : Learning and Teaching for the Digital World,
edited by Suzanne M. Miller, and Mary B. McVee, Taylor & Francis Group, 2012.
https://search.proquest.com/legacydocview/EBC/956967?accountid=31259.
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Activity 7. Getting acquainted with the essential terms and concepts of multimodal text,
what also matters is you should also be able to apply these concepts. Now, I will require you
to search, analyze, and interpret your own multimodal text.
I. Search on multimodal materials (images) that are socially relevant and compelling.
Copy this image and make sure to cite the source.
Images here (Label Image 1 and Image 2)
II. What type of multimodal Image 1 and Image 2 are? They should be any of the
following: (No duplication)
a. Infographics
b. Advertisements
c. Editorial cartoons
d. fund-raising (for-a-cause) posters
III. Carefully evaluate each of them and answer the following questions:
a. What is the message? (30-50 words)
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b. What is the purpose of the messages? (30-50 words)
c. How is the message conveyed by the text and/or image? (50-70 words)
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d. Who is the target audience of the message? Explain why. (30-50 words)
e. What is the effect of the message being conveyed in this manner to the receiver?
(50-70 words)
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Activity 7 Rubric
Exploration and Your answers must demonstrate that you have

10
Argumentation reflected and analyzed on the multimodal texts.
Your answers must be inviting and should state the
goal or thesis. The answers must provide information
that is presented in a logical order and should
Organization 10
maintain the interest of your desired audience. Your
concluding statements must strongly state a personal
opinion.
Your answers must provide excellent reasons that
are stated with great support. It must also be evident
Reasons and Support 10
that a lot of thought and research was made in
relevance to your answers.
Sentence Structure, Your sentences must be well-constructed and have
Grammar, Mechanics, varied structure and length. There should be no 10
and Spelling errors in your grammar, mechanics, and/or spelling.
Total points 40
(Adapted from: www.readwriteandthink.org and https://courses.lumenlearning.com/ Retrieved:

April 24, 2020)
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Activity 8. Based from the lesson on evaluating images and messages in multimodal
texts and the learning exercises that you have done, please feel free to
write your arguments or lessons learned below:
1.
2.
3.
4.
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1.
2.
3.
4.
5.
Multimodal text Semiotic system Linguistic
Visual Audio Spatial
Gestural Infographic Advertisement
Editorial cartoon Posters (for-a-cause) Multimodality
82

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UNIVERSITY OF MINDANAO

College of Arts and Sciences Education

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed

GE-2 (Purposive Communication)

COURSE OUTLINE POLICY ..................................................................................... 1

BIG PICTURE ......................................................................................................... 59

BIG PICTURE ......................................................................................................... 83

ULO ....................................................................................................................... 216

Course Outline: GE 2 – Purposive Communication

Course Coordinator: Rovie R. Cuarte

Mobile Number +63 977 700 1458

Student Consultation: By Appointment

Phone: (082)300-5456 / 305-0647 Local 149

Course Outline Policy

Areas of Concern Details

Please note that academic dishonesty such as

However, if the late submission of the assessment

All culled from on-campus/onsite sessions (TBA):

Submission of the final grades shall follow the

Student Communication You are required to create a umindanao email

You can also meet the course coordinator in person

For students who have not created their student email,

Contact Details of the Program Dr. Edwin L. Nebria

Instructional Help Desk Dr. Khristine Marie D. Concepcion - Dean

Well-being Welfare Support Held GSTC Head

GSTC Facilitator: Carizza Mari C. Tinanac

Course Information: see/downloadcoursesyllabusintheBlackboardLMS

CC’s Voice: Welcome to the course GE 2: Purposive Communication.

CO In order for you to be purposeful with your communication, you

Week 1-3: Unit Learning Outcomes (ULO):

Big Picture in Focus

1. Meaning and definitions of Communication:

2. Evolution of communication is the record of past events on how

3. Characteristics of communication explains the distinct qualities and

4. Process of communication is the series of steps that servers as a guide that

5. Elements of communication are components that the sender and receiver

1. The characteristics of Communication. Communication is a process of

1.1 Communication is the blood-line of the society

1.2 Communication is basic to success

1.3 Communication allows you to create network and build stronger

1.4 Communication is everywhere

1.5 Communication is a two-way process

1.6 Communication is complex

1.7 Communication is irreversible

2. Evolution of communication. The communication types and process that

3. Communication process. This is a guide toward realizing effective

Figure 1.The Osgood-Schramm model of communication

when immediate feedback is necessary, oral communication channels are more

4. The elements of communication. The communication process will not be

1. What key element of communication is involved in the translation of

2. Which among the elements of communication allows he sender to

3. Who is the one who initiate the communication process?

4. What element of communication process is done by the receiver who

6. What characteristic of communication is shown when a teacher and her

7. What is characterized by communication involving series of steps with

8. In the evolution of communication, what was the invention of Samuel

9. Who transmitted the first radio signal?

10. Among the elements of communication, what is considered to be the

Criteria Description Points

(Adapted from: www.readwriteandthink.org. Retrieved: April 24, 2020)

Do you have any question for clarification?

Questions / Issues Answers

Communication Channel/Medium Feedback